Understanding Passage ID and Reading Strategies

Module 1: Passage ID/MainPoint * Main Point and Main Purpose are essentially the same or parallel. * You have the author’s main point, and the main purpose is to persuade the reader of the main point. * Main point = foundational * Allows us to understand other parts of the passages and inference questions * Passage types * Problem: The Author raises a social problem/dilemma and generally discusses a solution. * Author’s solution -author tells the reader of a problem and presents her/his solution (Main Point - author’s solution) * Someone’s solution (Viewpoint solution)- author introduces the reader to a problem and conveys someone’s solution to the problem (Main Point - view point solution) * Author explores a problem- author introduces a problem and then explores the nature of the problem (Main Point - summary of the problem) * Clash: features clashing views * Three author’s position * Affirmative: author asserts their view in a way that is not pointing a finger at another party * “I think we should do X and here are my reasons” * Critical: author criticizes someone’s viewpoints. * “You’re wrong about X and here are the flaws with your methodology” * Support: author gives a viewpoint and speaks up in support of a viewpoint introduces in passages * Example: refer to passage 112-2-passage 1 which is clash-2V, A * Subtypes * Author criticizes a viewpoint introduced in the passage. (Main Point - viewpoint is wrong,simplistic - data /info not taken into account) * V+AC+V=AC= main point is that author think that the two views points are flawed/mistaken * V1+V2+ ACv2= does not mean author supports Author does not have an issue with V1. for the main point is the more focus on AC on v2 and how v2 is wrong. o * Author critics a viewpoint and introduces his/her own viewpoint (Main point- summary of author’s independent position) * Multiple viewpoints present and author takes or leans toward a side (Main Point - summarize the viewpoint the author sides with) * Not aware of author’s explicit support, ask the following: * Which side get more coverage * Which side is presented last or gets the last word * Example: refer to passage 112-2-passage 1 which is clash-2viewpoints, AV2 * Viewpoint and author’s position (but not necessary attacks it like type 1) Main Point - author’s position * Explain: presents information about an author’s person,topic, position (example test 111-2, passage 2 - Profile passage) * 80% of the time explain passages tell you the main point in the first paragraph. * Development- info you of something new (a development in science, legal thinking, etc) often contrasting it with something older (tradition, previous thinking, etc * Main Point- summary of the development * Profile- author conveys important, interesting aspect of a person’s work * Main Point- summary of what is important or noteworthy about the qualities the author emphasized of the person’s work, according to the author * Question and Answer - passage revolves around a stated or implied question and the answer to the question * Main Point - the author’s answer to the question (correct answer should sound like an answer) * Tell - Catch-up subtype * Involves around telling us about a theory, or author tells us his position and spends the rest of the passage fleshing out the theory or the author’s position * Main Point - summary of the author explained about the topic, issue, position, research, or hypothesis that the author wrote about. * Additional considerations * System leeway - as long as the passage ID fits the pattern of the passage * Dealing with the noise * Focus on Module 1 HW (wait for timed PT - after module 1-3) * Correct MP AC is not necessarily the AC that summarizes more of the passage. Instead, the correct AC is the one that summarizes the right part of the passage * Summary * Recurring patterns - identify and leverage patterns * Main point/Main purpose connection * Main Point Centrality - essential for understanding the passage and answering the question * Passage ID system (11 categories - understanding allows MP and basic organization of the passage) * Homework * Review module 1 notes * Memorization activity (10-15 times a day for next few days) * Over Visualization drills (use same passages as memorization activity * Spreeder (20-30mins for the next 3-4 days) Module 2: * RC Passages are thesis-driven or Main Point and every sentence in passage contributes to the main point * The sentence coalesce around key chunks of information and jointly contributes to the main point. (they contribute by supporting, elaborating or otherwise serving the MP) * Within these chunks, the information is tightly connected, all info shares the same theme, and content is very familiar and the scope of info is extremely limited * Understanding the core of the chunk will allow you make inferences about what you dont know * Key tasks; Identify and internalize the gist of key chunks * Chains of expanding sentences * Within a chunk, each new sentence expands on previous sentences. So don't read each sentence in isolation and consider how each new sentence expands on previous sentence/knowledge * Reiterate * Clarify * Elaborate * CoES helps maximize comprehension, leveraging CoES helps with comprehension deficits * CoES triggers and insights * Parents sentence- sentences that requires additional elaboration like introduction new position, foreign concert or complicated assertion * For example, “However, the