Reasoning with linear equations

WEBVTT
Kind: captions
Language: en

00:00:00.290 --> 00:00:01.250
- [Instructor] In this video,

00:00:01.250 --> 00:00:02.910
we're gonna try to solve the equation

00:00:02.910 --> 00:00:07.100
three times X plus one
minus X is equal to nine.

00:00:07.100 --> 00:00:09.630
And, like always, I encourage
you to pause this video

00:00:09.630 --> 00:00:11.830
and try to work through this on your own.

00:00:11.830 --> 00:00:13.320
But the emphasis of this video

00:00:13.320 --> 00:00:15.950
is to not just get to the right answer,

00:00:15.950 --> 00:00:18.190
but to really understand what's happening

00:00:18.190 --> 00:00:21.538
when we do algebraically valid operations

00:00:21.538 --> 00:00:24.173
on either side of this equation.

00:00:25.090 --> 00:00:26.540
All right, so let's begin.

00:00:26.540 --> 00:00:28.670
So the first thing that
my brain wants to do,

00:00:28.670 --> 00:00:30.170
and we've talked about this before,

00:00:30.170 --> 00:00:33.780
there's many different ways
to often solve an equation,

00:00:33.780 --> 00:00:35.500
but my brain wants to simplify.

00:00:35.500 --> 00:00:37.750
And the first thing that
looks a little bit hairy here

00:00:37.750 --> 00:00:40.230
is I that three times the
expression X plus one,

00:00:40.230 --> 00:00:42.400
and so I might be able to simplify that

00:00:42.400 --> 00:00:45.440
if I multiply three times
X and three times one.

00:00:45.440 --> 00:00:46.410
And so if I did that,

00:00:46.410 --> 00:00:49.440
I would get three X plus three

00:00:49.440 --> 00:00:52.180
minus X, minus X,

00:00:52.180 --> 00:00:53.810
is equal to nine.

00:00:53.810 --> 00:00:56.090
And so the key here is
that the left-hand side

00:00:56.090 --> 00:00:57.070
of the second equation

00:00:57.070 --> 00:00:59.670
is equivalent to the left-hand
side of the top equation,

00:00:59.670 --> 00:01:01.250
and so if the left-hand
side of the top equation

00:01:01.250 --> 00:01:02.230
is equal to nine,

00:01:02.230 --> 00:01:04.230
well, so the left-hand side
of this bottom equation

00:01:04.230 --> 00:01:06.290
is going to be equal to nine as well.

00:01:06.290 --> 00:01:07.840
Another way to think about it is

00:01:07.840 --> 00:01:09.990
if the entire top equation is true,

00:01:09.990 --> 00:01:12.730
the entire bottom equation must be true,

00:01:12.730 --> 00:01:14.190
and vice versa,

00:01:14.190 --> 00:01:15.440
but let's keep going.

00:01:15.440 --> 00:01:17.500
So what's the next thing
that we could do here

00:01:17.500 --> 00:01:21.000
for at least just trying to
simplify the left-hand side?

00:01:21.000 --> 00:01:24.810
Well, my brain immediately
sees I have three Xs here

00:01:24.810 --> 00:01:27.420
and then I wanna take away
an X right over there.

00:01:27.420 --> 00:01:29.820
So if I have three Xs and
then I take away an X,

00:01:29.820 --> 00:01:31.840
how many Xs do I have?

00:01:31.840 --> 00:01:34.010
Well, then I have two Xs,

00:01:34.010 --> 00:01:36.830
and then I still have that plus three,

00:01:36.830 --> 00:01:41.170
plus three is equal to nine.

00:01:41.170 --> 00:01:42.420
And so, once again,

00:01:42.420 --> 00:01:45.260
this left expression is equivalent
to this left expression,

00:01:45.260 --> 00:01:47.370
which is equivalent to
this top left expression.

00:01:47.370 --> 00:01:50.040
And if any one of these
equations are true,

00:01:50.040 --> 00:01:53.240
that must mean that all of
these equations are true.

00:01:53.240 --> 00:01:54.320
But we could keep going.

00:01:54.320 --> 00:01:55.760
Now the next thing I like to do is

00:01:55.760 --> 00:01:58.260
isolate the X terms on one side.

00:01:58.260 --> 00:02:01.520
So I wanna have a left side
that just has this two X there.

00:02:01.520 --> 00:02:02.490
Well, the way to do that is

00:02:02.490 --> 00:02:05.510
I would have to subtract
three from the left side.

00:02:05.510 --> 00:02:08.260
But, as we know, anything
that we add or subtract

00:02:08.260 --> 00:02:11.120
or multiply or divide by
on one side of the equation

00:02:11.120 --> 00:02:13.640
we have to do on the other
side of the equation.

00:02:13.640 --> 00:02:15.420
So I'll subtract three right over there.

00:02:15.420 --> 00:02:16.720
And why does that make sense?

00:02:16.720 --> 00:02:21.220
Well, if two X plus three
is truly equal to nine,

00:02:21.220 --> 00:02:24.380
then if I take three away
from two X plus three,

00:02:24.380 --> 00:02:25.400
if I just take three away,

00:02:25.400 --> 00:02:27.190
it's not necessarily going
to be equal to nine anymore,

00:02:27.190 --> 00:02:29.140
so I have to take three away from nine

00:02:29.140 --> 00:02:31.880
in order for the equivalence
of both sides of the equation

00:02:31.880 --> 00:02:33.080
to be true.

00:02:33.080 --> 00:02:35.130
And so what do I get?

00:02:35.130 --> 00:02:38.220
Well, then three and
negative three cancel out.

00:02:38.220 --> 00:02:41.130
And on the left-hand side
I'm just left with the two X.

00:02:41.130 --> 00:02:43.040
And on the right-hand side I have

00:02:43.040 --> 00:02:46.500
equals nine minus three is equal to six.

00:02:46.500 --> 00:02:47.670
I keep emphasizing it

00:02:47.670 --> 00:02:49.560
'cause really that's
the point of this video,

00:02:49.560 --> 00:02:54.020
that two X equals six is
an equivalent equation

00:02:54.020 --> 00:02:57.300
to three times X plus
one minus X equals nine.

00:02:57.300 --> 00:03:00.010
Because we've done these
algebraically valid operations

00:03:00.010 --> 00:03:02.140
we've been able to maintain the equality

00:03:02.140 --> 00:03:04.850
and we've been able to say,
look, if two X is equal to six,

00:03:04.850 --> 00:03:07.360
then we know that three
times X plus one minus X

00:03:07.360 --> 00:03:08.200
is equal to nine,

00:03:08.200 --> 00:03:10.760
and if this top equation is true,

00:03:10.760 --> 00:03:13.670
then we also know that
this last equation is true.

00:03:13.670 --> 00:03:15.010
But we're now in the home stretch,

00:03:15.010 --> 00:03:17.210
what can we do to solve for X?

00:03:17.210 --> 00:03:18.850
Well, if we just wanna isolate an X

00:03:18.850 --> 00:03:19.960
here on the left-hand side,

00:03:19.960 --> 00:03:23.420
as you can imagine, we can
divide the left-hand side by two.

00:03:23.420 --> 00:03:25.110
But if we divide the
left-hand side by two,

00:03:25.110 --> 00:03:26.500
in order to maintain this equality,

00:03:26.500 --> 00:03:28.970
we have to divide the
right-hand side by two.

00:03:28.970 --> 00:03:32.020
Remember, equation, it has
the word equality in it,

00:03:32.020 --> 00:03:34.102
or at least the first part
of the word equality in it.

00:03:34.102 --> 00:03:37.800
If we multiply, divide, add,
or subtract to one side,

00:03:37.800 --> 00:03:40.150
then we have to do on the other side.

00:03:40.150 --> 00:03:45.150
And so we are left with X is equal to

00:03:45.660 --> 00:03:46.830
six divided by two,

00:03:46.830 --> 00:03:48.780
X is equal to three.

00:03:48.780 --> 00:03:50.100
And we have solved it.

00:03:50.100 --> 00:03:53.340
And really X equals three
continues to be an equation.

00:03:53.340 --> 00:03:56.240
And so the equation X equals
three is going to be true

00:03:56.240 --> 00:03:58.230
if this top equation is true,

00:03:58.230 --> 00:04:00.700
and this top equation is gonna be true

00:04:00.700 --> 00:04:03.973
if the equation X equals
three is going to be true.

00:04:05.800 --> 00:04:07.420
Now let me finish off with a little bit

00:04:07.420 --> 00:04:09.930
of an interesting challenge for you.

00:04:09.930 --> 00:04:14.540
If I have five X is equal to six X,

00:04:14.540 --> 00:04:15.810
one temptation might be,

00:04:15.810 --> 00:04:18.400
it kind of looks like this
last step we had over here,

00:04:18.400 --> 00:04:23.400
and so why don't we divide
both sides by a common factor?

00:04:23.750 --> 00:04:26.550
And so maybe we can divide
both sides here by X,

00:04:26.550 --> 00:04:29.120
'cause this is five times
X and this is six times X.

00:04:29.120 --> 00:04:31.640
And what would we get if we did that?

00:04:31.640 --> 00:04:33.780
Let's see, we would get,

00:04:33.780 --> 00:04:38.610
we would get five is equal to six,

00:04:38.610 --> 00:04:41.530
which it clearly is not equal to six,

00:04:41.530 --> 00:04:43.712
but what just happened here?

00:04:43.712 --> 00:04:47.400
Is it the fact that five X
can never be equal to six X

00:04:47.400 --> 00:04:49.640
and we did algebraically valid operations

00:04:49.640 --> 00:04:51.180
and we got five equals six?

00:04:51.180 --> 00:04:52.960
Or did we do something wrong?

00:04:52.960 --> 00:04:54.760
Pause this video and think about it.

