It seems a bit hard to identify the subject, predicate, and object. There are certain sentences that I thought were the sub, pred, and obj. but wasn't. For example, sentence 3, I chose: Botanists extract leaves
The best way for me to understand this was take the whole sentence and ask myself what matters. For question 1 the only details that mattered were "schools are not eligible".
Then when it comes down to identifying modifiers I ask myself "what kind". Schools, what kind of schools? Schools that fail to provide adequate facilities for physical education. For the next part of "are not eligible" I asked myself "for what?". are not eligible, for what? For the grant. This is how I broke things down for myself
My question and maybe it is talked about in later videos, but could we not simply say that modifiers are context (thus not 'part' of the argument), like we learn in the arguments unit?
any prepositional phrase in the sentence cannot be apart of the object, noun or verb. while they are important to the sentence, they are not important in the structure.
eg: "to provide adequate facilities", "for physical education", "for the grant" these are disqualified from being the subject, verb, and object in the first sentence bc they are in prepositional phrases
how you know when to cut the prepositional phrase off: if the verb/preposition are answered or another preposition is presented
My biggest issue was having trouble understanding the questions but this really opened my eyes and allowed me to look at it differently so I can actually understand it now!
These kernel exercises are a very useful technique for breaking down these complex LSAT word jumbles they call sentences.
humbly requesting or hope there is or will be more lessons on breaking sentences into kernels. As a struggling student with reading this is very helpful.
This is how I broke down question 4 (I'm not sure if my thinking was wrong or right because I did get the correct answers, however, I add extra words):
subject= science fiction
modifier ["science fiction"]= well-researched
predicate-verb= reflects
predicate-object= the views of scientists
modifying ['the views of scientists"]= who contribute as consultants
kernel: science fiction reflects the views of scientist
#feedback #help: Is anyone else facing difficulties when pausing the video to have a moment to think/write notes? The text disappears with a blank white page until you unpause, which gets a bit frustrating.
In the first example, isn't "are" just the verb and eligible would be an adjective? I don't see how eligible is a verb. Are subject complements such as eligible just counted into the predicate-verb? Same with the second example. "Are understimulated" Isn't "are" just the verb and understimulated is a subject complement/predicate adjective?
We started by doing a deeper dive into the grammar parts of a sentence, and that helped us determine different sections of clauses and sentences... But that was ultimately only done to have us be able to break down sentences into their core components. It was not about an academic view of a sentence, but rather an easier way to think about complex sentences.
Got it!
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63 comments
It seems a bit hard to identify the subject, predicate, and object. There are certain sentences that I thought were the sub, pred, and obj. but wasn't. For example, sentence 3, I chose: Botanists extract leaves
The best way for me to understand this was take the whole sentence and ask myself what matters. For question 1 the only details that mattered were "schools are not eligible".
Then when it comes down to identifying modifiers I ask myself "what kind". Schools, what kind of schools? Schools that fail to provide adequate facilities for physical education. For the next part of "are not eligible" I asked myself "for what?". are not eligible, for what? For the grant. This is how I broke things down for myself
I'm still so lost how does he know which words are what
My question and maybe it is talked about in later videos, but could we not simply say that modifiers are context (thus not 'part' of the argument), like we learn in the arguments unit?
#feedback The captions at 4:42 read "What kind of plant cut into this upset?" when it should read "What kind of plant cut into this subset?"
Number 4 I got wrong. I thought the Kernal was reflects the views of scientists. I wasn’t thinking of fiction as the subject-noun at all.
This is how i learned it in 6th grade:
any prepositional phrase in the sentence cannot be apart of the object, noun or verb. while they are important to the sentence, they are not important in the structure.
eg: "to provide adequate facilities", "for physical education", "for the grant" these are disqualified from being the subject, verb, and object in the first sentence bc they are in prepositional phrases
how you know when to cut the prepositional phrase off: if the verb/preposition are answered or another preposition is presented
hope this is helpful!
BRUUU ....IM JUST SO LOST LOL
This is helpful but how do you do this breakdown actually as you take the exam?
I know it doesn't make sense grammatically if you made it the object in the kernel of the sentence, but why wouldn't grants be the object?
[This comment was deleted.]
My biggest issue was having trouble understanding the questions but this really opened my eyes and allowed me to look at it differently so I can actually understand it now!
These are a little tricky.
I was on a roll until question 4. The kernel I got for 4 was: Science reflects scientists
Science modifiers: Well-researched, fiction
Reflects modifiers: the views
Scientists modifiers: who contributed as consultants
Schools that fail to provide adequate facilities for physical education are not eligible for the grant.
Subject: Schools.
Verb: Fail.
Object: Not eligible for funding.
Isnt that the verb?
These kernel exercises are a very useful technique for breaking down these complex LSAT word jumbles they call sentences.
humbly requesting or hope there is or will be more lessons on breaking sentences into kernels. As a struggling student with reading this is very helpful.
This is how I broke down question 4 (I'm not sure if my thinking was wrong or right because I did get the correct answers, however, I add extra words):
subject= science fiction
modifier ["science fiction"]= well-researched
predicate-verb= reflects
predicate-object= the views of scientists
modifying ['the views of scientists"]= who contribute as consultants
kernel: science fiction reflects the views of scientist
My biggest take away from the last view videos is that things that you think are important to a sentence, are not.
I can not get this video to load for some reason. All the others before this have played just fine, but this one isn't. Can anyone help me? lol
For sentence four, why isn't the answer "Science fiction reflects views" ?
For the example about "schools failing to provide" why wasnt the predicate "fail to provide" ? looking forward to your response.
#feedback #help: Is anyone else facing difficulties when pausing the video to have a moment to think/write notes? The text disappears with a blank white page until you unpause, which gets a bit frustrating.
For the first one, why wouldn't "grant" be the predicate-object?
In the first example, isn't "are" just the verb and eligible would be an adjective? I don't see how eligible is a verb. Are subject complements such as eligible just counted into the predicate-verb? Same with the second example. "Are understimulated" Isn't "are" just the verb and understimulated is a subject complement/predicate adjective?
So I think I'm starting to get the point.
We started by doing a deeper dive into the grammar parts of a sentence, and that helped us determine different sections of clauses and sentences... But that was ultimately only done to have us be able to break down sentences into their core components. It was not about an academic view of a sentence, but rather an easier way to think about complex sentences.
Got it!