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Course: LSAT > Unit 1
Lesson 10: Reading Comprehension - Worked Examples- Law passage overview | Cosmic Justice (paired passages)
- Main point | Law passage | Cosmic Justice
- Recognition | Law passage | Cosmic Justice
- Inferences about views | Law passage | Cosmic Justice
- Inferences about info | Law passage | Cosmic Justice
- Principles | Law passage | Cosmic Justice
- Analogies | Law passage | Cosmic Justice
- Law passage overview | Copyright
- Main point | Law passage | Copyright
- Purpose of reference | Law passage | Copyright
- Applying to new contexts | Law passage | Copyright
- Humanities passage overview | Music (paired passages)
- Main point 1 | Humanities passage | Music
- Main point 2 | Humanities passage | Music
- Recognition | Humanities passage | Music
- Inferences about views | Humanities passage | Music
- Principles and analogies | Humanities passage | Music
- Additional evidence | Humanities passage | Music
- Primary purpose | Humanities passage | Music
- Science passage overview | The Sun
- Recognition 1 | Science passage | The Sun
- Recognition 2 | Science passage | The Sun
- Organizing info | Science passage | The Sun
- Inferences about views 1 | Science passage | The Sun
- Inferences about views 2 | Science passage | The Sun
- Inferences about views 3 | Science passage | The Sun
- Inferences about info | Science passage | The Sun
- Social science passage overview | Wool
- Main point | Social science passage | Wool
- Recognition 1 | Social science passage | Wool
- Recognition 2 | Social science passage | Wool
- Inferences about info | Social science passage | Wool
- Inferences about attitudes | Social science passage | Wool
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Primary purpose | Humanities passage | Music
Watch a demonstration of one way to approach a "primary purpose" question for a humanities passage in the reading comprehension section. Created by Dave Travis.
Video transcript
- [Instructor] The
passages about the music most strongly suggest that both are targeting an audience that has an interest in
which one of the following: Okay, so it's strongly suggest
that the target audience for the passage is who exactly? It makes sense to have some
sort of prediction here. I'd say that these are
passages that are focused on analyzing how music
affects human emotions, and what is the mechanism by
which music makes us feel. So we're looking for an answer like that. Let's try to predict it before we look at the choices at all. Okay, A, the theoretical underpinnings of how music is composed. How it is composed? No, that's not what we're looking for. B, the nature of the conceptual difference between music and discontinuous sound. Okay, so that's not what these are about. It's not comparing music
to discontinuous sound. It's talking about
different kinds of music. That's not right. C, the impact music can have
on human emotional states. Looks pretty good. Matches what we are predicting. Let's look at the other choices. D, the most effective
techniques for teaching novices to appreciate complex music. Is this about teaching techniques? Definitely not. It's not the answer. E, the influence music has had on the development of spoken language. It's not what we're looking for. It's not the answer. The passages were not about how music has influenced spoken language. It's about the way that
humans appreciate music of different kinds. Our answer is C. (Sharpie scrapes whiteboard)