00:04:56.320 --> 00:04:58.350
Well, some of you might've realized

00:04:58.350 --> 00:05:02.820
that if X is an arbitrary
non-zero number and you know that,

00:05:02.820 --> 00:05:04.320
you could divide by X.

00:05:04.320 --> 00:05:06.270
But what if X is zero?

00:05:06.270 --> 00:05:10.130
If X is zero, you can't divide by zero.

00:05:10.130 --> 00:05:12.320
And so that's actually
what's going on here,

00:05:12.320 --> 00:05:14.910
because if you do
algebraically valid operations,

00:05:14.910 --> 00:05:16.890
you will actually see that this is a case

00:05:16.890 --> 00:05:20.760
where X is going to have
to be equal to zero.

00:05:20.760 --> 00:05:22.550
So let me rewrite it.

00:05:22.550 --> 00:05:25.880
So this is five X is equal to six X.

00:05:25.880 --> 00:05:27.680
Even though it looks a
lot like this last step

00:05:27.680 --> 00:05:28.900
that we had in the first equation

00:05:28.900 --> 00:05:30.750
and you're attempted to immediately

00:05:30.750 --> 00:05:32.420
kind of knee jerk to divide,

00:05:32.420 --> 00:05:34.990
you have to realize that I
have an X term on both sides,

00:05:34.990 --> 00:05:36.640
or X terms on both sides.

00:05:36.640 --> 00:05:37.900
Let me combine them.

00:05:37.900 --> 00:05:40.060
So I could subtract
five X from both sides,

00:05:40.060 --> 00:05:41.670
or I could subtract six X from both sides.

00:05:41.670 --> 00:05:44.440
Let me subtract five X from both sides,

00:05:44.440 --> 00:05:46.770
and then see what happens.

00:05:46.770 --> 00:05:50.360
And we are going to get
on the left-hand side

00:05:50.360 --> 00:05:52.660
five X minus five X is zero,

00:05:52.660 --> 00:05:56.230
and then that's equal to six
X minus five X is equal to X.

00:05:56.230 --> 00:05:58.860
So we get the solution for
that original equation,

00:05:58.860 --> 00:06:00.120
five X is equal to six X,

00:06:00.120 --> 00:06:03.360
is indeed X equals zero.

00:06:03.360 --> 00:06:04.790
So the big takeaway here

00:06:04.790 --> 00:06:07.740
is to appreciate the
equivalents of these equations.

00:06:07.740 --> 00:06:09.690
If you do algebraically valid operations,

00:06:09.690 --> 00:06:11.720
and hopefully it's starting
to make some intuitive sense

00:06:11.720 --> 00:06:13.340
why certain operations are valid

00:06:13.340 --> 00:06:15.500
and why other operations are not valid,

00:06:15.500 --> 00:06:17.370
but if you do valid operations,

00:06:17.370 --> 00:06:20.700
it's really saying that
each step of your solution,

00:06:20.700 --> 00:06:22.880
each of those equations are equivalent

00:06:22.880 --> 00:06:24.020
to the equations before it.

00:06:24.020 --> 00:06:26.700
If one of them is true,
then the others are true.

00:06:26.700 --> 00:06:29.100
But if you do an algebraically
invalid operation,

00:06:29.100 --> 00:06:32.490
like you're dividing by X
and X could be equal to zero,

00:06:32.490 --> 00:06:35.753
then you can start running into problems.


Parent Quick-Start Tips: For Kids Ages 12 and Under

WEBVTT
Kind: captions
Language: en

00:00:03.960 --> 00:00:05.740
- [Lauren] I'm Lauren from Khan Academy,

00:00:05.740 --> 00:00:07.700
and today I'm going to
give you an overview

00:00:07.700 --> 00:00:09.620
of how to set up accounts for yourself

00:00:09.620 --> 00:00:11.810
and your children on Khan Academy.

00:00:11.810 --> 00:00:14.300
We'll also go over how you
can find relevant content

00:00:14.300 --> 00:00:16.810
for your kids and view their progress.

00:00:16.810 --> 00:00:18.380
This video is meant for parents

00:00:18.380 --> 00:00:20.550
with kids who are 12 or under.

00:00:20.550 --> 00:00:22.370
If you child is 13 or older,

00:00:22.370 --> 00:00:25.240
please see our other video
called Parent Quick Start Tips

00:00:25.240 --> 00:00:27.570
for Kids Ages 13 Plus.

00:00:27.570 --> 00:00:29.910
We will start by having
your child create an account

00:00:29.910 --> 00:00:31.300
on Khan Academy.

00:00:31.300 --> 00:00:33.970
Creating an account
lets you and your child

00:00:33.970 --> 00:00:36.580
track progress and time spent learning.

00:00:36.580 --> 00:00:41.100
Go to www.khanacademy.org
and click Sign up

00:00:41.100 --> 00:00:43.290
in the upper right-hand corner.

00:00:43.290 --> 00:00:46.393
On the sign up page, enter
your child's date of birth,

00:00:50.430 --> 00:00:52.963
and click Sign up by choosing a username.

00:00:53.800 --> 00:00:56.323
On the next page, enter
your email address,

00:00:59.170 --> 00:01:01.020
and choose a username for your child.

00:01:10.410 --> 00:01:11.773
Then click Sign up.

00:01:15.320 --> 00:01:17.420
Next, choose a starting point

00:01:17.420 --> 00:01:19.530
for your child's learning journey.

00:01:19.530 --> 00:01:22.000
In the Personalize Khan Academy pop-up,

00:01:22.000 --> 00:01:24.883
select your child's
grade and click continue.

00:01:26.700 --> 00:01:28.570
On the next page, you'll see courses

00:01:28.570 --> 00:01:30.420
that we recommend for your child.

00:01:30.420 --> 00:01:33.140
Choose one or more and click continue.

00:01:33.140 --> 00:01:35.420
You can also click the See all link

00:01:35.420 --> 00:01:36.593
to view the full menu.

00:01:40.960 --> 00:01:42.530
Your child is ready to go.

00:01:42.530 --> 00:01:45.470
Have them click the blue
Start button for any course

00:01:45.470 --> 00:01:47.540
to start with the very first lesson,

00:01:47.540 --> 00:01:50.533
or click See all to
browse the entire course.

00:01:51.500 --> 00:01:54.130
If you're not sure what
level your child is at,

00:01:54.130 --> 00:01:55.370
here's a tip:

00:01:55.370 --> 00:01:58.350
Most Khan Academy math courses
include a course challenge

00:01:58.350 --> 00:01:59.820
that can help you quickly find where

00:01:59.820 --> 00:02:02.190
your child needs practice
and where they're already

00:02:02.190 --> 00:02:03.440
good to go.

00:02:03.440 --> 00:02:06.440
To get there, scroll to the
bottom of the course page

00:02:06.440 --> 00:02:08.453
and click Start Course challenge.

00:02:12.550 --> 00:02:15.100
These usually take 30 to 45 minutes

00:02:15.100 --> 00:02:16.500
and will give you some good clues

00:02:16.500 --> 00:02:18.630
about where to direct their learning.

00:02:18.630 --> 00:02:20.740
You can have you child
start one grade level

00:02:20.740 --> 00:02:23.810
below their current grade or
even start at kindergarten

00:02:23.810 --> 00:02:24.910
and work their way up.

00:02:26.010 --> 00:02:28.990
Next, let's create a parent account.

00:02:28.990 --> 00:02:31.700
You must create a parent
account within seven days,

00:02:31.700 --> 00:02:34.060
or all child accounts will be deleted.

00:02:34.060 --> 00:02:36.540
To create an account, check your email.

00:02:36.540 --> 00:02:39.100
For each child, you'll have
an Approve your child's

00:02:39.100 --> 00:02:41.223
Khan Academy account email waiting.

00:02:42.500 --> 00:02:44.470
Click the green Allow my child

00:02:44.470 --> 00:02:46.754
to use Khan Academy button.

00:02:46.754 --> 00:02:49.150
Check your updates or other mail folders

00:02:49.150 --> 00:02:51.113
if you don't see this email right away.

00:02:52.100 --> 00:02:54.780
Follow the prompts to
sign up for a new account

00:02:54.780 --> 00:02:56.760
or sign into an existing account,

00:02:56.760 --> 00:02:59.410
using the email address
where you received the email.

00:03:00.530 --> 00:03:02.350
Once you sign up, you'll be taken

00:03:02.350 --> 00:03:03.950
to your parent dashboard.

00:03:03.950 --> 00:03:05.850
If you want to view your child's progress,

00:03:05.850 --> 00:03:07.900
you could click on your child's username.

00:03:09.310 --> 00:03:11.290
This takes you to the progress report,

00:03:11.290 --> 00:03:13.060
where you can keep track
of what they're learning

00:03:13.060 --> 00:03:15.050
and how much time they're spending.

00:03:15.050 --> 00:03:16.670
Your child can also see this report

00:03:16.670 --> 00:03:19.140
through their account by clicking Progress

00:03:19.140 --> 00:03:20.880
in their left navigation.

00:03:20.880 --> 00:03:22.520
Thanks for watching, and we hope you

00:03:22.520 --> 00:03:24.820
and your child enjoy
learning on Khan Academy.


Parent Quick-Start Tips: For Kids Ages 13+

WEBVTT
Kind: captions
Language: en

00:00:03.290 --> 00:00:05.460
- [Lauren] Hi, I'm
Lauren from Khan Academy,

00:00:05.460 --> 00:00:07.090
and today I'm going to
give you an overview

00:00:07.090 --> 00:00:08.730
of how to set up accounts for yourself

00:00:08.730 --> 00:00:10.730
and your children on Khan Academy.

00:00:10.730 --> 00:00:13.020
We'll also go over how you
can find relevant content

00:00:13.020 --> 00:00:15.330
for your kids and view their progress.

