i’d love to see it!

@kwangleestuff519 this was so good

thank you!

@SlippinJimmy2026 we don't know anything about all the appetites science fiction creates, only the appetite for interstellar space exploration. This AC is too strong. Also, it does not connect any of the gaps in the argument:

• science fiction -> create appetite ISE

• /satisfy appetite with soon-to-possess tech

  [/satisfy appetite s-t-p tech -> create gap between exp./reality]

• gap between exp./reality -> discontent

  Concl: science fiction -> create dissatisfaction/discontent with reality

AC A connects the gap, and the argument would die without it. Imagine if it was true that, despite the fact that the appetite for ISE cannot be satisfied with s-t-p tech (P2), there did not exist a gap between expectation and reality. Then, how could science fiction and the resulting unsatisfied appetite create dissatisfaction and discontent? There could be other ways for science fiction to create discontent, but failing to satisfy the appetite would not be one, because it would not create a gap between expectation and reality. argument dead.

AC C doesn't connect any gaps at all. It only states that, in addition to the fact that science fiction creates an appetite for ISE that cannot be satisfied with s-t-p tech, this s-t-p tech cannot satisfy almost any of the appetites that science fiction has created, including the specific appetite for ISE. It just widens the set of the phenomenon given in the first sentence. It has nothing to do with the argument that science fiction has created discontent with reality.

Hope this helps it was fun to think about

@DaisukeKaga it doesn’t matter because you take it to be true. and plus, assuming that a population fluctuates isn’t an unreasonable assumption, i don’t think

i have the app in dark mode rn, should just be under preferences!

@Relay my problem is i can easily spend all week BRing a test…😭 i have to triage and pick the questions i flagged during the test because it just takes me way too long to BR the whole thing, at that rate i can only take one practice test a week with no extra drilling. All of this being said, i had turned off the feature where they flag questions for you for BR because during the curriculum i didn’t like it, but now for the PTs i am going to turn it back on so i get the chance to BR the questions i was confident about and didn’t flag, but still got wrong.

knowing your process was super helpful for me!

@Blobby thanks blobby

@Relay thank you!

how long does it take you to BR? do you look at every question

lfgggg, the BR is beautiful

@Stas1973 thank you for this

@JacksonRose This is exactly how I eventually reasoned to AC C as well, but there is no way I could have done this under testing time conditions...

the correct AC turns on six words in this passage. under timed conditions, I eliminated B and D, but I wasn't sure about A, C, and D. I felt like I remembered that secondary substances first appeared from plant mutations, and then they were influenced only by insect life afterwards. clearly I remembered incorrectly and I should've gone back to that part in the passage regarding genetic mutations, because I knew where it was and it wouldn't have taken long. So I was left with C and E and I couldn't find support for either. I think it's for this reason that MSS and inference questions in RC are difficult for me, you basically have to research these ACs under timed conditions!

Great job!

Great job!

@cbraissi4 rare donna haraway reference i loved this

@LauraBolivar keep pushing!

@dazh this is so funny im sorry

@pamelajkok I hear him say "okayy?" all the time hahaha

@arieatsoranges If I still struggle to understand the stimulus and which answer choice was the correct one for what reason, I will try diagramming the problem on my own and just beat the dead horse until the words barely make sense anymore. When we first started the curriculum, this is what I did with the Coffee Shoppe problem. I would write out the conditional statements backwards and forwards and chain them and do the same thing with the ACs.

I will also talk myself through it out loud like I am writing the lesson myself. It can help to take notes and diagram for sure, but in the actual test environment you're rarely going to have time to diagram, so the work of diagramming now should be done with the goal of doing it in your head eventually.

With note taking, I heard someone say one time that they started using note taking as a strategy to procrastinate. This is definitely something I do, so I had to resist note taking and just flag the hard questions and come back to them later with a fresh eye to see how I do. If you notice yourself continually making the same mistakes, whether it is making the sufficiency/necessity confusion, failing to read the whole stimulus/AC, messing up comparatives, etc., you can make note of those and drill them separately.