man, i've gotten so good at getting my answer choices down to two, between which one of them will be the right answer but i still struggle with getting the correct answer choice
Thank you. I enjoy these v2 lessons more than v1. I have been studying for four months and flaw questions have always been tricky for me. These lessons help me realize which subset of flaw that I should practice on
I have written down the two step piecemeal analysis test of the correct answer being descriptively accurate and describing flawed reasoning and geld every answer to that test and it has increased me getting correct answers dramatically with flaw questions. Just looking at it has been a huge help because I am able to mentally apply the test to each answer choice.
I am having the same results! Now I just ask, "Is this descriptively accurate?" and then, "Does this weaken the argument?" It is reliable every time. I look forward to going back to previous sections and seeing if now my understanding has improved even more!
Okay, I don't know if anyone else really struggled with grasping this one, but I did. I think the diagramming is what kinda confused me here, so if anyone is also a lil lost, here's how I explained it to myself. I chose C at first, so I also included my reasoning for why C is ultimately wrong.
So to break down the passage, we first find out that change requires a motive, so we can write:
(1) change → motive
Then we find out that unpleasant criticism provides a motive. The "provides" part confused me at first because I couldn't tell what that really meant (sufficiency? necessity???), but then I realized that "provides" is kinda equivalent to "is a form of." Like if you say that tea provides you with stress relief, then tea is a form of stress relief, or tea = stress relief. So in other words, we find out that unpleasant criticism is a form of a motive. We can write:
(2) unpleasant criticism = motive
And then we find out that harsh criticism is unpleasant criticism. So we can write:
(3) harsh criticism = unpleasant criticism
This means that we can connect (2) and (3) and say:
unpleasant criticism = harsh criticism = motive
which, as stated in the passage, can be shortened to:
harsh criticism = motive
Awesome, so harsh criticism is a type of motive. Then, in the last sentence of the stimulus, the counselor just goes ahead and says that because of all this, only harsh criticism can cause a person to change. So:
(4) change → motive → harsh criticism
This is where the problem lies, because the counselor says that harsh criticism - which is sufficient to being a motive because harsh criticism provides motivation - is actually necessary for motivation. It's like we're downgrading harsh criticism - it used to be sufficient to a motive because if you got harsh criticism, that meant you got a motive. But now it's been downgraded to being necessary for a motive, which means that harsh criticism alone will never be enough on its own to create a motive (you need harsh criticism AND a pat on the back or something). And that's just simply not what we said in (1) (2) and (3). This diagramming might not be perfect because I know equal signs aren't awesome to use here, but I think it conceptually captures the right idea and using the equal signs just felt more clear to me than having backwards and forwards arrows goin on.
C is close, but wrong. The passage just simply never says C. I originally chose C because I was so lost in the sauce of diagramming that I thought it was a safe bet, but in reality, there's nothing in the stimulus that implies that everyone who is motivated to change will change. All we say is that change → motive, but by motive being necessary rather than sufficient, we acknowledged that not everyone who is motivated to change will actually achieve change.
Mapping things out and writing things out helps me SO much. It is adding time, so I don't know how to feel about that, but I'm happy that I'm getting things right now!
It is good practice because it visualizes it to your brain, I did the same thing. I am a relatively visual learner, it helped train my brain to do it subconsciously. I usually map things out on the you try portion, then try to do the drill without a pencil to paper.
The way I wrote this out made me choose the wrong answer cuz I was looking at change and not harsh C as the sufficient statement, but I'm not sure how what I diagrammed is wrong?
I also had the same issue, could you clarify this for me a bit more. Also why does the elimination of the word only make this particular approach correct
Need to stop thinking "oh because the last right answer was A this one can't be A" just a silly middle school approach I think is burned into my head loll
@Rose955 Hey Rose, this is a suf/nec confusion. If A is required for B, then you can't have A without having B. So, A-->B
Think of it like this. Change requires a motive. If you have motivation, that doesn't mean you're required to change. The statement is one directional, with motive being the necessary condition and change being the sufficient.
87 comments
these lessons are heavily improving my sufficiency-necessity skills
This is something I need to go back over seriously
im super good at getting it down to two them marking the right answer then second guessing myself and marking the wrong one
but like fr tho
Finally getting better at spotting sufficiency necessity confusions correct
These lessons are much more interactive and make the subject easier to pick up on then the first version was. Thank you!
Need to stop second guessing myself
man, i've gotten so good at getting my answer choices down to two, between which one of them will be the right answer but i still struggle with getting the correct answer choice
In questions like this, I try to find the flaw BEFORE reading the answers. It makes it a lot easier to pick the right one.
exactly a minute over, but we ball. A was chosen, A was correct
Thank you. I enjoy these v2 lessons more than v1. I have been studying for four months and flaw questions have always been tricky for me. These lessons help me realize which subset of flaw that I should practice on
I have written down the two step piecemeal analysis test of the correct answer being descriptively accurate and describing flawed reasoning and geld every answer to that test and it has increased me getting correct answers dramatically with flaw questions. Just looking at it has been a huge help because I am able to mentally apply the test to each answer choice.
