SAT R&W 31: Finding the Exact Point of Contact Between Text 1 and Text 2

O'qish Ikki matn bog'lanishi (Cross-Text Connections) 2-dars, jami 4

Shu mavzudagi darslar · 2/4

SAT R&W 30: Two Texts, One Question — Mapping Agreement and Disagreement
SAT R&W 31: Finding the Exact Point of Contact Between Text 1 and Text 2
3 SAT R&W 32: “How Would the Author of Text 2 Respond?” — Answering in the Author's Voice
4 SAT R&W 33: Cross-Text Connections — Mixed Practice

Bitta tegish nuqtasi

30-darsda munosabatni nomlashni o'rgandik. Endi undan bir qadam chuqurroq: ikki matn bir-biriga faqat bitta joyda tegadi.

Text 1 da beshta jumla bo'lishi mumkin, Text 2 da to'rtta. Lekin savol ularning hammasi haqida emas. Deyarli har doim Text 2 ning bitta jumlasi Text 1 ning bitta jumlasiga to'g'ridan-to'g'ri tegadi. Qolgani — fon.

Tegish nuqtasini topsangiz, savol o'z-o'zidan yechiladi. Topmasangiz — variantlar orasida chalkashasiz, chunki ularning bir nechtasi haqiqiy farqlarni tasvirlaydi.

⏱ ~90 soniya

Tegish nuqtasini qanday topish kerak

1. Text 1 ning da'vo jumlasini toping. Har matnda bitta jumla asosiy — qolgani uni tayyorlaydi yoki ko'taradi. Odatda u ikkinchi yoki oxirgi jumla.

2. Text 2 ni o'qiyotib «bu qayerga tegadi?» deb so'rang. Text 2 ning qaysi jumlasi Text 1 ning da'vosiga javob beryapti?

3. Ikki jumlani yonma-yon qo'ying. Xayolan: «Text 1 aytadi X. Text 2 aytadi Y.» Javob shu ikki jumlaning orasida.

4. Qolgan hamma narsani e'tiborsiz qoldiring. Fon ma'lumoti chiroyli bo'lishi mumkin, lekin u savolga javob bermaydi — va u aynan tuzoq variantlarning manbai.

⚠️ Tuzoq: Bu turning bosh tuzog'i: variant ikki matn o'rtasidagi haqiqiy farqni tasvirlaydi — lekin savol so'ragan farqni emas. Masalan matnlar mavzu bo'yicha ham, uslub bo'yicha ham farq qiladi; savol esa dating method haqida so'ragan. Farq rost bo'lgani yetarli emas: u tegish nuqtasidagi farq bo'lishi kerak.

Ishlangan namuna

Text 1

The settlement was assigned to the eighth century on the strength of its pottery. The vessels found in the lower layers match, in shape and in the composition of their clay, a well-studied type produced in a neighbouring region between about 700 and 780. Since the pots were made then, the argument runs, the layer holding them was laid down then.

Text 2

Charcoal from the same layers has now been dated directly, and the results cluster near 900 — more than a century later. Fine pottery of this kind was expensive, and expensive objects are kept. A household may hand a vessel down through three generations before it is finally broken and swept into the ground.

Based on the texts, how would the author of Text 2 most likely respond to the reasoning described in the last sentence of Text 1?

By pointing out that an object can enter a layer long after the date it was made.
By arguing that the pottery was produced locally rather than imported from a neighbouring region.
By noting that radiocarbon dating is more precise than the study of pottery styles.
By suggesting that the lower layers were disturbed by later building on the site.

⏱ ~90 soniya

Yechim

1-qadam — Text 1 ning da'vo jumlasi. Savolning o'zi uni ko'rsatib turibdi (the last sentence): Since the pots were made then, … the layer holding them was laid down then. Ya'ni: idish yasalgan sana = qatlam yotqizilgan sana.

2-qadam — Text 2 ning qaysi jumlasi shunga tegadi? Radiouglerod sanasi emas — u faqat natija. Tegish nuqtasi oxirgi jumla: A household may hand a vessel down through three generations… Aynan shu jumla Text 1 ning mantiqiy qadamini sindiradi.

3-qadam — yonma-yon: «Text 1: yasalgan sana = ko'milgan sana. Text 2: idish yasalgandan keyin uzoq saqlanishi mumkin.»

TO‘G‘RIBy pointing out that an object can enter a layer long after the date it was made — aynan tegish nuqtasi. Uch avlod saqlanishi mumkin bo'lgan idish Text 1 ning «yasalgan = ko'milgan» tenglamasini buzadi.

TUZOQBy noting that radiocarbon dating is more precise than the study of pottery styles — rost, lekin so'ralmagan — va bu darsning asosiy tuzog'i. Text 2 haqiqatan radiouglerod natijasini keltiradi. Lekin savol oxirgi jumladagi mantiq haqida, usullarni solishtirish haqida emas. Text 2 hech qayerda o'z usulini aniqroq deb atamaydi.

TUZOQBy arguing that the pottery was produced locally rather than imported from a neighbouring region — Text 2 idishning qayerda yasalganini muhokama qilmaydi. So'z-tuzoq: Text 1 dagi neighbouring region iborasidan yozilgan.

