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PrepTests ·

PT9.S4.Q18

caldepp686

Wednesday, Jun 11, 2025

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.

Lessons · You Try - Sacrificing Happiness for Money

caldepp686

Tuesday, Jun 3, 2025

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.

LSAT · Making Things Stick in RC

caldepp686

Saturday, May 10, 2025

@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.

LSAT

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Saturday, May 10, 2025

caldepp686

Making Things Stick in RC

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:

"Translation" as you read, like they discussed in the core curriculum.

I try to picture it as I read. Any way to visualize what's going on in some memorable way. Sometimes I let people in my memory be visual stand-ins for other people referenced in the passage. All this simply in an effort to make what I read stick.

Try to make high-level logical connections while I read. I try (not always successfully) to connect sentences and paragraphs to the purpose I anticipate the author having. It's like trying to give the content a role. I'm attempting to understand the "what" and the "why" (role) while I read.

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.

Lessons · Spotlight Passage, Paragraph 2 (Kate Chopin)

caldepp686

Saturday, May 10, 2025

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.

Lessons · Extracurricular: The Late Heavy Bombardment

caldepp686

Thursday, May 1, 2025

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.