researchers are clearly mistake” * Pivot words (not always but usually)- :yet, but, however * Structure language - help understand how sentences factors into a chain of expanding sentences * Such as “furthermore”, “therefore”, “also”, “after all”, “first/second/third etc.”; “for example”, “a case in point” * Referential language - any language that refers back to proceeding context w/o directly describing or naming the context * For example: “in this way”, “theri position assumes…” * Parenthetical statements - introduce mini expansion, they clarify or emphazie what came up before the parenthetical statement * Evident via (), commas, hyphen, semi-colons * Maximize comprehension via leverage CoES * Need to ask how new information * Reiterate previous info * Clarifies previous info * Elaborates previous info * Responds to previous info * Chunk relationships matter * How do the chunks relate to each other * How do the chunks relate to the main point * How to better recognize emerging chunks * Two approaches to internalizing the key chunks * Points of emphasis (built for explain passages & problem author exploration passages) - 50% of lsat passages * When there is a early thesis statement, you need to pick it up and use it as a lens thru which you view the rest of the passage * So go through the next paragraph, looking for how it relates back to the thesis * POE benefits * Helps to interpret the significance of passage info * Clarifies the purpose of each bit of passage info * Makes the right info more memorable * Makes many difficult passages to parse * Identify an early thesis * Levage CoES esp in 1st para * Consider what the sentences revolve around, build up to or all aim to serve * The thesis can be introduced anywhere in the 1st para and if its not then it can come a little later * Key Tasks * Identify and internalize the gist of key chunks * Physical notes via jotting down a few works * Highlighting * Mental notes * Profile passages clarification * Presentation of main point is not a tight as other explain types * Main Point of profile: summary of key qualities the author emphasizes about the artist’s or artists’ artwork (can be artwork pertaining to novels,poems,sculptures,paintings,etc..). The mp is telling you about those qualities * Sometimes qualities are summarized in a single sentence look at PT 111-2, passage 2 or distributed throughout passage * Comprehension Homework * Module 2.1 Passage Practice * Objectives * Review, reinforce, and expand on the following * Chain of expanding sentences * Points of emphasis approach * Identify early thesis * Read rest of passage through the lens of thesis * Additional insight * PT 118-2, passage 4 * Para 1: Fed gov. In Canada decision to extend constitutional protection to aboriginal rights under the current law to avoid future laws that might undermine it has led to issues * Thesis: the decision has placed a burden of courts in translating, interpreting the general constitutional language and apply to specific ruling leading to weak protection of aboriginal rights * Para 2: explains the protected rights, uses the example of “recognition of customs” to explain the legal translating difficulty, and the consequences of this which is ultimately hurting aboriginals ability to establish rights * Para 3: further explains the difficulty of interpretation of the general language but addresses the difficulty in determining what a right amounts to like how aggressive or conservatively to apply it. Uses the example of aboriginal language claim * Passage ID: Problem, author explores the nature of the problem (P-AE) * PT 128-1,passage 3 * Para 1: Recent interest in understanding how the account and definition of cultures are influenced by human biases with a focus on what is included/validates. Uses the example of Greek civilization * Para 2: explaining how european in efforts to maintain their power re-interpreted tradition for their benefit (queen victoria) * Para 3: In revolutionational times in algeria, specific national identifies were constructed to push the agenda of being independence from france * Para 4: All cultures have nationalistic ideas that have a role in cultural identities but we are all now more aware that cultures include more foreign elements than exclude despite nationalist/unique views * Passage ID: explain - tell all * PT 128-1, passage 1 * Para 1: Introduces the uniqueness of literature from Mexican-american which includes english and spanish; MA contains mexican traditions and myths but differs in location (US), content and concerns * Para 2: describes content/ themes of first gen mexican american, causes of immigration, wanting to stay connect to culture, simple structure, themes and images of land co-exist * Para 3: contrast mexican writing, centralized in mexico city, elitist, structure is long and more theoretical; Views M-A literature as simple and regional (author says simplicity is part of richness of MA) - elaborates on the last part which explains how mexican writing is different * Para 4: expands on the uniqueness/bi-cultural nature of MA- literature and ability to develop a new identity of in-betweenness showcases cultural transition * Explain - Profile : Main point - uniqueness of MA literature is rooted in its mixture of Mexican tradition and cultural transition btw us and mexico. * Profile - read passage based on the qualities mentioned * Module 2.2: Authorial Moves & MM Approach * Major Move approach - ideal for Clash/P-Solution passages * PoE vs