on Q4 I was thrown off a little bit. I picked E because it said that they had released their schedule for next year which I thought meant that they have secured funds this year that would cover them for the next 2 years. Can someone explain the flaw in this.
@IsabelSafar It is (objects and feelings). But you don’t have to diagram everything. The feelings part didn’t seem to connect to anything, so I didn’t think it was important to keep track of.
@Kevin_Lin Hello, thank you for your response! I did want to follow up on this question and ask the following. The reason I hesitated to choose the AC that said language requires conceptual thought is because of that conjunction. I thought that, because the rest of the conditional diagram only pertained to one of the conjuncts, it wouldn't be accurate to choose the AC that said language requires conceptual thought. Why is it that we can infer this even though the rest of the conditional chain is only associated with one of the conjuncts?
@IsabelSafar The correct answer just needs to be something that must be true. It doesn't have to be a complete statement of everything that must be true.
"In order to get into law school, you must take the LSAT and graduate from college."
What must be true on the basis of the statement above?
"In order to get into law school, you must take the LSAT."
That statement must be true, even though it doesn't mention graduating from college. That's because the statement is still true. You do have to take the LSAT to get into law school. There are other things required, too, but the correct answer doesn't need to mention them.
For number 5 if answer choice D read, "some humans are capabale of conceptual thought" instead of "all humans are capable of conceptual thought", could it be correct? Since, only humans can use verbal signs for objects wouldn't it be true that some humans are capable of conceptual thought?
I read the statistics for number 2 as a quarter approved instead of not approved. I was immediately looking for the inverse of option C and when I didn't find it I re-read the sentence and found my error. It was a costly time mistake for sure.
For Q1, I came to the conclusion that censor 1 had less book manuscripts submitted to them than censor 2. my train of thought was if they both approved the same number of manuscripts (lets say it was 100) and the first censor approved half of the books submitted then the total would be 200 manuscripts submitted. now, if censor 2 only approved a quarter but the number of manuscripts approved was the same under both censors then censor 2 must have approved 100 out of 400 submitted.
Pardon my ignorance, but I'm struggling to see how the first censor had to have more manuscripts submitted to them. can anyone help me make the connection?
@MarissaRomano22 I would go to the foundations and check out the four groups of Condintional Indicator words. Most of the words he discussed are within those 4 groups, and I just add to them as I learn new ones
i like the fast track approach, but for some reason i seem to understand and get these question types correct when im not following the same thought pattern as you are showing in these fast track videos. not sure why, but they seem to confuse me more
Thank you Kevin! I really appreciate this Fast Track series; so helpful to cement concepts and understand patterns.
I am wondering if you could add a video / explainer series on "that" as a conditional indicator. For #6, the stimulus and ACs A, C, and E all use "that" to define subsets and what we know about them.
I can sort of intuit the right relationship sometimes but not always. I can also take the time to identify the sufficient and necessary condition elements and then figure out which is sufficient and which is necessary by trying out out both and thinking through which one makes more sense. But it is very inefficient.
There must be better ways to recognize how the "that" structure is used to signal conditional relationships. Can you enlighten us??
@JDMarathon For A and E, "only if" and "only" are teh recurring necessary condition indicators that you'd want to recognize. In C, it helps to recognize that, in the absence of other keywords, and if the statement doesn't start with some/most, generally the subject of the sentence is the sufficient and the predicate is the necessary. This isn't a rule, so you will see some structures that don't fit this. But it's very common -- "Animals that are furry are cute." [Animals that are furry] is the subject, [are cute] is the predicate:
@Kevin_Lin Thank you so much! The [subject - sufficient][predicate - necessary] is very helpful. And I'll remember not to get thrown off by the "that" as long as the other conditional indicators are there.
How about for the stimulus "But an artwork cannot express an emotion that the artwork's creator is incapable of experiencing"? There are a a couple nouns (artwork, emotion, artwork's creator). The primary subject is [artwork] and the predicate is [cannot express an emotion]. But the conditional element is about type of emotion (ie, the kind that can be expressed or not, based on the condition of whether the artwork's creator is capable of experiencing it).