00:00:15.330 --> 00:00:16.650
This video is meant for parents

00:00:16.650 --> 00:00:18.720
with kids who are 13 or older.

00:00:18.720 --> 00:00:21.600
If your child is 12 or younger,
please see our other video

00:00:21.600 --> 00:00:25.620
called Parent Quick-Start Tips
for Kids Ages 12 and Under.

00:00:25.620 --> 00:00:27.540
We recommend that you
and your child go through

00:00:27.540 --> 00:00:29.490
the account creation steps together

00:00:29.490 --> 00:00:31.130
and collaborate to come up with a plan

00:00:31.130 --> 00:00:32.870
for learning on Khan Academy.

00:00:32.870 --> 00:00:37.000
To begin, go to www.khanacademy.org

00:00:37.000 --> 00:00:40.000
and have your child click Sign
up in the upper right corner.

00:00:41.020 --> 00:00:42.450
On the sign up page,

00:00:42.450 --> 00:00:44.550
have your child enter their date of birth,

00:00:50.490 --> 00:00:52.760
and sign up via Google or Facebook.

00:00:52.760 --> 00:00:55.973
Or create a username and
password and sign up with email.

00:00:58.070 --> 00:01:00.890
Next, your child can
select their grade level

00:01:00.890 --> 00:01:01.840
and click Continue.

00:01:04.000 --> 00:01:06.710
On the next page, you'll see
courses that we recommend

00:01:06.710 --> 00:01:08.810
for your child based on their grade level.

00:01:08.810 --> 00:01:11.413
Have them choose one or
more and click Continue.

00:01:14.366 --> 00:01:17.620
You can also use the See all
link to view the full menu,

00:01:17.620 --> 00:01:19.760
in case your child would
like to select other topics

00:01:19.760 --> 00:01:21.270
that interest them.

00:01:21.270 --> 00:01:23.210
Now, your child is ready to go.

00:01:23.210 --> 00:01:25.740
They can click the blue
Start button for any course

00:01:25.740 --> 00:01:27.750
to start with the very first lesson,

00:01:27.750 --> 00:01:31.850
or click the See all link
to browse the entire course.

00:01:31.850 --> 00:01:35.060
If your child is not sure
where to start, here's a tip,

00:01:35.060 --> 00:01:38.440
most Khan Academy math courses
include a course challenge

00:01:38.440 --> 00:01:40.250
that can help you quickly
find where your child

00:01:40.250 --> 00:01:42.890
needs practice and where
they're already good to go.

00:01:42.890 --> 00:01:45.773
To get there, scroll to the
bottom of the course page,

00:01:47.710 --> 00:01:49.763
and click Start Course challenge.

00:01:51.750 --> 00:01:54.440
These usually take 30 to 45 minutes,

00:01:54.440 --> 00:01:55.800
and will give you some good clues

00:01:55.800 --> 00:01:57.920
about where to direct their learning.

00:01:57.920 --> 00:02:00.120
You can also suggest to
your child that they start

00:02:00.120 --> 00:02:02.430
one grade level below their current grade,

00:02:02.430 --> 00:02:05.030
or even start at kindergarten
and work their way up.

00:02:06.910 --> 00:02:09.320
If you would like to track
your child's progress,

00:02:09.320 --> 00:02:11.360
you can create a parent account.

00:02:11.360 --> 00:02:15.320
Go to www.khanacademy.org
and click Sign up

00:02:15.320 --> 00:02:16.620
in the upper right corner.

00:02:19.020 --> 00:02:21.513
On the sign up page, select Parent.

00:02:23.650 --> 00:02:26.280
Now, you can sign up
with Google, Facebook,

00:02:26.280 --> 00:02:27.890
or you can sign up with email,

00:02:27.890 --> 00:02:29.640
and create a username and password.

00:02:31.110 --> 00:02:34.390
Once you sign up, you'll be
taken to your parent dashboard.

00:02:34.390 --> 00:02:36.003
Click Add a child.

00:02:38.330 --> 00:02:41.513
Then, click the My child
already has an account link.

00:02:43.914 --> 00:02:46.760
Enter your child's email
address and click Next.

00:02:46.760 --> 00:02:48.480
Your child will receive
an email with a link

00:02:48.480 --> 00:02:50.580
to confirm the connection to your account.

00:02:52.200 --> 00:02:54.670
Once your child activates via the link,

00:02:54.670 --> 00:02:56.110
refresh your parent dashboard,

00:02:56.110 --> 00:02:57.710
and click your child's username.

00:02:59.290 --> 00:03:01.220
This takes you to the progress report

00:03:01.220 --> 00:03:02.920
where you can keep track
of what they're learning

00:03:02.920 --> 00:03:04.740
and how much time they're spending.

00:03:04.740 --> 00:03:07.390
Your child can also see this
report through their account

00:03:07.390 --> 00:03:09.823
by clicking Progress
in the left navigation.

00:03:10.660 --> 00:03:12.730
Thanks for watching, and
we hope you and your child

00:03:12.730 --> 00:03:14.280
enjoy learning on Khan Academy.


Latin and Greek roots and affixes

WEBVTT
Kind: captions
Language: en

00:00:00.320 --> 00:00:01.230
- [David] Hello readers,

00:00:01.230 --> 00:00:03.210
today I want to talk about vocabulary

00:00:03.210 --> 00:00:06.580
and how many English words
have Greek or Latin roots

00:00:06.580 --> 00:00:10.170
embedded in them and how you
can use that to your advantage.

00:00:10.170 --> 00:00:13.320
The story of why English has
Greek and Latin in it at all

00:00:13.320 --> 00:00:14.830
is super fascinating to me

00:00:14.830 --> 00:00:16.270
and if I allowed myself, I'd go off

00:00:16.270 --> 00:00:17.430
on a big old tangent about it

00:00:17.430 --> 00:00:18.886
but let's save that for another time.

00:00:18.886 --> 00:00:20.556
Suffice it to say that English has

00:00:20.556 --> 00:00:25.270
Latin and Greek chunks in
it for fun history reasons

00:00:25.270 --> 00:00:27.289
and let's just leave it at that for now.

00:00:27.289 --> 00:00:28.920
I'm not gonna say that you need to be able

00:00:28.920 --> 00:00:31.390
to speak modern Greek
or read ancient Latin

00:00:31.390 --> 00:00:32.560
in order to understand English

00:00:32.560 --> 00:00:34.600
but many complicated words are made up

00:00:34.600 --> 00:00:37.350
of little language building
blocks that we can break apart,

00:00:37.350 --> 00:00:40.257
using the power of understanding!

00:00:40.257 --> 00:00:41.860
(explosion)

00:00:41.860 --> 00:00:42.693
That was cool right?

00:00:42.693 --> 00:00:43.526
I'm cool?

00:00:43.526 --> 00:00:44.550
I'm cool.

00:00:44.550 --> 00:00:47.810
I'm gonna introduce some
vocabulary about vocabulary now,

00:00:47.810 --> 00:00:49.240
so brace yourselves.

00:00:49.240 --> 00:00:51.700
There's this idea of a root word.

00:00:51.700 --> 00:00:54.620
Take the word dent,
which is Latin for tooth.

00:00:54.620 --> 00:00:57.570
From that root word, we can
get the adjective dental,

00:00:57.570 --> 00:00:59.310
which means about teeth,

00:00:59.310 --> 00:01:01.730
or the noun dentist, which means a person

00:01:01.730 --> 00:01:03.030
who specializes in teeth,

00:01:03.030 --> 00:01:05.860
or the noun dentures,
which are false teeth.

00:01:05.860 --> 00:01:08.710
That's what a root is.

00:01:08.710 --> 00:01:11.033
Now you can also combine
roots to make words.

00:01:11.033 --> 00:01:14.412
The word phot is Greek for light,

00:01:14.412 --> 00:01:19.412
the root graph comes from
the Greek for writing.

00:01:19.640 --> 00:01:22.804
You put those together, you get photograph

00:01:22.804 --> 00:01:25.599
or writing with light.

00:01:25.599 --> 00:01:27.960
It's kind of poetic, isn't it?

00:01:27.960 --> 00:01:32.453
To this understanding, let
us add the idea of an affix.

00:01:32.453 --> 00:01:36.670
Affixes aren't words or roots
but they are word particles

00:01:36.670 --> 00:01:38.090
that convey meaning.

00:01:38.090 --> 00:01:40.460
Maybe you've heard of
prefixes and suffixes,

00:01:40.460 --> 00:01:43.750
if you have, these are
both types of affixes.

00:01:43.750 --> 00:01:45.920
Prefixes attach at the
front end of a word,

00:01:45.920 --> 00:01:48.300
whereas suffixes attach at the back end.

00:01:48.300 --> 00:01:52.250
An example of a suffix would
be logy, meaning the study of

00:01:52.250 --> 00:01:53.750
or the science of.

00:01:53.750 --> 00:01:55.710
So we can make a bunch of words with logy,

00:01:55.710 --> 00:01:59.840
like biology, that's supposed
to be a little amoeba;

00:01:59.840 --> 00:02:02.910
cetology, the study or science of whales;

00:02:02.910 --> 00:02:06.303
anthropology, the study of human beings;

00:02:07.210 --> 00:02:10.640
cosmology, the study of the universe.

00:02:10.640 --> 00:02:13.940
So if you see a logy, it's
going to be some kind of science

00:02:13.940 --> 00:02:16.460
or specialized area of study.

00:02:16.460 --> 00:02:19.410
A good example of a prefix
would be the Greek para,

00:02:19.410 --> 00:02:21.610
which means alongside.

