This throws me for a loop in comparison to LR. RC sets itself up to be this more dense, questioning section that asks you to critically think about passages. Thinking back to my high school days, I just sort of expect there to be a lot more SAT style grammar or word questions and for them to be straightforward, but instead everything is supported by something else in the text and being able to come to your own logical conclusions.
I do think that the low-res method probably helps bridge that gap and make the RC less daunting. I find it really hard to do RC passages right after a LR section because it feels like I am processing complex logic in short passages and then just get a metaphorical science brick thrown at me.
"Higher resolution summaries only prompt amnesia." So good. I can totally see that with the example given in the text. Thank you! Super helpful idea of low res vs. high res.
I struggle with summarizing information for sure. I'm good at rewording information to put it in my own words to make sure I understand it, but I hate cropping out information because I'm always afraid I'll get rid of something I should have saved.
crop's yield decreased because of bad bacteria (which can be avoided if crop is rotated). Rotating not always required as in few years time, bad bacteria decreases in soil because of PF (good bacteria) and this hypothesis is now extremely supported.
Does anyone have a suggestion for where to write our low-res summary? Are y'all just writing yours on a piece of scratch paper? I'd love to be able to write next to and on the text like the instructors.
Another thing to consider is how embellished and overwhelmingly explanatory the writing can be at RC. Obviously, this is an attempt to riddle us with details. For example, a considerable amount of the paragraph above is describing the bacteria and the hypothesis, but ultimately the paragraph bottles down.
P being the first type of bacteria mentioned and PF the second. This summary allows me to remember P and what it does, the solutions to the problem, and the characteristics of the soil where it doesn't thrive; and then I also think of PF, where it grows, what it does to P, and the experiments made.
But this summary is leaving out the author's hypothesis. So my question is: do we need to know what the author's hypothesis is? Or is it okay if we just focus on creating a summary that allows us to remember the details about the text? I notice that not putting the emphasis on the author makes it a little harder to see what his position is (not impossible though), and maybe this approach will cost me time when it comes to answer these questions. But I also believe that, with practice, looking for the author's position will be a little easier since it is an important part of the puzzle.
I for sure created too detailed of a low res summary for my first try, but I feel like sometimes the questions asked very specific things about details that I am afraid I am going to lose. I’ve never taken notes during RC sections before, maybe that’s the problem.
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35 comments
This throws me for a loop in comparison to LR. RC sets itself up to be this more dense, questioning section that asks you to critically think about passages. Thinking back to my high school days, I just sort of expect there to be a lot more SAT style grammar or word questions and for them to be straightforward, but instead everything is supported by something else in the text and being able to come to your own logical conclusions.
I do think that the low-res method probably helps bridge that gap and make the RC less daunting. I find it really hard to do RC passages right after a LR section because it feels like I am processing complex logic in short passages and then just get a metaphorical science brick thrown at me.
"Higher resolution summaries only prompt amnesia." So good. I can totally see that with the example given in the text. Thank you! Super helpful idea of low res vs. high res.
I struggle with summarizing information for sure. I'm good at rewording information to put it in my own words to make sure I understand it, but I hate cropping out information because I'm always afraid I'll get rid of something I should have saved.
very impressive!
This is excellent
My short summary:
crop's yield decreased because of bad bacteria (which can be avoided if crop is rotated). Rotating not always required as in few years time, bad bacteria decreases in soil because of PF (good bacteria) and this hypothesis is now extremely supported.
Is this good or is this too long?
Is this to long?
Cultivating a single crop leads to decreased yields
Bacteria in the soil is bad
Problem fixed by crop rotation
Yield increases with use of fluorescent pseudomonads
My low res summary was
Single Crop Bad-->Solution Crop Rotation
/Crop Rotate---> Soil Suppress <---Bad bac killed by PS bac
I understand why Kevin did the hypothesis but this is an alternative cave man speak that took me seconds to write as I went.
Does anyone have a suggestion for where to write our low-res summary? Are y'all just writing yours on a piece of scratch paper? I'd love to be able to write next to and on the text like the instructors.
Another thing to consider is how embellished and overwhelmingly explanatory the writing can be at RC. Obviously, this is an attempt to riddle us with details. For example, a considerable amount of the paragraph above is describing the bacteria and the hypothesis, but ultimately the paragraph bottles down.
So it's J.Y. writing the lessons but Kevin doing the videos?
My summary was "P v. PF".
P being the first type of bacteria mentioned and PF the second. This summary allows me to remember P and what it does, the solutions to the problem, and the characteristics of the soil where it doesn't thrive; and then I also think of PF, where it grows, what it does to P, and the experiments made.
But this summary is leaving out the author's hypothesis. So my question is: do we need to know what the author's hypothesis is? Or is it okay if we just focus on creating a summary that allows us to remember the details about the text? I notice that not putting the emphasis on the author makes it a little harder to see what his position is (not impossible though), and maybe this approach will cost me time when it comes to answer these questions. But I also believe that, with practice, looking for the author's position will be a little easier since it is an important part of the puzzle.
#help , i dont see the closed captions option or speed option on this video
I for sure created too detailed of a low res summary for my first try, but I feel like sometimes the questions asked very specific things about details that I am afraid I am going to lose. I’ve never taken notes during RC sections before, maybe that’s the problem.
Who is this man talking in the videos and why is it not J.Y?😭😭
Is anyone else not seeing anything on the videos? This just started happening once I started the RC section. LR was fine.
My mind wandered elsewhere halfway into reading the passage lol
“My fish can remember “ that’s hilarious😂😂😂😂😂😂😂😂
I wish I could thank J.Y.'s mother for birthing him
Nice little A-->B-->C chain in the first paragraph
Indeed, “Get the fuck out of here J.Y.”
I indeed was thinking that J.Y.
Sounds easier said than done but I'll try
Should i use low resloution summarys outside of the core curriculum, should i do while drilling or taking a PT, what about the actual LSAT?
Yeah, this lesson is awesome.