@isabellagirjikian I watch through the video or read through the transcript completely first and then I write down key points from memory. I also like to make flow charts for them because it helps train your thinking process. I try to summarize the info into questions that I can ask while reading prompts. Then when I get to practice problems and drills that are untimed, I follow the flow chart and ask the questions. I, personally, also found it helpful to write out more than the untimed drills ask you to do. For this set, I wrote a summary of the prompt in a simple concepts (I find this helpful when the wording is tricky). Then I identified the conclusion, premise, and any assumptions I could think of. It is more time consuming, but gets faster as you build "muscle memory".

Hope this works out and is helpful :)

For question 4, I initially thought that the other claims were not sufficient support for the conclusion "(A) He knows he did something wrong". Upon re-examining, I came to the conclusion that "(B) The kid took a cookie from the forbidden jar without permission" establishes the "wrong" action that the kid performed and "(C) He knows that doing what is not permitted without first seeking permission is wrong" establishes that he had prior knowledge that doing something forbidden is wrong without getting permission first if we assume that statement (C) is true. Again, assuming (B) and (C) are both true, then the kid had prior knowledge that the action was wrong and yet still carried it out. This means (B) and (C) act together as the premise to support the conclusion (A).

In my opinion, (B) on its own is not enough to act as a premise, and if it was only (A) and (B), then it would not be considered an argument. The addition of (C) makes the argument.

• Is this correct?

Also, my reasoning heavily depends on the assumption that (C) is true.

• Are we to always assume the provided information is true unless instructed otherwise?

Thanks!