00:02:21.610 --> 00:02:24.500
So a paralegal is someone
who works alongside lawyers,

00:02:24.500 --> 00:02:26.794
a paramedic works alongside doctors

00:02:26.794 --> 00:02:28.830
and if your house is
haunted, you don't need

00:02:28.830 --> 00:02:31.199
a normal pest control expert
to get rid of the ghost,

00:02:31.199 --> 00:02:33.878
you need a paranormal pest control expert,

00:02:33.878 --> 00:02:36.939
one that is alongside
but not within normalcy

00:02:36.939 --> 00:02:40.280
and thus, you call the Ghostbusters.

00:02:40.280 --> 00:02:43.890
So what does all of this
mean for you as a reader?

00:02:43.890 --> 00:02:46.600
Well when I encounter a
word I don't understand,

00:02:46.600 --> 00:02:49.490
it's like I had been
walking down a hallway

00:02:49.490 --> 00:02:52.430
and was suddenly confronted
with a locked door.

00:02:52.430 --> 00:02:57.270
It's frustrating but the
magic, the power of studying

00:02:57.270 --> 00:02:59.740
roots, prefixes and suffixes
is that when you master

00:02:59.740 --> 00:03:03.110
a small handful of them,
you suddenly become

00:03:03.110 --> 00:03:05.290
the proud owner of a ring of keys.

00:03:05.290 --> 00:03:10.040
Doors fling themselves open
for you, you can go anywhere,

00:03:10.040 --> 00:03:13.460
you can understand any concept,
any piece of vocabulary.

00:03:13.460 --> 00:03:17.000
An army of locked doors fall
off their hinges all at once

00:03:17.000 --> 00:03:18.480
when you approach.

00:03:18.480 --> 00:03:19.810
Don't believe me?

00:03:19.810 --> 00:03:21.180
I'll show you.

00:03:21.180 --> 00:03:24.770
While excavating the foundation
for a geothermal plant,

00:03:24.770 --> 00:03:28.060
my companion Neha found a fossil.

00:03:28.060 --> 00:03:31.360
Upon closer inspection, she
realized it was a pterodactyl.

00:03:31.360 --> 00:03:35.360
Wow, lot of big words in
that little paragraph.

00:03:35.360 --> 00:03:37.740
Now, watch this.

00:03:37.740 --> 00:03:39.400
Excavating,

00:03:39.400 --> 00:03:41.870
so hollowing out.

00:03:41.870 --> 00:03:45.300
Foundation, bottom-making.

00:03:45.300 --> 00:03:48.781
Geothermal, Earth heat.

00:03:48.781 --> 00:03:53.781
Companion, so this is someone
you would eat bread with,

00:03:54.400 --> 00:03:57.742
so bread together, who do
we eat bread together with?

00:03:57.742 --> 00:03:59.470
Our friends.

00:03:59.470 --> 00:04:01.220
Inspection,

00:04:01.220 --> 00:04:02.860
looking in

00:04:02.860 --> 00:04:04.140
or closer

00:04:04.140 --> 00:04:05.263
and pterodactyl,

00:04:06.540 --> 00:04:08.670
pter means wing,

00:04:08.670 --> 00:04:10.690
dactyl means finger,

00:04:10.690 --> 00:04:13.620
it is a prehistoric winged reptile.

00:04:13.620 --> 00:04:17.020
So while she was digging in the ground

00:04:17.020 --> 00:04:20.350
to prepare the bottom of a
plant that gets electricity

00:04:20.350 --> 00:04:24.900
from the heat of the Earth,
my friend Neha found a fossil.

00:04:24.900 --> 00:04:27.080
When she looked at it
closely, she realized it was

00:04:27.080 --> 00:04:30.930
a flying reptile with fingery wings.

00:04:30.930 --> 00:04:32.360
Do you see what I mean about keys?

00:04:32.360 --> 00:04:34.830
Studying roots and
affixes gives me the power

00:04:34.830 --> 00:04:37.389
to look at those words
and crack them apart.

00:04:37.389 --> 00:04:39.952
You're not so big now, vocabulary word.

00:04:39.952 --> 00:04:43.080
You have no power over me!

00:04:43.080 --> 00:04:46.240
Studying roots, prefixes
and suffixes will give you

00:04:46.240 --> 00:04:47.667
that same power.

00:04:47.667 --> 00:04:50.110
I promise you it is awesome,

00:04:50.110 --> 00:04:54.090
like, literally it fills
me with a sense of awe.

00:04:54.090 --> 00:04:57.201
The power is yours for the taking.

00:04:57.201 --> 00:05:00.543
You can learn anything, David out.

00:05:02.960 --> 00:05:05.380
Okay are we doing those
fun history reasons though?

00:05:05.380 --> 00:05:08.780
Okay, the short version
is that first the Romans

00:05:08.780 --> 00:05:12.330
then some Vikings, then
some French Vikings invaded

00:05:12.330 --> 00:05:14.440
the island of Great
Britain a bunch of times

00:05:14.440 --> 00:05:17.191
over the last 1500 years,
shaping the language

00:05:17.191 --> 00:05:20.660
and making what I like to
call French-shaped dents

00:05:20.660 --> 00:05:22.947
in the Germanic structure of English.

00:05:22.947 --> 00:05:24.890
English is a Germanic language,

00:05:24.890 --> 00:05:26.834
French is a Romance language,

00:05:26.834 --> 00:05:28.960
meaning not that it is full of love

00:05:28.960 --> 00:05:32.990
but that it is an offshoot
of Latin or you know, Roman.

00:05:32.990 --> 00:05:36.231
French took root in 11th Century
English and merged with it,

00:05:36.231 --> 00:05:39.872
grafting an enormous amount
of Greek and Latin vocabulary

00:05:39.872 --> 00:05:43.240
on to a German root stock.

00:05:43.240 --> 00:05:46.200
We often reach for Latin
and Greek compounds

00:05:46.200 --> 00:05:47.610
when we compose new words,

00:05:47.610 --> 00:05:50.085
which is why we say television in English,

00:05:50.085 --> 00:05:52.850
which comes from the Greek
tele, meaning far away,

00:05:52.850 --> 00:05:55.022
and the Latin vire, meaning to see.

00:05:55.022 --> 00:05:58.051
If we reached for Germanic
roots to make new words,

00:05:58.051 --> 00:06:01.707
we'd call a television a
farseer because indeed,

00:06:01.707 --> 00:06:05.402
that's what the word is
in German, fernsehen.

00:06:05.402 --> 00:06:09.160
So why do we have Greek and
Latin in our vocabulary?

00:06:09.160 --> 00:06:12.020
Because England was
colonized by French speakers

00:06:12.020 --> 00:06:14.000
almost a thousand years ago.

00:06:14.000 --> 00:06:15.412
Imagine what English will sound like

00:06:15.412 --> 00:06:17.700
in another thousand years.

00:06:17.700 --> 00:06:19.696
Anyway, thanks for coming
on this tangent with me.

00:06:19.696 --> 00:06:22.303
David out for real this time, bye.


What are affixes?

WEBVTT
Kind: captions
Language: en

00:00:00.290 --> 00:00:01.370
- [Instructor] Hello readers.

00:00:01.370 --> 00:00:05.400
Today we're going to talk
about things called affixes.

00:00:05.400 --> 00:00:07.890
One of the things that I love
about the English language

00:00:07.890 --> 00:00:10.210
is how flexible its words can be.

00:00:10.210 --> 00:00:12.760
You can take little word
parts and stick them together

00:00:12.760 --> 00:00:14.280
to make new words.

00:00:14.280 --> 00:00:17.000
If I read something once, I've read it.

00:00:17.000 --> 00:00:19.760
If I read it again, now I've reread it.

00:00:19.760 --> 00:00:23.440
That little re thing tells you,
"Oh, it's happening again."

00:00:23.440 --> 00:00:26.520
There are lots of these
little word parts in English

00:00:26.520 --> 00:00:28.740
and we call them affixes.

00:00:28.740 --> 00:00:32.060
They can come at the
beginning or the end of words.

00:00:32.060 --> 00:00:35.360
At the beginning of words
we call them prefixes.

00:00:35.360 --> 00:00:37.270
Un is a great example of a prefix.

00:00:37.270 --> 00:00:39.220
It means no or not.

00:00:39.220 --> 00:00:41.160
When you're upset, you're not happy.

00:00:41.160 --> 00:00:42.670
You're unhappy.

00:00:42.670 --> 00:00:46.550
When you are not available,
you are therefore unavailable.

00:00:46.550 --> 00:00:47.383
You see?

00:00:47.383 --> 00:00:49.670
When we put affixes at the ends of words,

00:00:49.670 --> 00:00:51.740
they're called suffixes.

00:00:51.740 --> 00:00:55.170
The suffix ful, for
instance, means full of.

00:00:55.170 --> 00:00:58.040
So if you're full of joy, you're joyful,

00:00:58.040 --> 00:01:00.640
if you're gratitude, you're grateful,

00:01:00.640 --> 00:01:02.010
and if you're full of power,

00:01:02.010 --> 00:01:04.700
you are, say it with me, powerful.

00:01:04.700 --> 00:01:05.820
You are powerful!

00:01:05.820 --> 00:01:07.790
Look at all these words you can make.

00:01:07.790 --> 00:01:10.860
Some common prefixes you might see include

00:01:10.860 --> 00:01:14.750
re, meaning again as in redo or reread,

00:01:14.750 --> 00:01:19.750
dis, meaning not or the opposite
as in disuse or disobey,

00:01:20.820 --> 00:01:24.683
mis, meaning wrong, as in
mistake or misunderstand.

00:01:25.640 --> 00:01:28.280
Some common suffixes you might see include

00:01:28.280 --> 00:01:31.680
L-Y or ly, meaning a way to do something

00:01:31.680 --> 00:01:34.143
as in happily or snappily,

00:01:35.400 --> 00:01:39.603
less, meaning without as
in harmless or wireless,

00:01:40.760 --> 00:01:42.870
ness, meaning a state of being,

00:01:42.870 --> 00:01:45.030
which is another way of
saying it makes nouns

00:01:45.030 --> 00:01:48.550
as in happiness or hopefulness.

