Summary
Highlights
The first question asks to identify the sentence without figurative language. The instructor explains that figurative language involves words used in a non-literal sense. He clarifies that terms like 'deeply thought' or 'winking stars' are figurative, while 'seasons chasing each other' can be literal if referring to the natural progression of seasons. The correct answer highlights the literal meaning of 'seasons'.
The third question examines what defines the value of a literary work. The passage states that the value depends more on 'how it is told' rather than 'what is told,' emphasizing the author's narrative style and mastery of language. The instructor identifies this as focusing on 'how it is told' and 'skillful use' of language options.
This question asks for the meaning of the underlined word 'tenkitçi'. The instructor explains that 'tenkit' means critique, so 'tenkitçi' refers to a critic. The text describes a historical figure as a 'critical intellectual', leading to the correct answer involving the term 'eleştirmen' (critic).
In question 5, the task is to pair sentences with similar meanings. The instructor matches sentences 1 and 3, which both convey the idea that taking risks is necessary for success. Similarly, sentences 2 and 4, which describe how challenges strengthen an individual, are paired. The odd one out is a sentence about suffering being educational.
Question 6 asks to find an error in the provided statements about a text. The instructor analyzes each statement: definition, comparison, 'kanıksanmış görüş' (ingrained view), subjectivity, and consequence. He points out that 'kanıksanmış' means to get used to something, and the passage does not convey this meaning, marking it as incorrect.
This question requires identifying the relationship between two sentences. The first sentence makes a generalization about fictional products reflecting everyday life and historical events. The second sentence then gives an example by discussing how a novel can reveal the customs and mindset of its era. The instructor concludes that the second sentence supports the first with an example.
Question 8 focuses on identifying sound events (ses bilgisi). The instructor examines the words in the poem provided. He finds 'geçeceği' (gen, from geçmek) demonstrates consonant softening and 'aklınıza' (akıl, from akıl) shows vowel reduction. Therefore, the correct option includes both vowel reduction and consonant softening/change.
This question asks to find which grammatical feature is NOT present in the text. The instructor outlines what each option entails: third-person plural possessive suffix, pronoun with ablative case, adverbial phrase, and verb conjugated with a tense mood. He meticulously goes through the text to find examples for each, eliminating incorrect possibilities.
`Karşısındaki` (opposite) is analyzed as having both a derivational suffix (`-ki` in `karşısındaki`) and an inflectional suffix (`-da` in `karşısında`), fulfilling the 'both derivational and inflectional' criterion. `Buradan` (from here) is identified as a pronoun with an ablative case. `Yavaş yavaş` (slowly slowly) is an adverbial phrase. `Çekilmişler` (drew away) is a verb conjugated with a tense mood. The remaining option, 'third-person plural possessive suffix', is not found, making it the answer.
Question 10 requires identifying an incorrect statement about sentence structure. The instructor analyzes each sentence: 1. Subject as a noun phrase. 2. Object as a definite noun phrase. 3. Subject and predicate as a phrase. 4. Subject referencing a previous phrase. 5. 'Tüm öğretmenler' (all teachers) as the subject. He determines that in sentence 5, 'tüm öğretmenler' is not the subject, but rather 'very good results' (birçok çok güzel sonuçlar), making E incorrect.
This question asks to find a punctuation error. The instructor emphasizes the importance of knowing the roles of the period, comma, semicolon, and colon. He reviews each sentence, finding an error in the use of a semicolon where a comma would suffice. A semicolon is only necessary if there are other commas within the clauses being separated, which is not the case here.
In question 12, the task is to correctly punctuate a poem. The instructor uses an elimination strategy. He notes that the first gap should be a period because a new sentence starts afterward. He then identifies the need for a semicolon where two independent clauses are joined, and one or both contain commas within them, narrowing down the options. The last gap is determined to be an ellipsis as the sentence is incomplete.
This question checks the correct use of capitalization. The instructor validates words like 'Türk' and work titles. He confirms that street, avenue, and boulevard names are capitalized. The error is found in 'Soğuk Suamlı Milli Parkı', where 'Milli Parkı' should also be capitalized as it's part of a proper noun.
Question 14 identifies a spelling error. The instructor explains the rule of meaning loss for compound words. 'Köpek balığı' (shark) should be written separately because 'balık' (fish) retains its meaning, even though 'köpek' (dog) doesn't. He also confirms that other words like 'bilim insanları' (scientists) and 'keşfetti' discovered) are correctly spelled.
