If the author is not taking a side in the passage or does not offer any prespective of his/her own, then we know that an AC for a primary purpose question would be a neutral one.
So, if the AC starts with verbs such as criticizes, argues, debates, challenges, they would be wrong.
I think the passage itself is very difficult for someone who is just trying to start out but what can we do? this is the LSAT.... I am grateful for what I get
@TeklaCo I've seen a lot of people say they read academic articles before bed or whenever they have time to build their stamina with challenging passages such as these!
i must say that the definition of merit as a pro and con was not at all how I understood it to mean. That was surprisingly helpful because I had a hard time differentiating between C and D
In reference to the answer choice, how do we prove the debate is "ongoing"? Does this criteria need to be backed up by the text, that this is not an old debate?
@jir I would say we can conclude the debate is "ongoing" because the passage introduces a debate to us, but there is never an established right or wrong answer at the end of the passage, so as far as we are aware of based on the information we have on the topic, its ongoing
@jir The fact that the phrase "engender considerable scholarly debate" is in the present tense and not the past was my clue to confirm that the debate is ongoing! Otherwise, the author would've referenced it as in the past if it was an old debate.
1) Is Present vs Establish different in tone? According to the answer yes. I'm not sure I see it, but hopefully I will get enough data/similar situations to better understand.
2) Ongoing. There are no dates to indicate whether it is on going. It could be argued that that we have things that engender debate, and we don't have a conclusion... that it is ongoing? On going wasn't enough for me to not choose the answer, But I didn't like C, and would not have been surprised had I been wrong.
I understand why it's C but it threw me off a little bit by saying greek tragedies. Greek tragedies alone could be real life events that happened and nothing to do with literature.
i study classical studies so just a tidbit but the reference to tragedies is about plays. it's a genre of greek dramas. not actual tragedies that happened in ancient greek
How do high scorers read? I read really slowly, and it takes me around 3.5 minutes to read a passage. I desperately want to speed up, because I often run into timing issues during the RC sections. For me, I hear the words in my mind as my eyes move across the words, so I basically "hear" the 2.0x speed narration as if I am playing this video on 2x speed. If this is not the optimal way to read, please let me know, so I can practice another technique.
Two things have helped me: practicing untimed a LOT, and reading things in everyday life I normally wouldn't care about (economics and history... total yucks for me). I've increased my speed with non-anxiety inducing practice and an increased confidence that no passage can stump me.
on the test should we try to find the main point/purpose questions first? or does it not really matter as long as we're strategic about skipping ones we don't know?
I just do the questions in order. Some people actually save MP and Purpose of Passage for the end. I don't think it makes sense to look for them first, because not every passage has these questions. But, for the purpose of learning RC, I think it helps to have MP and Purpose at the forefront of your mind after you read a passage. That's why we start with them in the lessons.
do you think it would be worth it/strategic to skip whole passages that will take a while so we can do easier ones to get more points (saving comparative for last for example) and have more time at the end to work out the tough ones or does that not make sense?
I think it makes a lot of sense. This is a strategy suggested in LR. I would say this strategy is even more beneficial in RC as you get 5-8 questions per RC passage.
37 comments
debate is ongoing because of the "constant" tension :D o7
how do we know if it's the debate is ongoing?
A very important takeaway from this lesson:
If the author is not taking a side in the passage or does not offer any prespective of his/her own, then we know that an AC for a primary purpose question would be a neutral one.
So, if the AC starts with verbs such as criticizes, argues, debates, challenges, they would be wrong.
why ongoing?
I think the passage itself is very difficult for someone who is just trying to start out but what can we do? this is the LSAT.... I am grateful for what I get
@TeklaCo I've seen a lot of people say they read academic articles before bed or whenever they have time to build their stamina with challenging passages such as these!
Kevin is def an asset for 7sage
@IslamUmarov the cr7 of 7sage
Was the Z. Barbu perspective just thrown in there to trick people into picking E? ie you just read the last sentence and then think its philisophical?
Wow with the methods we learned I could definitely see how C would be right and D would be wrong!
d would be verrrryyyy tempting to me not gonna lie. very good explanation though so i can avoid that trap!
i must say that the definition of merit as a pro and con was not at all how I understood it to mean. That was surprisingly helpful because I had a hard time differentiating between C and D
how many stars is this passage and question?
@AveryJunker The difficulty is 3/5 if that is what you're asking.
I did not choose C because it never said that this was an ongoing debate?
In reference to the answer choice, how do we prove the debate is "ongoing"? Does this criteria need to be backed up by the text, that this is not an old debate?
@jir I would say we can conclude the debate is "ongoing" because the passage introduces a debate to us, but there is never an established right or wrong answer at the end of the passage, so as far as we are aware of based on the information we have on the topic, its ongoing
@jir The fact that the phrase "engender considerable scholarly debate" is in the present tense and not the past was my clue to confirm that the debate is ongoing! Otherwise, the author would've referenced it as in the past if it was an old debate.
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1) Is Present vs Establish different in tone? According to the answer yes. I'm not sure I see it, but hopefully I will get enough data/similar situations to better understand.
2) Ongoing. There are no dates to indicate whether it is on going. It could be argued that that we have things that engender debate, and we don't have a conclusion... that it is ongoing? On going wasn't enough for me to not choose the answer, But I didn't like C, and would not have been surprised had I been wrong.
No. It's really about what follows Establish vs Present. You could've switched Establish into C and it would still be the right answer choice.
The passage is written in present tense. Also, B. Snell is described as an "early scholar."
I understand why it's C but it threw me off a little bit by saying greek tragedies. Greek tragedies alone could be real life events that happened and nothing to do with literature.
i study classical studies so just a tidbit but the reference to tragedies is about plays. it's a genre of greek dramas. not actual tragedies that happened in ancient greek
The comment about "merits" means the answer choice isn't neutral was SOOO helpful because I really thought that would be the correct answer.
I 100 percent agree!!
How do high scorers read? I read really slowly, and it takes me around 3.5 minutes to read a passage. I desperately want to speed up, because I often run into timing issues during the RC sections. For me, I hear the words in my mind as my eyes move across the words, so I basically "hear" the 2.0x speed narration as if I am playing this video on 2x speed. If this is not the optimal way to read, please let me know, so I can practice another technique.
3.5 minutes on average to read a passage is actually not slow at all. Many high-scorers will have an average around that same number.
I see, then I guess I should focus more on mental mapping instead of worrying about speed.
Two things have helped me: practicing untimed a LOT, and reading things in everyday life I normally wouldn't care about (economics and history... total yucks for me). I've increased my speed with non-anxiety inducing practice and an increased confidence that no passage can stump me.
on the test should we try to find the main point/purpose questions first? or does it not really matter as long as we're strategic about skipping ones we don't know?
I just do the questions in order. Some people actually save MP and Purpose of Passage for the end. I don't think it makes sense to look for them first, because not every passage has these questions. But, for the purpose of learning RC, I think it helps to have MP and Purpose at the forefront of your mind after you read a passage. That's why we start with them in the lessons.
do you think it would be worth it/strategic to skip whole passages that will take a while so we can do easier ones to get more points (saving comparative for last for example) and have more time at the end to work out the tough ones or does that not make sense?
I think it makes a lot of sense. This is a strategy suggested in LR. I would say this strategy is even more beneficial in RC as you get 5-8 questions per RC passage.