00:01:48.550 --> 00:01:50.520
Oh, did you see what I did there?

00:01:50.520 --> 00:01:53.140
I took the word hopeful, which
already has a suffix in it,

00:01:53.140 --> 00:01:54.540
it means full of hope,

00:01:54.540 --> 00:01:57.050
and I added ness to it.

00:01:57.050 --> 00:02:00.500
Now it's a word that means the
state of being full of hope.

00:02:00.500 --> 00:02:02.310
That's the magic of affixes.

00:02:02.310 --> 00:02:04.390
They're these word parts
that you can snap on

00:02:04.390 --> 00:02:07.760
to pretty much any word in
order to change its meaning.

00:02:07.760 --> 00:02:09.930
So remember, prefixes
are word parts that come

00:02:09.930 --> 00:02:11.110
at the beginning of words.

00:02:11.110 --> 00:02:13.010
The prefix pre means before,

00:02:13.010 --> 00:02:14.600
as a little clue and
can help you remember,

00:02:14.600 --> 00:02:16.620
and suffixes are word parts that come

00:02:16.620 --> 00:02:18.893
at the end of the word.

00:02:18.893 --> 00:02:21.210
There are gonna be lists of these affixes

00:02:21.210 --> 00:02:22.043
for you to study,

00:02:22.043 --> 00:02:24.720
but what I liked doing when
I first studied this stuff

00:02:24.720 --> 00:02:28.020
was to take those lists
and make them into games.

00:02:28.020 --> 00:02:29.760
Make nonsense words.

00:02:29.760 --> 00:02:32.470
Write roots and affixes
on little index cards

00:02:32.470 --> 00:02:34.810
and shuffle them up into new combinations

00:02:34.810 --> 00:02:36.910
and then argue with
your friends and family

00:02:36.910 --> 00:02:39.090
about what your newly minted words mean.

00:02:39.090 --> 00:02:40.975
Let me shuffle up some right now.

00:02:40.975 --> 00:02:43.520
(cards shuffling)

00:02:43.520 --> 00:02:48.520
It's sure to be a dispetrographic time.

00:02:50.140 --> 00:02:51.600
Dispetrographic.

00:02:51.600 --> 00:02:56.600
Okay, so that's no rock pictures
adjective forming suffix,

00:02:56.810 --> 00:02:57.670
it's a describer.

00:02:57.670 --> 00:03:01.433
So, I guess I will not be
taking any pictures of rocks.

00:03:02.310 --> 00:03:04.890
Anyway, you can learn anything.

00:03:04.890 --> 00:03:05.723
David out.


Reading multiple accounts of the same topic

WEBVTT
Kind: captions
Language: en

00:00:00.170 --> 00:00:01.410
- [Instructor] Hello readers.

00:00:01.410 --> 00:00:03.070
There's a famous Japanese movie

00:00:03.070 --> 00:00:05.530
from 1950 called Roshomon,

00:00:05.530 --> 00:00:07.120
which is about different perspectives

00:00:07.120 --> 00:00:08.890
on a horrible crime scene.

00:00:08.890 --> 00:00:10.040
This is a film for adults.

00:00:10.040 --> 00:00:12.680
Definitely, consult
your parent or guardian.

00:00:12.680 --> 00:00:14.930
But in the film, you witness four distinct

00:00:14.930 --> 00:00:17.090
accounts from four separate people.

00:00:17.090 --> 00:00:18.480
And each person remembers

00:00:18.480 --> 00:00:20.690
what happened very differently.

00:00:20.690 --> 00:00:22.250
The stories contradict each other.

00:00:22.250 --> 00:00:23.340
And by the end of the film,

00:00:23.340 --> 00:00:25.220
it's still not completely clear

00:00:25.220 --> 00:00:26.880
who did what to whom.

00:00:26.880 --> 00:00:29.630
Now, this raises an interesting
philosophical question.

00:00:29.630 --> 00:00:32.010
What is the truth?

00:00:32.010 --> 00:00:33.650
How does a person's perspective

00:00:33.650 --> 00:00:35.680
their point of view, their background,

00:00:35.680 --> 00:00:37.520
and their beliefs change the way

00:00:37.520 --> 00:00:40.410
they interpret events or ideas?

00:00:40.410 --> 00:00:42.840
As readers, it's our job to engage

00:00:42.840 --> 00:00:44.470
with that question by reading

00:00:44.470 --> 00:00:48.130
and synthesizing multiple
accounts of events.

00:00:48.130 --> 00:00:49.500
When we read multiple accounts,

00:00:49.500 --> 00:00:51.130
we grow closer to understanding

00:00:51.130 --> 00:00:53.310
a fuller picture of what happened.

00:00:53.310 --> 00:00:55.110
Now, we've talked before
about the distinction

00:00:55.110 --> 00:00:58.440
between firsthand and secondhand accounts.

00:00:58.440 --> 00:01:01.490
So in 1912, the Titanic sank.

00:01:01.490 --> 00:01:03.460
Someone was aboard and survived

00:01:03.460 --> 00:01:06.430
to tell their story has
a firsthand account.

00:01:06.430 --> 00:01:08.030
A historian who writes an account

00:01:08.030 --> 00:01:10.070
of the Titanic has a secondhand account

00:01:10.070 --> 00:01:12.840
and can incorporate multiple perspectives.

00:01:12.840 --> 00:01:14.500
But even among the firsthand accounts,

00:01:14.500 --> 00:01:17.170
you can have wildly different stories.

00:01:17.170 --> 00:01:18.330
Compare someone who was working

00:01:18.330 --> 00:01:19.580
in the ship's boiler room

00:01:19.580 --> 00:01:22.390
to a rich passenger in a fancy suite.

00:01:22.390 --> 00:01:24.370
They would've had very
different experiences

00:01:24.370 --> 00:01:27.370
of surviving or, ugh, not
surviving, a shipwreck.

00:01:27.370 --> 00:01:29.410
And it's important to get in a range

00:01:29.410 --> 00:01:32.333
of perspectives in order
to get that full picture.

00:01:33.470 --> 00:01:35.250
If you ever watched any
kind of sports game,

00:01:35.250 --> 00:01:38.070
you've probably seen
an argument like this.

00:01:38.070 --> 00:01:40.400
That's a baseball player
arguing with an umpire.

00:01:40.400 --> 00:01:42.370
Umpires and referees have one

00:01:42.370 --> 00:01:43.837
perspective on a sports game,

00:01:43.837 --> 00:01:45.200
"You were out!"

00:01:45.200 --> 00:01:46.457
And the players have another,

00:01:46.457 --> 00:01:48.180
"I was safe!"

00:01:48.180 --> 00:01:49.930
They both saw the same event,

00:01:49.930 --> 00:01:52.200
the same play, but they see it differently

00:01:52.200 --> 00:01:54.513
because their perspectives
are so different.

00:01:55.540 --> 00:01:57.050
Now, we can take this understanding

00:01:57.050 --> 00:01:58.830
to the texts that we read.

00:01:58.830 --> 00:02:00.440
Who's the author of a text?

00:02:00.440 --> 00:02:01.530
What's their perspective?

00:02:01.530 --> 00:02:04.550
And what informs that perspective?

00:02:04.550 --> 00:02:06.560
The baseball player wants
to be declared safe,

00:02:06.560 --> 00:02:08.670
the umpire wants to adhere to the rules

00:02:08.670 --> 00:02:09.830
as strictly as possible,

00:02:09.830 --> 00:02:11.760
but maybe there also an umpire

00:02:11.760 --> 00:02:13.020
that likes to call players out

00:02:13.020 --> 00:02:15.920
because they like having
that power over people.

00:02:15.920 --> 00:02:16.960
Let's go back to the example

00:02:16.960 --> 00:02:19.470
of the crime scene from
the beginning of the video.

00:02:19.470 --> 00:02:21.270
Imagine there's been a car crash.

00:02:21.270 --> 00:02:23.370
Now, below are two different accounts

00:02:23.370 --> 00:02:25.150
of the same crash.

00:02:25.150 --> 00:02:26.757
From the driver's perspective,

00:02:26.757 --> 00:02:28.847
"I was driving along, hands on the wheel,

00:02:28.847 --> 00:02:30.267
"eyes on the road, when suddenly,

00:02:30.267 --> 00:02:32.177
"out of nowhere, this kid on a bike

00:02:32.177 --> 00:02:33.857
"comes racing out in front of me!

00:02:33.857 --> 00:02:35.177
"I swerve to avoid them

00:02:35.177 --> 00:02:37.077
"and ran my car into this tree.

00:02:37.077 --> 00:02:40.320
"It's the biker's fault
my car is wrecked!"

00:02:40.320 --> 00:02:42.597
Now, here's the cyclist's perspective.

00:02:42.597 --> 00:02:44.947
"I was biking along, in the bike lane,

00:02:44.947 --> 00:02:47.317
"when I look over and
this driver is texting,

00:02:47.317 --> 00:02:48.457
"not looking where they're going.

00:02:48.457 --> 00:02:49.967
"They were weaving into the bike lane,

00:02:49.967 --> 00:02:51.547
"so I moved out into the road

00:02:51.547 --> 00:02:52.767
"to keep from being hit.

00:02:52.767 --> 00:02:54.557
"They must have panicked
because they crashed

00:02:54.557 --> 00:02:56.227
"their car right into a tree.

00:02:56.227 --> 00:02:57.827
"I'm lucky the driver didn't hit me!

00:02:57.827 --> 00:03:00.750
"They should pay
attention when they drive"

00:03:00.750 --> 00:03:03.630
Same situation, very
different perspectives.

