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Is there a lesson where he explains when, where and how to "kick sufficient conclusions to the premise set". He's brought that up a few times but it's not obvious to me exactly how this works. In addition, did I miss lessons on the importance of and implications of "proscriptive/descriptive" conditions? He's using these terms but I'm not entirely sure the importance he is implying in them.
@thomasafredericks654.a.fredericks, thanks for taking the time to write.
I too like to use the highlighter tool to mark out perspectives. Those are the signposts, the waypoints, I will need to come back to for a number of questions.
I'm seeking advice on Reading Comprehension. Oftentimes I'm reading and i comprehend each word but when I finish a paragraph I think "what the hell did I just read?" It's not that I don't understand what I'm reading it's just that sometimes it doesn't "stick". What strategies do you guys use to engage more deeply with what you read such that it stays in your mind? How do you retain the content of the passage as well as its purpose in the overall passage flow?
So far, these are the strategies that I try to use:
All this is what I am now attempting but still at times I find myself understanding words but not comprehending the whole.
Any tips from those of you to whom this comes a bit easier? Or, maybe more importantly, from those of you for whom this content is difficult but which you have improved on.
thanks in advance.
Something just occurred to me. At times I struggle to read a paragraph and decide what's really important. Sometimes this stuff just doesn't stick. I'm seeing now that if you stripped away all subordinate clauses, relative clauses and prepositional phrases... and read only subject-verb-object you could almost get to the main point there alone. does anyone else do this? I taught Classical Greek and Latin adjunct at a college for a few years and am a real grammar nerd, so I'm not betting this approach resonates with the majority. But diagraming these sentences as I read them is one way to make the information more sticky. Just an idea out here in the comments.
I try to employ the metacognitive strategy of forcing myself to be an interested reader. To buy in to the content. I jump in fully expecting that if I do my part I will learn some interesting bit of knowledge. I try to pretend that this is my speciality and I'm encountering crucial information. When I treat it as just a 5-6 minute little exercise it's like I don't really take it seriously. These videos at the end of the lesson show me that the subject matter of these essays really is interesting and really is important to groups of people out there.
I think what disqualifies A and B is the fact that the second speaker is not attacking the overarching rule that ethics is clear. She is going after the specific example that he cited. A and B "take the conclusion too far" by inferring that she disproves his overarching rule.