TUZOQBy suggesting that the lower layers were disturbed by later building on the site — qatlamlarning aralashib ketishi ishonchli arxeologik e'tiroz, va shuning uchun jozibali. Lekin Text 2 buni aytmaydi — uning izohi butunlay boshqa: idish uzoq saqlangan. Tashqi bilim.

💡 Maslahat: Ikkinchi variantga alohida e'tibor bering. U rost, u Text 2 ga mos, va u ko'p o'quvchini oladi. Uni faqat bitta narsa o'ldiradi: savol nima so'raganini eslash. Shuning uchun usulning 1-qadami savolni birinchi o'qish edi.

Text 1

Bees visiting a field of a single crop are more efficient pollinators than bees in mixed vegetation: they do not waste flights learning new flower shapes, and a colony placed beside a monoculture brings back more per hour. Growers who rent hives are paying for exactly that efficiency.

Text 2

Colonies wintered beside single crops fail more often than colonies kept where the vegetation is mixed. A field of one plant flowers for perhaps three weeks; a hedgerow supplies something for five months. Efficiency during the bloom is not the number that decides whether a colony is alive in March.

Based on the texts, how would the author of Text 2 most likely respond to the claim in Text 1 that growers are paying for efficiency?

By pointing out that renting hives has become more expensive for growers in recent years. By suggesting that growers should plant several crops in the same field. By denying that bees in a single crop are more efficient pollinators. By arguing that efficiency measured over a short bloom leaves out what happens to the colony over a year.

Text 1

The novelist's late style has often been explained by her illness. The short sentences and the thinning of description in the final two books, on this account, record a writer working with less strength than before.

Text 2

She had been cutting for a decade. Successive drafts of the earlier novels, now in the archive, show whole descriptive passages struck out in her own hand, and a letter from 1961 complains that her published work is still 'too furnished'. The last books are the end of a road she had chosen, not a place illness left her.

Based on the texts, how would the author of Text 2 most likely respond to the explanation given in Text 1?

By arguing that the novelist's illness has been exaggerated by her biographers. By offering evidence that the change was a deliberate development rather than a consequence of illness. By agreeing that the late style is thinner and attributing it to the influence of other writers. By claiming that the earlier novels are of higher quality than the final two.

Text 1

Handaxes of a single teardrop shape were made across three continents for more than a million years. Such stability over such a span is usually read as evidence that the shape was near-optimal for butchery and that toolmakers everywhere converged on it.

Text 2

Many handaxes show no wear along their edges at all. Some are far larger than a hand can grip; some are made of stone chosen for its colour rather than its fracture. An object can be copied faithfully for a very long time without being copied because it works.

Based on the texts, how would the author of Text 2 most likely respond to the inference drawn in Text 1?

By noting that the shape's persistence need not indicate that it was well suited to its supposed use. By proposing that handaxes were used for cutting plants rather than for butchery. By denying that handaxes of this shape were made across three continents. By arguing that early toolmakers lacked the skill to produce more effective shapes.

Text 1

The floor of the dry lake is remarkably smooth over several kilometres. The accepted explanation is a single catastrophic flood: a wall of water crossed the basin, scoured it flat in a matter of hours and drained away.

Text 2

Cores taken through the floor pass through dozens of thin layers, each graded from coarse grains at its base to fine ones at its top, and each capped by a band of clay of the kind that settles only in water left still for years. The basin is also unusually deep for the region.

Based on the texts, how would the author of Text 2 most likely respond to the explanation described in Text 1?

By presenting evidence that the floor was built up by many separate episodes over a long period. By noting that the basin is deeper than others in the surrounding region. By arguing that no flood has ever crossed the basin. By suggesting that the coring method is too imprecise to settle the question.

Kalit so'zlar — Key vocabulary

an inference

xulosa (dalildan chiqarilgan)

to draw an inference

xulosa chiqarmoq

persistence

saqlanib qolish, davomiylik

need not indicate ~

~ ni bildirishi shart emas

deliberate

ataylab qilingan, o'ylangan

to hand down

avloddan avlodga o'tkazmoq

to strike out (a passage)

(parchani) o'chirib tashlamoq

monoculture

yakka ekin (bitta o'simlik ekilgan maydon)

Xulosa

Ikki matn bitta nuqtada tegadi; qolgani fon.
Text 1 ning da'vo jumlasini toping, keyin Text 2 ning unga javob beruvchi jumlasini.
Vaqt kam bo'lsa — Text 2 ning oxirgi jumlasidan boshlang.
Bosh tuzoq: rost farq, lekin savol so'ragan farq emas.
Text 2 xulosaning mantiqini buzsa, u muqobil javob taklif qilishi shart emas — javobni o'zingiz to'qimang.

Rivojlanishni kuzatish uchun kiring

Oldingi SAT R&W 30: Two Texts, One Question — Mapping Agreement and Disagreement

Keyingi SAT R&W 32: “How Would the Author of Text 2 Respond?” — Answering in the Author's Voice

Ikki matn bog'lanishi (Cross-Text Connections)

SAT R&W 30: Two Texts, One Question — Mapping Agreement and Disagreement
SAT R&W 31: Finding the Exact Point of Contact Between Text 1 and Text 2
3 SAT R&W 32: “How Would the Author of Text 2 Respond?” — Answering in the Author's Voice
4 SAT R&W 33: Cross-Text Connections — Mixed Practice