This question asks what cannot be said about the narrative style of the passage. The instructor quickly identifies a third-person narrative and dialogue, ruling out options. He notes that the story progresses chronologically, suggesting a narrative sequence of events. The presence of examples, however, is not found, making 'taking advantage of examples' the incorrect statement.
Question 16 involves identifying the sentence that disrupts the flow of the text. The passage primarily describes the features and areas of Göksu Park. However, one sentence mentions people coming for picnics, which shifts the focus from the park's static characteristics to its human activity. The instructor notes this sentence as the one breaking the descriptive flow.
This question asks to divide the paragraph into two. The initial sentences discuss the concepts of wisdom ('bilgelik') and heroism ('alplik') in Turkish rulers, defining each. The flow changes when the text starts describing specific historical examples of wise advisors ('vezirler') and their roles. The instructor identifies this shift as the starting point for a new paragraph.
To answer question 18, the instructor first understands the main idea of the paragraph: psychology analyzes individuals in the context of their era, as they are shaped by their times and culture. Then, he evaluates which concluding statements align with this. The statements about facing difficult problems and encountering rough paths resonate with the 'tough road' mentioned in the text, indicating that struggles are part of existence within a given era.
This question asks what insight about habits can be drawn from the text. The passage explains that breaking habits is difficult and often requires significant life changes such as illness, war, or job changes. Without substantial external factors, changing deeply ingrained habits is nearly impossible. The instructor concludes that major life changes are effective in abandoning habits.
Question 20 asks which characteristics of the author's approach are highlighted. The text describes the author's narrative as simple, plain, and free of embellishments, allowing readers to visualize scenes vividly as if watching a movie. The instructor deduces that the approach is characterized by unadorned narrative and lively descriptions, which immerse the reader in the story.
This question asks which option is NOT written with an interpretive perspective. The instructor identifies that authors often use symbols to allow readers to interpret their works. Most options contain symbolic or open-ended descriptions that require reader interpretation. The incorrect option merely describes a scene literally: 'We were far away, the sea smelled clean. Some days, with him, we would sit on the shore, on the rocks. We wouldn't speak, but we would look at the gulls on the bright sea.' This is a straightforward description without symbolic layers.
In question 22, the goal is to identify what the author, who values criticism, would NOT believe. The author states that criticism is essential for an artist to evaluate their work, enrich both writer and reader, and reveal unseen aspects of a work. The option that criticism eliminates the need to read the original work is contradictory to the author's views, making it the answer.
This question asks what can be inferred from the passage about climate change. The text explains that food production contributes to greenhouse gas emissions and that food waste is also a significant factor, likening its impact to that of major polluting countries. The instructor concludes that food production, consumption cycles, and food waste all contribute to global warming.
Question 24 explores the conditions for a culture to become a civilization. The passage states that no civilization emerges in isolation; interaction with prior and contemporary cultures is essential. Cultures that fail to engage in such interaction remain local and often perish. The instructor concludes that cultures must be open to interaction to sustain themselves as civilizations.
This question asks what is NOT a characteristic of the described work. The text praises a work for making the reader feel like one of the characters, speaking and living like them, thus conveying sincerity, local flavor, and impact. The simple and unadorned language also points to plainness. However, the text does not mention conciseness (özlük), making it the distinguishing feature not present.
Question 26 asks to identify which advice is NOT given to poets. The passage advises poets to converse with all types of poets, read those with opposing views, master their language, and persevere despite lack of recognition. These correspond to developing oneself, being open-minded, unique, and patient. The advice to 'be tolerant' is not explicitly mentioned, making it the answer.
This question requires identifying what is NOT mentioned about aluminum in the passage. The text details aluminum's abundance, low cost, use in cookware, and how it can leach into acidic/spicy foods from foil. It warns about prolonged contact but does not specify health problems it might cause. Thus, the absence of health issues makes it the correct choice.
In this multiple-choice question about an interview, the instructor's strategy is to analyze the writer's answer first to deduce the question. The writer talks about starting to write poetry at a young age, self-learning to read, and having a poetry notebook in elementary school. This suggests questions about how they started writing and early influences.
For the second part of the question, the writer discusses being a doctor, working with women, and believing in women's wisdom and spiritual nature. They highlight the difference in women's energy and words in poetry. This section indicates a question about being a female poet or the distinction between male and female poets, ultimately confirming the overall response as option A.
