<p>okayy so the mars/venus one was experimental. but i didn’t have that one. i don’t remember what i had for section 3. umm maybe it was the two short passages with the dad’s face and woman’s suffrage? what was the longer reading passage for that? does anyone remember? PLEASE its driving me crazy that i can’t remember~</p>
<p>both dinosaurs and the daughter ‘Yo’ were real</p>
<p>useful but not necessary was my choice.</p>
<p>All of them went beyond the text (passage one never called creative writing classes useful), but “useful but not necessary” was the closest to being exactly what was explicitly said.</p>
<p>PASSAGE ONE DID NOT REFER TO USEFULNESS, IT’S SO OBVIOUS IM DONE ON THIS CONVERSATION. It speaks only of the benefits of peer editing and I believe it’s most likely agree on which would be that answer not usefulness.</p>
<p>atl1995</p>
<p>I’m on the same boat. I didn’t have the Mars passage but I did have the one about woman’s suffrage. So far I remember a passage about dinosaurs, writing/authors, Greek alphabet/“Yo”, and I can’t seem to remember the last one. It was section 9 I believe.</p>
<p>I HAD WOMAN’S SUFFRAGE TOO! so we must have had the same test!
which section was dinosaurs in for you?</p>
<p>are u guys sure about the “autonomous” and “mollifying” for critical reading? i remember seeing those but did not choose those answers although I knew what they meant…</p>
<p>“PASSAGE ONE DID NOT REFER TO USEFULNESS, IT’S SO OBVIOUS IM DONE ON THIS CONVERSATION. It speaks only of the benefits of peer editing and I believe it’s most likely agree on which would be that answer not usefulness.”</p>
<p>But passage one does not connect peer editing with creative writing programs. In fact, it explicitly says there is no obvious connection.</p>
<p>Divy…</p>
<p>Did you notice that the first author was simply compounding experiential examples on examples that could be provided in a classroom setting? “Understand literature as well as read it, follow authors’ examples as well as study them, etc etc etc…” This could imply a usefulness of a classroom, but underscores it is not the most important factor.</p>
<p>What section was woman’s suffrage in?</p>
<p>Exactly. So therefore it can be understood that peer ed is supplied as well, which fit better, by your interpretation</p>
<p>I don’t think the first passage explicitly mentioned peer review. Do you know the sentence that referred to it?</p>
<p>I might be wrong.</p>
<p>What was insufficient skepticism referring to?</p>
<p>Did anyone have a reading section about the Cold War? I’m assuming it was the experimental section T.T</p>
<p>No daniel829h I didn’t have the Cold War, did you have woman’s suffrage?</p>
<p>Yeah I did! Hew! The Cold War section was a tough one! Glad it’s not graded lol</p>
<p>so divy, it seems like you remember the creative writing passage well.
For the first question, where it asks you which point author 1 mentions & author 2 does not, is it “drawing from personal experiences”?
Also, for the last question, is the answer “[something] predates creative writing classes”? I thought this passage was pretty confusing LOL</p>
<p>what section was the Cold War/what was in that passage specifically??
Was it in Section 2?</p>
<p>@Txqueso I had it as the very first reading section. It was talking about the conference between Khrushchev and Nixon about kitchen supplies.</p>
<p>Txqueso</p>
<p>I’m not sure I don’t remember which section I had that one in. I believe it was early on. I know section 2 and 3 were both CR though.</p>