MMA * PoE - has predictable structure * MP known early * Organizarion is predictable * MMA - less predictable * MP usually known late * Organization less predictable * Authorial strategy - view chunks of information as asking “what role is this information ultimately going to play in the author’s getting to MP” * This approach helps in maximizing comprehension * Authorial moves: the devices the test maker uses to drive the plot toward the MP. The moves are helpful in better comprehending the text and answering questions about the purpose of a particular part of the passage.It is crucial for the major moves approach to chunking a passage * Viewpoint moves * (P) Author position - author gives an affirmative position or alternative opinion * Affirmative where the author asserts their view in a way that is not pointing a finger directly at another party * (PX) Authorial critique - author criticizes another someone else’s viewpoint * (V) Viewpoint - refers to the POV belonging to a person or party other than the author * Recent perspective or currently held perspective * Descriptive information - textbook like prose that convey facts, history, science, data etc * (CI) Contextual info - info that provides background (sets the stage) * (I) Illustration move - help in better understand part of passages by exemplifying or providing more context a point * Helpful is answer certain question types (like - illustration word) * (SE) Supporting evidence * (S) Summarization * (O) Old - words like Until recently * (N) New * Problem Move - author introduces you to a problem (human, social problem) * (Q) - Rhetorical Question - purpose to direct your attention somewhere * (CS) - Caveat Statement - moments in the passages where the author nuance to their own thinking (not common - so pay attention) * (AO) - anticipated objection - introduces a possible objection and dismisses the objection * Major Moves approach - the approach used for passages where we don't know the thesis upfront, so all we can do is: * pick up on key gist of the key chunks * think about where the chunks are heading to, * how the chunks building on each other * what are the authorial moves that are unfolding in front of me * Minor authorial moves vs Major authorial moves (we want to focus on the major authorial moves) * Minor authorial moves - might help understand a small part of the text but doesnt define the key chunks. * Major authoirzal moves - we want to pick up on the authorial moves that the passage revolves around * Viewpoint moves are almost always major moves * Two or more sentences are dedicated to an authorial moves, there is decent change it should be a major move * Three or move sentences are dedicated to an authorial move that it definitely is a major move * Passage seems to revolve around an authorial mvoe ( a portable, rhetorical question) then it should be considered amajor movie * Intro Tips * Passage comprehension Key * Understand and internalize the passage big picture vs Gist of key chunks + MP * MM + POE * Major move chunking * Identifying the authorial moves that the passage revolves around * V,P,PX moves almost always count as Major Moves * For most other authorial moves, it depends on how much text is dedicated to it * Rhetorical Q move can be a major move if a large portion of the passage revolves around answering the question * Sentence relationships via build or pivot * Build - chains of expanding sentences (reiterate, clarify or elaborate that was previously mentioned) * Parent sentences - sentences that require additional elaboration/clarification (new idea, foreign concept,complication) * Referential language - helps you understand the way new info expands old info * Pivot - how does new info respond to previous info * Be patient with first paragraph and consider reading the entire first paragraph *

Module 2: 
* RC Passages are thesis-driven or Main Point and every sentence in passage contributes to the main point
   * The sentence coalesce around key chunks of information and jointly contributes to the main point. (they contribute by supporting, elaborating or otherwise serving the MP)
   * Within these chunks, the information is tightly connected, all info shares the same theme, and content is very familiar and the scope of info is extremely limited
      * Understanding the core of the chunk will allow you make inferences about what you dont know
   * Key tasks; Identify and internalize the gist of key chunks
* Chains of expanding sentences
   * Within a chunk, each new sentence expands on previous sentences. So don't read each sentence in isolation and consider how each new sentence expands on previous sentence/knowledge
      * Reiterate
      * Clarify
      * Elaborate
   * CoES helps maximize comprehension, leveraging CoES helps with comprehension deficits
   * CoES triggers and insights
      * Parents sentence- sentences that requires additional elaboration like introduction new position, foreign concert or complicated assertion
         * For example, “However, the researchers are clearly mistake”
         * Pivot words (not always but usually)- :yet, but, however
      * Structure language - help understand how sentences factors into a chain of expanding sentences 
         * Such as “furthermore”, “therefore”, “also”, “after all”, “first/second/third etc.”; “for example”, “a case in point”
      * Referential language - any language that refers back to proceeding context w/o directly describing or naming the context