00:03:03.630 --> 00:03:05.900
Now, if we only had an
additional eye witness

00:03:05.900 --> 00:03:07.740
to tell us what they saw.

00:03:07.740 --> 00:03:09.440
That might clear things up.

00:03:09.440 --> 00:03:10.530
The more accounts you have,

00:03:10.530 --> 00:03:12.340
the more confident you can feel

00:03:12.340 --> 00:03:15.030
in the accuracy of the facts.

00:03:15.030 --> 00:03:17.150
So ask yourself who's writing the text.

00:03:17.150 --> 00:03:19.450
Are they a fancy
passenger on a cruise ship

00:03:19.450 --> 00:03:21.730
or are they shoveling
coal in the boiler room?

00:03:21.730 --> 00:03:22.970
Are they a baseball player

00:03:22.970 --> 00:03:24.500
or a baseball umpire?

00:03:24.500 --> 00:03:27.410
It is only by comparing multiple accounts

00:03:27.410 --> 00:03:29.870
that we'll get to the bottom of things.

00:03:29.870 --> 00:03:31.953
You can learn anything, David out.


Connotation

WEBVTT
Kind: captions
Language: en

00:00:00.160 --> 00:00:01.210
- [David] Hello, readers.

00:00:01.210 --> 00:00:03.770
Today, let's talk about feelings.

00:00:03.770 --> 00:00:06.920
Specifically, the way
the words make us feel.

00:00:06.920 --> 00:00:09.430
That's right, I'm talking
about connotation.

00:00:09.430 --> 00:00:13.100
The way the word feels,
the context around it.

00:00:13.100 --> 00:00:15.770
Imagine a rock in a stream.

00:00:15.770 --> 00:00:17.330
Well, connotation is the way

00:00:17.330 --> 00:00:20.320
that culture flows around the word.

00:00:20.320 --> 00:00:22.380
This is distinct from denotation,

00:00:22.380 --> 00:00:25.180
which is more like the
dictionary definition of a word.

00:00:25.180 --> 00:00:28.290
Companion and buddy both
have similar denotations.

00:00:28.290 --> 00:00:29.620
They both mean friend,

00:00:29.620 --> 00:00:32.020
but companion is a much more formal

00:00:32.020 --> 00:00:34.120
sounding word than buddy.

00:00:34.120 --> 00:00:35.410
Which originated as a piece

00:00:35.410 --> 00:00:37.340
of slang from the 19th century.

00:00:37.340 --> 00:00:39.240
So even though their denotation

00:00:39.240 --> 00:00:42.030
or their literal definition is the same,

00:00:42.030 --> 00:00:44.310
they feel different.

00:00:44.310 --> 00:00:46.850
The connotation of companion is formal

00:00:46.850 --> 00:00:50.490
while the connotation of
buddy is friendly and casual.

00:00:50.490 --> 00:00:52.300
Good readers pay close attention

00:00:52.300 --> 00:00:54.770
to the words the author chose to use.

00:00:54.770 --> 00:00:56.760
They picked those words for a reason.

00:00:56.760 --> 00:00:59.260
How do those words make you feel?

00:00:59.260 --> 00:01:01.120
What is the author trying to imply?

00:01:01.120 --> 00:01:03.540
How do the words propel the overall

00:01:03.540 --> 00:01:06.080
tone or theme of the text?

00:01:06.080 --> 00:01:08.220
So connotation is about word choice, sure.

00:01:08.220 --> 00:01:11.090
But it's also abut setting a tone.

00:01:11.090 --> 00:01:14.330
One way you set tone is
by expressing an opinion.

00:01:14.330 --> 00:01:16.980
So some words may have
a similar denotation

00:01:16.980 --> 00:01:19.260
but very different connotations.

00:01:19.260 --> 00:01:21.090
For example, let's say I was describing

00:01:21.090 --> 00:01:24.230
someone whose behavior was nice,

00:01:24.230 --> 00:01:27.000
like they were behaving in a kindly way.

00:01:27.000 --> 00:01:28.230
The way I described that person

00:01:28.230 --> 00:01:32.520
can express how I, as a writer,
feel about that behavior.

00:01:32.520 --> 00:01:33.760
If I trust the person,

00:01:33.760 --> 00:01:36.767
I could describe them as sweet as sugar.

00:01:36.767 --> 00:01:38.837
"Oh, Jake's such a sweet guy."

00:01:38.837 --> 00:01:40.860
"Love that Jakey boy!"

00:01:40.860 --> 00:01:42.670
But if I didn't trust that person,

00:01:42.670 --> 00:01:44.430
like if I thought that this hypothetical

00:01:44.430 --> 00:01:46.760
Jake's show of kindness was fake,

00:01:46.760 --> 00:01:50.750
I could say that he was cloying or syrupy.

00:01:50.750 --> 00:01:52.750
And those words also means sweet,

00:01:52.750 --> 00:01:56.260
but they have a connotation of too much.

00:01:56.260 --> 00:01:58.770
Cloying means too sweet.

00:01:58.770 --> 00:02:00.030
So you can sort these words

00:02:00.030 --> 00:02:02.100
in the positive and negative connotations.

00:02:02.100 --> 00:02:04.860
Sweet is positive, cloying is negative.

00:02:04.860 --> 00:02:06.250
Some words will have neutral

00:02:06.250 --> 00:02:08.950
or uncertain connotations
and that's okay, too.

00:02:08.950 --> 00:02:10.930
But it doesn't just have
to be straightforwardly

00:02:10.930 --> 00:02:12.960
positive, negative or neutral either.

00:02:12.960 --> 00:02:15.430
You can just use connotation for the sake

00:02:15.430 --> 00:02:18.053
of poetic license or building a motif.

00:02:19.090 --> 00:02:20.620
Let's say I was writing a story

00:02:20.620 --> 00:02:22.740
about someone who started a plant nursery,

00:02:22.740 --> 00:02:25.800
and I wanted to use words
that described growth.

00:02:25.800 --> 00:02:27.610
But I also wanted to build in connotations

00:02:27.610 --> 00:02:30.700
about nature or plants
throughout the piece.

00:02:30.700 --> 00:02:32.310
And in this example I'm
a news paper reporter

00:02:32.310 --> 00:02:34.550
and I'm doing a profile
of someone in my town,

00:02:34.550 --> 00:02:37.600
let's call her Genevieve.

00:02:37.600 --> 00:02:41.210
Genevieve Jenkins, proprietor
of Jenkins Orchard Supply.

00:02:41.210 --> 00:02:42.450
She's ready for the outdoors,

00:02:42.450 --> 00:02:43.760
she's got her big sun hat,

00:02:43.760 --> 00:02:44.800
she's got her hoop earrings,

00:02:44.800 --> 00:02:45.860
she's got her little name tag,

00:02:45.860 --> 00:02:47.580
she's got a little plant necklace.

00:02:47.580 --> 00:02:49.600
She seems like a nice person.

00:02:49.600 --> 00:02:51.237
Okay, I could say,

00:02:51.237 --> 00:02:53.317
"Jenkins Orchard Supply was a great

00:02:53.317 --> 00:02:55.330
"success in its new location."

00:02:55.330 --> 00:02:56.780
But if I wanted to put in a little bit

00:02:56.780 --> 00:02:58.807
of that nature note, I'd say,

00:02:58.807 --> 00:03:02.880
"Jenkins Orchard Supply
flourished in its new location."

00:03:02.880 --> 00:03:06.960
Because flourished is
related to the word flower.

00:03:06.960 --> 00:03:08.760
To flourish is to grow.

00:03:08.760 --> 00:03:11.400
Grow and flourish have
a similar denotation,

00:03:11.400 --> 00:03:13.700
but they have different connotations.

00:03:13.700 --> 00:03:15.530
Grow can refer to plants,

00:03:15.530 --> 00:03:18.690
but it can refer to anything
that increases in size.

00:03:18.690 --> 00:03:20.380
A little sponge toy can grow

00:03:20.380 --> 00:03:21.940
when you place it in the cup of water,

00:03:21.940 --> 00:03:23.910
but it won't flourish.

00:03:23.910 --> 00:03:25.870
Flourishing has a connotation

00:03:25.870 --> 00:03:28.690
of flowering and success.

00:03:28.690 --> 00:03:31.300
Continuing this idea, I could
talk about how Ms. Jenkins

00:03:31.300 --> 00:03:34.080
decided to settle on the
location of her plant nursery.

00:03:34.080 --> 00:03:35.940
And rather than say that she settled

00:03:35.940 --> 00:03:36.800
into the neighborhood,

00:03:36.800 --> 00:03:41.010
I could say instead that
she put down roots there.

00:03:41.010 --> 00:03:43.780
Now, these are kind of extreme examples.

00:03:43.780 --> 00:03:45.560
These nature words and expressions

00:03:45.560 --> 00:03:47.870
are kinda getting close to jokes or puns,

00:03:47.870 --> 00:03:50.050
but I'm trying to be extra obvious here

00:03:50.050 --> 00:03:52.030
about the plant thing
so that you can learn

00:03:52.030 --> 00:03:55.270
to detect more subtle
connotations in the future.

00:03:55.270 --> 00:03:58.060
And connotation can be so personal, too.

00:03:58.060 --> 00:03:59.470
There may be words that have important

00:03:59.470 --> 00:04:01.270
emotional resonance for one person

00:04:01.270 --> 00:04:03.580
that are basically
meaningless to anybody else.

00:04:03.580 --> 00:04:06.410
When I was a kid, I
cycled through pretty much

00:04:06.410 --> 00:04:08.240
every much team sport:

00:04:08.240 --> 00:04:10.550
Baseball, soccer, basketball.