Is there a common way to spot the conditional elements and their relationship in this kind of statement?
@JDMarathon Great question! This one is tougher, and it comes down to the fact that "that the artwork's creator is incapable of experiencing" is a condition under which an artwork can't express an emotion. Certain kinds of emotions -- those that the creator can't experience -- have a particular quality -- can't be expressed by art.
You can replace the "that..." part at the end with "if the creator cannot...."
I think the additional guide to follow here is not about teh word "that," but really about language that describes a particular time, place, quality, or feature under which something else takes place. It's the reason "when" is very often a sufficient condition indicator.
@Kevin_Lin Thank you for the reply. Yes, that makes sense and helps a lot.
Parsing language and sentence structures isn't always helpful; it is better to conceptually identify the condition (time, place, quality, feature) under which something else takes place.
I'm pretty sure that was a major tip in the core curriculum with the Group 1-4 indicator words, but I didn't realize how much I still relied on them. It is very helpful to have the need for conceptual understanding of a sentence reinforced here, where there are no indicator words to fall back on.
33 comments
Kevin is that shirt hot at all? I feel like I would sweat a storm
giggled when you said shitty artwork. i must be sleepy.
on Q4 I was thrown off a little bit. I picked E because it said that they had released their schedule for next year which I thought meant that they have secured funds this year that would cover them for the next 2 years. Can someone explain the flaw in this.
on number 5, why isn't the part about what language requires a conjunction?
@IsabelSafar It is (objects and feelings). But you don’t have to diagram everything. The feelings part didn’t seem to connect to anything, so I didn’t think it was important to keep track of.
@Kevin_Lin Hello, thank you for your response! I did want to follow up on this question and ask the following. The reason I hesitated to choose the AC that said language requires conceptual thought is because of that conjunction. I thought that, because the rest of the conditional diagram only pertained to one of the conjuncts, it wouldn't be accurate to choose the AC that said language requires conceptual thought. Why is it that we can infer this even though the rest of the conditional chain is only associated with one of the conjuncts?
@IsabelSafar The correct answer just needs to be something that must be true. It doesn't have to be a complete statement of everything that must be true.
"In order to get into law school, you must take the LSAT and graduate from college."
What must be true on the basis of the statement above?
"In order to get into law school, you must take the LSAT."
That statement must be true, even though it doesn't mention graduating from college. That's because the statement is still true. You do have to take the LSAT to get into law school. There are other things required, too, but the correct answer doesn't need to mention them.
For number 5 if answer choice D read, "some humans are capabale of conceptual thought" instead of "all humans are capable of conceptual thought", could it be correct? Since, only humans can use verbal signs for objects wouldn't it be true that some humans are capable of conceptual thought?
@ErykaGusztyn Arguably yes, if we interpret "only humans can ask..." as indicating that there are in fact some humans that can ask.
Will there be a fast track video for MBF questions as well?
I read the statistics for number 2 as a quarter approved instead of not approved. I was immediately looking for the inverse of option C and when I didn't find it I re-read the sentence and found my error. It was a costly time mistake for sure.
Wow these videos are great
For Q1, I came to the conclusion that censor 1 had less book manuscripts submitted to them than censor 2. my train of thought was if they both approved the same number of manuscripts (lets say it was 100) and the first censor approved half of the books submitted then the total would be 200 manuscripts submitted. now, if censor 2 only approved a quarter but the number of manuscripts approved was the same under both censors then censor 2 must have approved 100 out of 400 submitted.
Pardon my ignorance, but I'm struggling to see how the first censor had to have more manuscripts submitted to them. can anyone help me make the connection?
@SofiaAcosta "only one quarter of the book manuscripts submitted were not approved" :P
Damn those LSAT writers!
I don't know why but these fast track drills have been giving me tons of lightbulb moments! Lots of things clicking more which is so exciting!! Woo!