         * For example: “in this way”, “theri position assumes…”
      * Parenthetical statements - introduce mini expansion, they clarify or emphazie what came up before the parenthetical statement
         * Evident via (), commas, hyphen, semi-colons
   * Maximize comprehension via leverage CoES
      * Need to ask how new information
         * Reiterate previous info
         * Clarifies previous info
         * Elaborates previous info
         * Responds to previous info
   * Chunk relationships matter
      * How do the chunks relate to each other
      * How do the chunks relate to the main point
      * How to better recognize emerging chunks
      * Two approaches to internalizing the key chunks
         * Points of emphasis (built for explain passages & problem author exploration passages) - 50% of lsat passages
            * When there is a early thesis statement, you need to pick it up and use it as a lens thru which you view the rest of the passage
               * So go through the next paragraph, looking for how it relates back to the thesis 
            * POE benefits
               * Helps to interpret the significance of passage info
               * Clarifies the purpose of each bit of passage info
               * Makes the right info more memorable
               * Makes many difficult passages to parse
            * Identify an early thesis 
               * Levage CoES esp in 1st para
               * Consider what the sentences revolve around, build up  to or all aim to serve
               * The thesis can be introduced anywhere in the 1st para and if its not then it can come a little later
      * Key Tasks
         * Identify and internalize the gist of key chunks
            * Physical notes via jotting down a few works
            * Highlighting
            * Mental notes 
         * Profile passages clarification
            * Presentation of main point is not a tight as other explain types
            * Main Point of profile: summary of key qualities the author emphasizes about the artist’s or artists’ artwork (can be artwork pertaining to novels,poems,sculptures,paintings,etc..). The mp is telling you about those qualities
               * Sometimes qualities are summarized in a single sentence look at PT 111-2, passage 2 or distributed throughout passage
   * Comprehension Homework

* Module 2.1 Passage Practice
      * Objectives
         * Review, reinforce, and expand on the following
            * Chain of expanding sentences
            * Points of emphasis approach
               * Identify early thesis
               * Read rest of passage through the lens of thesis
            * Additional insight
      * PT 118-2, passage 4
         * Para 1: Fed gov. In Canada decision to extend constitutional protection to aboriginal rights under the current law to avoid future laws that might undermine it has led to issues
            * Thesis: the decision has placed a burden of courts in translating, interpreting the general constitutional language and apply to specific ruling leading to weak protection of aboriginal rights
         * Para 2: explains the protected rights, uses the example of “recognition of customs” to explain the legal translating difficulty, and the consequences of this which is ultimately hurting aboriginals ability to establish rights
         * Para 3: further explains the difficulty of interpretation of the general language but addresses the difficulty in determining what a right amounts to like how aggressive or conservatively to apply it. Uses the example of aboriginal language claim
         * Passage ID: Problem, author explores the nature of the problem (P-AE)
      * PT 128-1,passage 3
         * Para 1: Recent interest in understanding how the account and definition of cultures are influenced by human biases with a focus on what is included/validates. Uses the example of Greek civilization
         * Para 2: explaining how european in efforts to maintain their power re-interpreted tradition for their benefit (queen victoria)
         * Para 3: In revolutionational times in algeria, specific national identifies were constructed to push the agenda of being independence from france 
         * Para 4: All cultures have nationalistic ideas that have a role in cultural identities but we are all now more aware that cultures include more foreign elements than exclude despite nationalist/unique views
         * Passage ID: explain - tell all
      * PT 128-1, passage 1
         * Para 1: Introduces the uniqueness of literature from Mexican-american which includes english and spanish; MA contains mexican traditions and myths but differs in location (US), content and concerns
         * Para 2: describes content/ themes of first gen mexican american, causes of immigration, wanting to stay connect to culture, simple structure, themes and images of land co-exist
         * Para 3: contrast mexican writing, centralized in mexico city, elitist, structure is long and more theoretical; Views M-A literature as simple and regional (author says simplicity is part of richness of MA) - elaborates on the last part which explains how mexican writing is different
         * Para 4: expands on the uniqueness/bi-cultural nature of MA- literature and ability to develop a new identity of in-betweenness showcases cultural transition
         * Explain - Profile : Main point - uniqueness of MA literature is rooted in its mixture of Mexican tradition and cultural transition btw us and mexico.