Question 29 asks which question cannot be answered from the provided text about sun protection. The passage explains UV rays are harmful and cause skin aging/cancer, how sunscreens work, and that reapplication is necessary due to their diminished effect over time. However, it does not state whether sunscreens themselves are harmful to human health. Thus, the question about 'Is sunscreen harmful?' is the one without an answer.
This question asks what cannot be concluded from the text about adrenaline and goosebumps. The passage states that one function of adrenaline is to protect the body under stress, causing muscle contraction around hair follicles, leading to goosebumps. It also notes that this effect is less pronounced in humans than in animals. The conclusion that adrenaline's ONLY purpose is protection is false, as the text says 'one function is' implying other functions also exist.
Question 31 asks for the purpose of the research described. The text explains that vitamin B12 and folic acid deficiencies are public health issues, especially in developing countries. It highlights a study showing that deficiency and cognitive decline increase with age, stating that measuring these vitamin levels in older patients with cognitive complaints is necessary. The purpose, therefore, is to demonstrate the age-related effect of these deficiencies on cognitive functions.
This question asks what can be inferred about understanding history. The text differentiates between history as a science and the philosophy of history. History as a science aims to understand the past as it happened, without intervention. The philosophy of history, introduced by Voltaire, refers to universal history. It becomes clear that while both examine the past, their approaches and scopes differ. The option that 'history science and history philosophy examine different aspect of past' is the correct one, as they emphasize different focuses like human actions versus encompassing the universe generally.
Question 33 focuses on the role of play in learning. The passage highlights play as a fundamental aspect of physical, cognitive, linguistic, emotional, and social development. It emphasizes that play can make complex subjects like science and math more concrete, helping students overcome anxiety. The instructor concludes that when teachers act as guides and make learning concrete through play, learning becomes more effective.
This question asks what the passage tries to convey about reading. The text describes reading as a passionate act that engages not just the mind but also the body, feelings, and soul. It suggests that readers should seek a new experience or world in a story rather than just a message. The instructor concludes that reading should develop an individual's emotional and intellectual world, going beyond mere information seeking.
This question asks for the most suitable proverb related to the passage. The text discusses how health problems, whether physiological or work-related, negatively impact social and work life, leading to decreased productivity. It stresses that solving health issues and creating healthy workplaces are crucial. The instructor chooses 'Health is the beginning of everything' (Her işin başı sağlık) as the most appropriate proverb because without health, all other aspects of life and work suffer.
Question 36 asks what the passage aims to express. The text contrasts a casual reader's understanding of 'Don Quixote' with that of a professional critic, who must know the historical and social context, and the author's life. It warns that critics without this deep knowledge will make flawed judgments. The instructor concludes that criticizing a work without understanding its era and author leads to incomplete assessments, emphasizing the need for comprehensive background knowledge.
These two questions are based on the same text. The instructor first focuses on question 37: identifying what is NOT mentioned about SMS. The text describes SMS being limited by 160 characters and lacking multimedia support, but still functional without internet. It introduces RCS as an advanced alternative. It doesn't extensively comment on the general importance of communication/messaging, making that the unmentioned aspect.
For question 38, which asks about similarities between SMS and RCS, the instructor refers back to his notes. He recalls that SMS was limited to 160 characters (related to 'limited character count'). RCS, however, supports rich media unlike SMS. The main commonality is their usability without an internet connection for basic messages. Thus, only 'usability without internet' is a similarity, while limited character count is not applicable to RCS and multimedia sending is a difference.
These final two questions also relate to the same passage. Question 39 asks for the fundamental reason for the horse's importance in Turkish culture. The text highlights horses in warfare, their contribution to Turkish sports, their role in diet (meat, fermented milk 'kımız'), and religious practices (sacrifices). The instructor concludes that the horse's importance across religious, social, and military aspects makes 'its importance in many fields such as religion, society, and military life' the most comprehensive fundamental reason.
Question 40 asks what can be inferred from the passage. The instructor reviews the options. The passage states that horses were a 'great advantage' in wars and a 'most important element' for Turkish military success. Therefore, the statement 'the horse, which occupies every area of life, has been an important helper for Turks to win wars' can be fully inferred, aligning with the information provided in the text.
This question focuses on the meaning of 'transcending the boundaries of thought universe'. The text discusses books that challenge a reader's inner world and force them to expand their thinking. The instructor explains that this implies developing thinking skills and encouraging broader thinking, aligning with the idea of expanding one's intellectual horizons.