I am having the same results! Now I just ask, "Is this descriptively accurate?" and then, "Does this weaken the argument?" It is reliable every time. I look forward to going back to previous sections and seeing if now my understanding has improved even more!
Finally stopped second guessing myself and stuck with my initial choice
Okay, I don't know if anyone else really struggled with grasping this one, but I did. I think the diagramming is what kinda confused me here, so if anyone is also a lil lost, here's how I explained it to myself. I chose C at first, so I also included my reasoning for why C is ultimately wrong.
So to break down the passage, we first find out that change requires a motive, so we can write:
(1) change → motive
Then we find out that unpleasant criticism provides a motive. The "provides" part confused me at first because I couldn't tell what that really meant (sufficiency? necessity???), but then I realized that "provides" is kinda equivalent to "is a form of." Like if you say that tea provides you with stress relief, then tea is a form of stress relief, or tea = stress relief. So in other words, we find out that unpleasant criticism is a form of a motive. We can write:
(2) unpleasant criticism = motive
And then we find out that harsh criticism is unpleasant criticism. So we can write:
(3) harsh criticism = unpleasant criticism
This means that we can connect (2) and (3) and say:
unpleasant criticism = harsh criticism = motive
which, as stated in the passage, can be shortened to:
harsh criticism = motive
Awesome, so harsh criticism is a type of motive. Then, in the last sentence of the stimulus, the counselor just goes ahead and says that because of all this, only harsh criticism can cause a person to change. So:
(4) change → motive → harsh criticism
This is where the problem lies, because the counselor says that harsh criticism - which is sufficient to being a motive because harsh criticism provides motivation - is actually necessary for motivation. It's like we're downgrading harsh criticism - it used to be sufficient to a motive because if you got harsh criticism, that meant you got a motive. But now it's been downgraded to being necessary for a motive, which means that harsh criticism alone will never be enough on its own to create a motive (you need harsh criticism AND a pat on the back or something). And that's just simply not what we said in (1) (2) and (3). This diagramming might not be perfect because I know equal signs aren't awesome to use here, but I think it conceptually captures the right idea and using the equal signs just felt more clear to me than having backwards and forwards arrows goin on.
C is close, but wrong. The passage just simply never says C. I originally chose C because I was so lost in the sauce of diagramming that I thought it was a safe bet, but in reality, there's nothing in the stimulus that implies that everyone who is motivated to change will change. All we say is that change → motive, but by motive being necessary rather than sufficient, we acknowledged that not everyone who is motivated to change will actually achieve change.
@dbershadskaya801 This was extremely helpful. Thank you for taking the time.
ONLY ONLY ONLY
Drifted towards A automatically but picked C because i didn't understand why I drifted towards A....
le sigh.... we cringe on....
cringe on lol, thats a new one
My entire Flaw journey...
RIP Nautica! iykyk
hi
i knew reading the stimulus that the answer would be something like A but the way how A is written I did not understand it and I got it wrong
I find the best way to think about sufficiency necessity confusions is to simply write it as.
Enough versus Must/Needed/Required
A: Infers that something that is enough to provide a motive is Required to provide a motive.
Today is winter tomorrow is summer
finally got this one right
This actually made sense to me. When it comes to making sense I don't mind watching long vids lol
C'est le plus ancien du livre !!!!
mdr
@noellegreaux il me fait sourire a voir du francais ici for real
Mapping things out and writing things out helps me SO much. It is adding time, so I don't know how to feel about that, but I'm happy that I'm getting things right now!
It is good practice because it visualizes it to your brain, I did the same thing. I am a relatively visual learner, it helped train my brain to do it subconsciously. I usually map things out on the you try portion, then try to do the drill without a pencil to paper.
I wrote this out as:
change →motive
harsh c →UC→motive
harsh C→motive
-----
conc: change →harsh C
The way I wrote this out made me choose the wrong answer cuz I was looking at change and not harsh C as the sufficient statement, but I'm not sure how what I diagrammed is wrong?
I also had the same issue, could you clarify this for me a bit more. Also why does the elimination of the word only make this particular approach correct
I had the right answer but then changed it last second because i get nervous when the ac talks about sufficient and necessity
got it right in BR
Need to stop thinking "oh because the last right answer was A this one can't be A" just a silly middle school approach I think is burned into my head loll
Idk why but I read 'change requires a motive' to be motive --> change. Anyone else?
@Rose955 Hey Rose, this is a suf/nec confusion. If A is required for B, then you can't have A without having B. So, A-->B
Think of it like this. Change requires a motive. If you have motivation, that doesn't mean you're required to change. The statement is one directional, with motive being the necessary condition and change being the sufficient.
I hope i made sense lol