            * Profile - read passage based on the qualities mentioned  
* Module 2.2: Authorial Moves & MM Approach
   * Major Move approach - ideal for Clash/P-Solution passages
   * PoE vs MMA 
      * PoE - has predictable structure 
         * MP known early
         * Organizarion is predictable
      * MMA - less predictable
         * MP usually known late
         * Organization less predictable
   * Authorial strategy - view chunks of information as asking “what role is this information ultimately going to play in the author’s getting to MP”
      * This approach helps in maximizing comprehension
   * Authorial moves: the devices the test maker uses to drive the plot toward the MP. The moves are helpful in better comprehending the text and answering questions about the purpose of a particular part of the passage.It is crucial for the major moves approach to chunking a passage
      * Viewpoint moves 
         * (P) Author position - author gives an affirmative position or alternative opinion
            * Affirmative where the author asserts their view in a way that is not pointing a finger directly at another party
         * (PX) Authorial critique - author criticizes another someone else’s viewpoint
         * (V) Viewpoint - refers to the POV belonging to a person or party other than the author
            * Recent perspective or currently held perspective
      * Descriptive information - textbook like prose that convey facts, history, science, data etc
         * (CI) Contextual info - info that provides background (sets the stage)
         * (I) Illustration move - help in better understand part of passages by exemplifying or providing more context a point
            * Helpful is answer certain question types (like - illustration word)
         * (SE) Supporting evidence 
         * (S) Summarization
         * (O) Old - words like Until recently
         * (N) New
      * Problem Move - author introduces you to a problem (human, social problem)
      * (Q) - Rhetorical Question - purpose to direct your attention somewhere
      * (CS) - Caveat Statement - moments in the passages where the author nuance to their own thinking (not common - so pay attention)
      * (AO) - anticipated objection - introduces a possible objection and dismisses the objection
   * Major Moves approach - the approach used for passages where we don't know the thesis upfront, so all we can do is: 
      * pick up on key gist of the key chunks 
      * think about where the chunks are heading to, 
      * how the chunks building on each other
      * what are the authorial moves that are unfolding in front of me
         * Minor authorial moves vs Major authorial moves (we want to focus on the major authorial moves)
            * Minor authorial moves - might help understand a small part of the text but doesnt define the key chunks.
            * Major authoirzal moves - we want to pick up on the authorial moves that the passage revolves around 
      * Viewpoint moves are almost always major moves
      * Two or more sentences are dedicated to an authorial moves, there is decent change it should be a major move
         * Three or move sentences are dedicated to an authorial move that it definitely is a major move
      * Passage seems to revolve around an authorial mvoe ( a portable, rhetorical question) then it should be considered amajor movie 
   * Intro Tips
      * Passage comprehension Key
         * Understand and internalize the passage big picture vs Gist of key chunks + MP
               * MM + POE
            * Major move chunking 
               * Identifying the authorial moves that the passage revolves around 
                  * V,P,PX moves almost always count as Major Moves
                  * For most other authorial moves, it depends on how much text is dedicated to it 
                  * Rhetorical Q move can be a major move if a large portion of the passage revolves around answering the question
                  * Sentence relationships via build or pivot
                  * Build - chains of expanding sentences (reiterate, clarify or elaborate that was previously mentioned)
                        * Parent sentences - sentences that require additional elaboration/clarification (new idea, foreign concept,complication)
                        * Referential language - helps you understand the way new info expands old info
                  * Pivot - how does new info respond to previous info
               * Be patient with first paragraph and consider reading the entire first paragraph
      *

Transcript for:Understanding Passage ID and Reading Strategies

Transcript for:
Understanding Passage ID and Reading Strategies