6 threw me off because where did a COMPUTER come from?
What is the difference between only and they only?
@AlastairYeates "The only people who get As study."
"the only" introduces a sufficient condition. This means "If A --> study"
Here's another way to express the same idea:
"Only people who study get As."
"only" (without "the") introduces a necessary condition. That's why it still means "If A --> study".
@Kevin_Lin Thank you!
where can i learn about what each word means that i should know for the LSAT.
@MarissaRomano22 I would go to the foundations and check out the four groups of Condintional Indicator words. Most of the words he discussed are within those 4 groups, and I just add to them as I learn new ones
i like the fast track approach, but for some reason i seem to understand and get these question types correct when im not following the same thought pattern as you are showing in these fast track videos. not sure why, but they seem to confuse me more
Is there a specific lesson on percentage/whole? I struggle with it quite a bit, it's not intuitive to me
You're a dawg Kevin
I sincerely appreciate these Fast Track lessons.
Fast Track lessons are probably the best resource I have come across on 7 sage so far to help improve my score.
Thank you Kevin! I really appreciate this Fast Track series; so helpful to cement concepts and understand patterns.
I am wondering if you could add a video / explainer series on "that" as a conditional indicator. For #6, the stimulus and ACs A, C, and E all use "that" to define subsets and what we know about them.
I can sort of intuit the right relationship sometimes but not always. I can also take the time to identify the sufficient and necessary condition elements and then figure out which is sufficient and which is necessary by trying out out both and thinking through which one makes more sense. But it is very inefficient.
There must be better ways to recognize how the "that" structure is used to signal conditional relationships. Can you enlighten us??
@JDMarathon For A and E, "only if" and "only" are teh recurring necessary condition indicators that you'd want to recognize. In C, it helps to recognize that, in the absence of other keywords, and if the statement doesn't start with some/most, generally the subject of the sentence is the sufficient and the predicate is the necessary. This isn't a rule, so you will see some structures that don't fit this. But it's very common -- "Animals that are furry are cute." [Animals that are furry] is the subject, [are cute] is the predicate:
animal that is furry --> is cute
@Kevin_Lin Thank you so much! The [subject - sufficient][predicate - necessary] is very helpful. And I'll remember not to get thrown off by the "that" as long as the other conditional indicators are there.
How about for the stimulus "But an artwork cannot express an emotion that the artwork's creator is incapable of experiencing"? There are a a couple nouns (artwork, emotion, artwork's creator). The primary subject is [artwork] and the predicate is [cannot express an emotion]. But the conditional element is about type of emotion (ie, the kind that can be expressed or not, based on the condition of whether the artwork's creator is capable of experiencing it).
Is there a common way to spot the conditional elements and their relationship in this kind of statement?
@JDMarathon Great question! This one is tougher, and it comes down to the fact that "that the artwork's creator is incapable of experiencing" is a condition under which an artwork can't express an emotion. Certain kinds of emotions -- those that the creator can't experience -- have a particular quality -- can't be expressed by art.
You can replace the "that..." part at the end with "if the creator cannot...."
I think the additional guide to follow here is not about teh word "that," but really about language that describes a particular time, place, quality, or feature under which something else takes place. It's the reason "when" is very often a sufficient condition indicator.
@Kevin_Lin Thank you for the reply. Yes, that makes sense and helps a lot.
Parsing language and sentence structures isn't always helpful; it is better to conceptually identify the condition (time, place, quality, feature) under which something else takes place.
I'm pretty sure that was a major tip in the core curriculum with the Group 1-4 indicator words, but I didn't realize how much I still relied on them. It is very helpful to have the need for conceptual understanding of a sentence reinforced here, where there are no indicator words to fall back on.
Thanks again!
These fast tracks are genuinely very helpful. I appreciate you guys adding these modules and hope that more people see them.
Yayyy more fast tracks ❤️❤️❤️❤️ Thank you Kevin!!!!!!