00:04:10.550 --> 00:04:12.010
I wasn't good at any of them,

00:04:12.010 --> 00:04:14.330
but I was especially
terrible at basketball

00:04:14.330 --> 00:04:16.220
and I remember very particularly

00:04:16.220 --> 00:04:17.767
the way that coaches would call out,

00:04:17.767 --> 00:04:20.030
"Good hustle, David, good hustle!"

00:04:20.030 --> 00:04:21.100
Because that was the only thing

00:04:21.100 --> 00:04:22.510
that I could do especially well.

00:04:22.510 --> 00:04:24.620
I couldn't dribble, I
definitely couldn't shoot.

00:04:24.620 --> 00:04:27.360
And my passing game was not great.

00:04:27.360 --> 00:04:31.160
So even now, I associate
the phrase, "Good hustle,"

00:04:31.160 --> 00:04:34.380
with you're not especially
good at basketball.

00:04:34.380 --> 00:04:38.990
Which is a shame because I'm tall now.

00:04:38.990 --> 00:04:41.360
My experience is specific to me,

00:04:41.360 --> 00:04:42.810
it's not universal.

00:04:42.810 --> 00:04:44.630
It's very unlikely that you share

00:04:44.630 --> 00:04:47.760
that same connotation
with the word hustle.

00:04:47.760 --> 00:04:50.610
A fun game to play is
to come up with a word

00:04:50.610 --> 00:04:52.300
and then list all the synonyms

00:04:52.300 --> 00:04:53.730
for that word you can imagine,

00:04:53.730 --> 00:04:56.590
and then sort them by connotation.

00:04:56.590 --> 00:04:58.910
If you are like me, the kind of person

00:04:58.910 --> 00:05:01.330
who enjoys sorting jelly beans by color,

00:05:01.330 --> 00:05:03.070
you will get a similar amount

00:05:03.070 --> 00:05:05.820
of satisfaction from that exercise.

00:05:05.820 --> 00:05:09.880
So look out for connotations
as you read, as you write.

00:05:09.880 --> 00:05:11.750
Words carry their dictionary meanings,

00:05:11.750 --> 00:05:15.480
but they also carry other
cultural meanings as well.

00:05:15.480 --> 00:05:17.890
And that's connotation.

00:05:17.890 --> 00:05:20.093
You can learn anything, David out.


Place value tables

WEBVTT
Kind: captions
Language: en

00:00:00.380 --> 00:00:02.520
- [Instructor] So I have this number here,

00:00:02.520 --> 00:00:06.370
and what I would you to do is
pause this video and tell me

00:00:06.370 --> 00:00:09.640
for this number, how
many hundreds do we have,

00:00:09.640 --> 00:00:12.200
how many tens, and how many ones?

00:00:12.200 --> 00:00:14.089
Pause this video and
try to think about it.

00:00:14.089 --> 00:00:14.970
(bell dings)

00:00:14.970 --> 00:00:16.820
All right, well, we can just look

00:00:16.820 --> 00:00:18.610
at each of the place values.

00:00:18.610 --> 00:00:20.960
And we can start in either direction,

00:00:20.960 --> 00:00:22.920
but let's start on the right side.

00:00:22.920 --> 00:00:24.310
So if we start on the right,

00:00:24.310 --> 00:00:25.807
we look at the ones place right over here,

00:00:25.807 --> 00:00:28.650
and this tells us that we have two ones.

00:00:28.650 --> 00:00:30.950
So we could write that right over there.

00:00:30.950 --> 00:00:32.920
And then we go to the next place value.

00:00:32.920 --> 00:00:35.140
We go one place to the left.

00:00:35.140 --> 00:00:36.740
We go to the tens place.

00:00:36.740 --> 00:00:39.160
This tells us how many
tens we are dealing with.

00:00:39.160 --> 00:00:41.130
And this is four tens.

00:00:41.130 --> 00:00:43.370
So we'd write that like that.

00:00:43.370 --> 00:00:44.760
And then last but not least,

00:00:44.760 --> 00:00:46.720
if we go one more place to the left,

00:00:46.720 --> 00:00:51.280
this is the hundreds place,
and so we have eight hundreds.

00:00:51.280 --> 00:00:55.560
So this number, which is 842,

00:00:55.560 --> 00:00:57.840
it's the same thing as eight hundreds,

00:00:57.840 --> 00:01:00.260
plus four tens, plus two ones.

00:01:00.260 --> 00:01:02.020
Or another way to think about it is

00:01:02.020 --> 00:01:03.353
you could view it as 800,

00:01:05.510 --> 00:01:10.290
plus four tens is the same thing as 40,

00:01:10.290 --> 00:01:14.700
plus two ones is the same thing as two.

00:01:14.700 --> 00:01:18.760
So these are different ways of
representing the same number.

00:01:18.760 --> 00:01:20.630
Now, what I just did up here,

00:01:20.630 --> 00:01:24.570
this is known as a place value table,

00:01:24.570 --> 00:01:26.680
which we will be discussing many times

00:01:26.680 --> 00:01:29.410
as we start building our
understanding of place value.

00:01:29.410 --> 00:01:31.070
So it's good to know what
people are talking about

00:01:31.070 --> 00:01:33.040
when they say, "Place value table."

00:01:33.040 --> 00:01:35.440
So let's just do one more example.

00:01:35.440 --> 00:01:39.260
Let's say that we had
the following number.

00:01:39.260 --> 00:01:42.330
So this number right over here.

00:01:42.330 --> 00:01:47.330
And let's put that into a
place value table as well.

00:01:47.520 --> 00:01:51.610
So how many hundreds am I
dealing with, how many tens,

00:01:51.610 --> 00:01:54.770
and then how many ones?

00:01:54.770 --> 00:01:57.930
Pause this video again and see
if you can figure that out.

00:01:57.930 --> 00:02:00.253
Fill out this place value table.

00:02:01.490 --> 00:02:04.360
All right, well, we can see

00:02:04.360 --> 00:02:06.710
that this is the number of hundreds,

00:02:06.710 --> 00:02:09.320
this is the number of tens,
'cause that's the tens place,

00:02:09.320 --> 00:02:11.040
and this is the number of ones.

00:02:11.040 --> 00:02:13.090
The ones place, tens
place, hundreds place.

00:02:13.090 --> 00:02:15.680
And so if we start at the left this time,

00:02:15.680 --> 00:02:17.760
we have five hundreds.

00:02:17.760 --> 00:02:19.450
We see that right over there.

00:02:19.450 --> 00:02:22.040
We actually, and this one's
an interesting example,

00:02:22.040 --> 00:02:23.930
we have zero tens.

00:02:23.930 --> 00:02:25.730
So we'll just put a zero right over there.

00:02:25.730 --> 00:02:30.273
And we have seven ones, so we
put a seven right over there.


The structures of informational texts

WEBVTT
Kind: captions
Language: en

00:00:00.140 --> 00:00:01.310
- [David] Hello, readers.

00:00:01.310 --> 00:00:03.880
Let's talk about structure.

00:00:03.880 --> 00:00:06.310
When architects and
engineers design a building,

00:00:06.310 --> 00:00:08.140
one of the considerations
they have to make

00:00:08.140 --> 00:00:10.060
is structural support.

00:00:10.060 --> 00:00:11.750
How's this thing gonna stay upright?

00:00:11.750 --> 00:00:14.210
How do we make sure it
doesn't blow over in the wind

00:00:14.210 --> 00:00:15.690
or collapse in an earthquake?

00:00:15.690 --> 00:00:16.830
And so they say, okay,

00:00:16.830 --> 00:00:19.450
maybe we'll put reinforcing
steel in the concrete

00:00:19.450 --> 00:00:21.490
or put X-braces on the outside

00:00:21.490 --> 00:00:23.490
or big ol' pylons in the center.

00:00:23.490 --> 00:00:26.640
Well, writers do pretty
much the same thing.

00:00:26.640 --> 00:00:28.970
When an author creates
an informational text,

00:00:28.970 --> 00:00:31.110
they ask themselves the same question.

00:00:31.110 --> 00:00:32.990
How's this thing going to stay upright?

00:00:32.990 --> 00:00:36.180
How shall I structure this text?

00:00:36.180 --> 00:00:37.990
Because although it's not physical

00:00:37.990 --> 00:00:40.500
in the way that a building is physical,

00:00:40.500 --> 00:00:43.370
texts have structure.

00:00:43.370 --> 00:00:45.813
You can't touch them,
but you can see them.

00:00:47.140 --> 00:00:49.910
Now, there are many ways to
structure a piece of writing.

00:00:49.910 --> 00:00:52.740
But today, I wanna talk about five,

00:00:52.740 --> 00:00:56.450
chronology, compare and
contrast, cause and effect,

00:00:56.450 --> 00:00:59.920
problem and solution, and description.

00:00:59.920 --> 00:01:01.800
Let's talk about each one in turn,

00:01:01.800 --> 00:01:05.440
using the medium of one of
my favorite foods, pizza.

00:01:05.440 --> 00:01:08.070
I recognize that's a
really weird-looking pizza.

00:01:08.070 --> 00:01:09.570
But you can learn anything.

00:01:09.570 --> 00:01:12.500
I'm going to get better at
it before this video is over.

00:01:12.500 --> 00:01:13.940
So chronology.

00:01:13.940 --> 00:01:17.480
Chronology is events described in order.

00:01:17.480 --> 00:01:19.450
Chronos is Greek for time.

00:01:19.450 --> 00:01:22.970
So anything that has that
distinctive C-H-R-O-N root

00:01:22.970 --> 00:01:24.730
is going to be about time.

00:01:24.730 --> 00:01:27.260
Chronicle, chronometer, chronically.

00:01:27.260 --> 00:01:29.110
You can suss out if a text is using

00:01:29.110 --> 00:01:30.620
a chronological structure

00:01:30.620 --> 00:01:33.150
if it's a sequence in a particular order,

00:01:33.150 --> 00:01:35.450
or if it's telling a story from history.

