#4 cooked me. This is what I put:

Step 1: Detecting planets outside our solar system vs. detecting planets inside our solar system

Step 2: Which one requires more sophisticated instruments than are currently available?

Step 3: detecting planets outside our solar system

I don't see how my answer is necessarily wrong. Question 2 in Comparative Skill Builder 1, where we had to imply the term "glacial", is what led me to imply "detecting planets inside our solar system" for this question. I hope that made sense

5/5. But for Step 1 in Q # 5, I interpreted "rights of any people currently alive" to mean that any rights they have will not be of greater importance than the right of future generations to preserve their artistic heritage.

@jamandaa lollll

@devientmelody Good to know, thank you

3/5. Aww. I thought 2. was a trick question and that we needed more information. I didn't realize that "glacial" was implied. Scientific terms aren't my strongest suit, either lol. What helped me put implied terms into perspective better was the translation I came up with:

"Water heats up more slowly than it does in summer seasons."

Wth this example, it's easy to see that the two things being compared are summer seasons and non-summer seasons, without "non-summer seasons" being explicitly stated. It's also easy for me to see the referents and swap them for their referents.

For Question 4, I thought Step 3 would be " humans act more unselfishly." OR "humans act unselfishly just as much as they act selfishly". After watching the video, I now understand that we weren't supposed to focus on the subject and predicate verb, but I thought it was okay, given the lesson on absolutes and relatives, where the context provided helped us arrive at our implications.

@NoraElkhyati When something is "absolute", you have a clear, straightforward answer/outcome, with no room for an alternative possibility. When something is "relative", it's more vague and has more than one possible answer. Think of "absolute" like math, where there is only one correct answer (1+1 will always equal 2), and "relative" as something broad, or allowing for more than one possibility, like ELA/writing, where many perspectives can be true as long as they are supported. I really hope this helps :)

@AndrewHowell It's acceptable, because even without you mentioning "proportion" in Step 2, it is implied that "proportion" is what we are talking about when we say "which one is significantly lower?"

@Adri lmaooo bruh

@SRay shrimp populations, when compared with each other, have less genetic differences than when you compare those same shrimp populations (or any shrimp population) with other marine species. I hope this helped in some way!

#help

Okay so I understood both examples with the elephants, but can someone please use the 3-step process to break down and thoroughly explain the comparative claim from the last lesson:

"Some cultivars of corn are much more closely related morphologically to sorghum than to most other cultivars of corn."

The comments I read in this lesson about how to break down said claim are confusing me a bit.

@PedroDaher That's correct. He mentions that "it" is a referential for "the movie" in the 5 min mark.

@nnkNewYork I could be incorrect, but I think "that" in this context would be more of a modifier of the verb before it, if anything.

@lesteryxue no fr :((

@teaganneumann it's possible to have Harry take the class, Ron take the class, or both of them take the class.

Why is predicate- 1 "learned to harmonize" instead of "learned" and why is predicate -2 "took over the world" and not "took over?". Can someone kindly clarify? As I'm going through this module, I'm doing my best to retain and apply what I've learned in previous lessons.

@S123L123 In Q1, what makes "that" a referential phrase instead of a modifier?

@KirinTor This is appreciated, thank you!

I, too, thought that "black holes" was the predicate-object in #3. Based on the comments, it is not the predicate-object because it comes after a preposition. I need to work on being able to determine when a predicate-object is evident in a sentence, and when it is not.

Previous lessons said that subjects can also contain a verb. I was anticipating seeing some examples of subject-verb in this skill builder.

@listening me too!

omgg I hope future lessons contain occasional quick tests like this one did. I like how the first "answer" was actually incorrect but made a lot of us skeptical about whether we understood the material. It was a fun little exercise with just the right amount of adrenaline :)

#feedback

My practice to make sure I'm understanding the material:

Cee enthusiastically studies LSAT Foundations from 7Sage

Subject: Cee

Predicate: Studies (verb) + Foundations (noun/object}

Subject + Predicate: Cee studies Foundations

Modifiers: enthusiastically; LSAT; from 7Sage

Feel free to correct me in the comments :)

@LarryErmakovich Real😭😩

I chose AC A during my AT and I was about to choose it again during BR, but chose AC D instead. I think I landed on the correct AC by accident. I had Sentence 3 highlighted as the MC, but started thinking that it was a subconclusion with the actual MC following the phrase "there is good evidence that".

@hannahhuynh thank youuu!

I think incorporating more drills based on where we are in the CC would be beneficial. Then, as we move through the CC, create drills that test what we are currently learning and also include questions that cover prior topics, so they compound and test our understanding of past concepts over time.