00:01:35.450 --> 00:01:37.940
Recipes are also chronological, right?

00:01:37.940 --> 00:01:39.530
In order to bake the cake properly,

00:01:39.530 --> 00:01:41.150
you have to turn the oven on first.

00:01:41.150 --> 00:01:43.510
And to that end, you
can generally identify

00:01:43.510 --> 00:01:46.650
this text structure by
looking for time words

00:01:46.650 --> 00:01:49.670
like first or last or finally.

00:01:49.670 --> 00:01:51.390
So a chronological account could be

00:01:51.390 --> 00:01:54.210
the history of the origins
of modern day pizza

00:01:54.210 --> 00:01:55.820
in 19th century Naples

00:01:55.820 --> 00:01:59.100
or a step-by-step recipe
for making pizza dough.

00:01:59.100 --> 00:02:03.546
Here's an example of the
chronology of ordering pizza.

00:02:03.546 --> 00:02:05.700
This is how you order pizza.

00:02:05.700 --> 00:02:08.210
First, look up reviews or ask a neighbor

00:02:08.210 --> 00:02:10.220
to find the best pizza near you.

00:02:10.220 --> 00:02:13.000
Then call the pizza place
and place your order.

00:02:13.000 --> 00:02:14.900
Be sure to give your address.

00:02:14.900 --> 00:02:17.220
Next, it's time to wait.

00:02:17.220 --> 00:02:19.000
When the pizza finally arrives,

00:02:19.000 --> 00:02:21.495
make sure to tip the delivery person.

00:02:21.495 --> 00:02:25.130
Compare and contrast, you've
probably heard of this one.

00:02:25.130 --> 00:02:27.620
When a text compares two or more ideas,

00:02:27.620 --> 00:02:29.330
that's a compare and contrast.

00:02:29.330 --> 00:02:31.490
The compare step discusses similarities,

00:02:31.490 --> 00:02:32.640
how things are similar.

00:02:32.640 --> 00:02:34.670
And then the contrast step discusses

00:02:34.670 --> 00:02:36.890
how those things are different.

00:02:36.890 --> 00:02:40.130
Look for clue words
like same or different,

00:02:40.130 --> 00:02:44.300
both and neither, in contrast,
or on the other hand.

00:02:44.300 --> 00:02:45.680
Here's an example.

00:02:45.680 --> 00:02:46.880
When talking about pizza,

00:02:46.880 --> 00:02:49.590
a long-standing debate is
often between deep-dish

00:02:49.590 --> 00:02:51.370
and thin-crust pizza.

00:02:51.370 --> 00:02:55.510
One benefit of deep-dish
pizza is how efficient it is.

00:02:55.510 --> 00:02:56.560
Because of its thickness,

00:02:56.560 --> 00:02:59.960
a 12-inch deep-dish pie
can serve six people.

00:02:59.960 --> 00:03:03.700
One drawback is that it
can be quite messy to eat.

00:03:03.700 --> 00:03:06.460
Thin-crust pizza is good
because it's less messy

00:03:06.460 --> 00:03:08.230
than deep-dish, but it's thin,

00:03:08.230 --> 00:03:11.520
so it takes a larger
pizza, or multiple pizzas,

00:03:11.520 --> 00:03:13.240
to feed the same number of people

00:03:13.240 --> 00:03:15.380
as a deep-dish pizza can.

00:03:15.380 --> 00:03:16.540
Cause and effect.

00:03:16.540 --> 00:03:18.790
This one does what it
says on the tin, right?

00:03:18.790 --> 00:03:22.740
It describes how one idea
or event causes another.

00:03:22.740 --> 00:03:23.900
Here's an example.

00:03:23.900 --> 00:03:25.860
To celebrate my great report card,

00:03:25.860 --> 00:03:29.470
my parents let me order pizza
with all my favorite toppings.

00:03:29.470 --> 00:03:33.130
After we ate, we were too
stuffed to do anything else.

00:03:33.130 --> 00:03:35.400
Now, what caused us to get pizza?

00:03:35.400 --> 00:03:36.460
My great report card.

00:03:36.460 --> 00:03:38.500
What was the effect of the pizza?

00:03:38.500 --> 00:03:39.680
We were stuffed.

00:03:39.680 --> 00:03:41.150
Maybe it was a stuffed pizza.

00:03:41.150 --> 00:03:42.950
If you stuff yourself with stuffed pizza,

00:03:42.950 --> 00:03:44.140
does that make you more stuffed

00:03:44.140 --> 00:03:46.330
than if you stuff yourself
with unstuffed pizza?

00:03:46.330 --> 00:03:47.760
You may scoff, but this is the stuff

00:03:47.760 --> 00:03:49.670
that keeps me up at night.

00:03:49.670 --> 00:03:51.690
Problem and solution.

00:03:51.690 --> 00:03:53.380
In this kind of text structure,

00:03:53.380 --> 00:03:55.100
the author describes a problem

00:03:55.100 --> 00:03:57.170
and then explains how
that problem was solved.

00:03:57.170 --> 00:03:58.970
So imagine you want pizza,

00:03:58.970 --> 00:04:01.100
but you can't have traditional pizza

00:04:01.100 --> 00:04:02.250
because you're a celiac.

00:04:02.250 --> 00:04:03.680
You can't have wheat.

00:04:03.680 --> 00:04:05.720
Necessity is the mother of invention.

00:04:05.720 --> 00:04:07.810
Enter the cauliflower crust pizza

00:04:07.810 --> 00:04:09.770
made from cooked cauliflower, cheese,

00:04:09.770 --> 00:04:12.010
and a variety of gluten-free flours.

00:04:12.010 --> 00:04:13.120
All right, so what was the problem?

00:04:13.120 --> 00:04:15.540
You can't eat wheat and
pizza dough is made of wheat.

00:04:15.540 --> 00:04:16.900
How do you solve that problem?

00:04:16.900 --> 00:04:19.200
By making pizza crust out of cauliflower,

00:04:19.200 --> 00:04:22.310
which I promise tastes
better than it sounds.

00:04:22.310 --> 00:04:24.350
Finally, description.

00:04:24.350 --> 00:04:27.010
This is sort of like an encyclopedia entry

00:04:27.010 --> 00:04:29.840
that explains basic
information about a topic.

00:04:29.840 --> 00:04:32.920
Like an explainer piece
about what pizza is.

00:04:32.920 --> 00:04:34.430
I'm going to read this as though

00:04:34.430 --> 00:04:36.143
I have never heard of pizza before.

00:04:36.143 --> 00:04:37.000
(clears throat)

00:04:37.000 --> 00:04:40.560
Pizza, a round flatbread
traditionally served warm,

00:04:40.560 --> 00:04:44.640
originated in Naples,
Italy in the 19th century.

00:04:44.640 --> 00:04:48.020
This flatbread is generally
baked at very high temperatures,

00:04:48.020 --> 00:04:50.030
topped with flavorful tomato sauce

00:04:50.030 --> 00:04:54.350
and melted mozzarella
cheese and served in slices.

00:04:54.350 --> 00:04:56.970
If you find yourself looking
at an informational text

00:04:56.970 --> 00:04:59.673
and you're struggling to figure
out what the structure is,

00:04:59.673 --> 00:05:02.070
subtract the specifics.

00:05:02.070 --> 00:05:03.470
If you subtract the specifics,

00:05:03.470 --> 00:05:04.760
it'll help you think about the structure.

00:05:04.760 --> 00:05:08.280
And if it helps, you can
substitute those specific details

00:05:08.280 --> 00:05:10.573
about the text with pizza.

00:05:11.540 --> 00:05:12.410
Is this silly?

00:05:12.410 --> 00:05:13.340
Yeah, of course.

00:05:13.340 --> 00:05:14.280
Does it work?

00:05:14.280 --> 00:05:15.620
I think it does.

00:05:15.620 --> 00:05:18.370
So is the text structured like a recipe

00:05:18.370 --> 00:05:20.050
or the history of pizza?

00:05:20.050 --> 00:05:22.490
If so, it's chronology.

00:05:22.490 --> 00:05:24.840
Is it comparing two kinds of pizza?

00:05:24.840 --> 00:05:27.160
Well, then it's a compare and contrast.

00:05:27.160 --> 00:05:29.050
Does it explain how a good report card

00:05:29.050 --> 00:05:30.590
led to a pizza dinner?

00:05:30.590 --> 00:05:32.500
It's cause and effect.

00:05:32.500 --> 00:05:35.790
Does it explain a pizza
problem and how it was solved

00:05:35.790 --> 00:05:36.860
in a pizza way?

00:05:36.860 --> 00:05:39.680
Well, that's a problem-solution structure.

00:05:39.680 --> 00:05:42.370
And finally, does it
straightforwardly describe

00:05:42.370 --> 00:05:44.820
what a pizza is without
a detailed chronology,

00:05:44.820 --> 00:05:46.300
comparison, or problem?

00:05:46.300 --> 00:05:49.150
Because if so, that's a description.

00:05:49.150 --> 00:05:51.530
Those are only five possible ways

00:05:51.530 --> 00:05:52.920
to structure a piece of writing.

00:05:52.920 --> 00:05:55.070
They're by no means the only ways.

00:05:55.070 --> 00:05:57.100
But identifying these
will give you the tools

00:05:57.100 --> 00:05:59.430
to learn even more structures

00:05:59.430 --> 00:06:03.010
so that you can better understand
how writers shape ideas.

00:06:03.010 --> 00:06:04.080
I hope that this helped.

00:06:04.080 --> 00:06:06.410
And I also hope that you want pizza now,

00:06:06.410 --> 00:06:08.293
because I certainly do.

00:06:09.210 --> 00:06:11.553
You can learn anything, David out.