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I didn't understand the explanation for the right/wrong answer choices on this one at all. Can anyone help? I initially chose (C) on my PT and I still don't understand how that could be wrong, especially in contrast to answer (A).

Thanks!

Admin Note: Edited title. Please use the format: "PT#.S#.Q# - brief description of the question"

https://classic.7sage.com/lsat_explanations/lsat-64-section-1-question-17/

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Hi everyone, I'm having trouble with the timing on LR. There's no particular question type that I get stuck on- it's usually the difficult ones in the section. It takes me around 40 minutes to complete a section with 3-4 question wrong but when I hurry I get around 7-9 wrong. I'm kinda stuck not sure what to do, any advice would be appreciated.

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How do i benefit from the wrong answer journal if i don't even understand how I got the question wrong? obviously, I got it wrong because I didn't select the correct answer and if i know what i did wrong Im sure I would have selected the right answer Lol ..... if anyone can advise me I would really appreciate it. :)

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Hi everyone, I'm new here and I've been stuck on 158 since over a month. I could really use your help. My main problem is the Logical reasoning section. I get over 10 incorrect answers.

0

So I've been struggling with reading comp... my first diagnostic I got around 8/27... after practicing for awhile I was able to inconsistently get a few points higher. I have now started reading actively and I find this is helping a ton. I'm up to 17/27, but the question types I am now struggling with are inference. Anything that requires me to infer something from the passage I can't seem to wrap my head around. I've never been a strong reader and RC has been a challenge to improve on. Just wondering if anyone has any advice for inference questions, or RC in general.

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Hello 7Sage Neighborhood,

While the conversation around Reading Comp is often dominated by high-level strategy talk, I am posting this as a reminder to not forget about the simple things when it comes to, simply, Reading.

I recently had some training to become an ESL tutor, and they showed us a list of tips on how to help a student struggling to comprehend a passage. I was amazed at how relevant this advice, intended for people learning English for the 1st time, was for us as LSAT students.

The gap in English comprehension between an LSAT vs. ESL student may be wide, but the points here are just as salient. I hope you get as much utility out of them as I did. Here they are:

Reading Problem Solving Strategies

1. Reread

If a sentence or paragraph doesn't make sense the first time you read it, read it again, two or three times if necessary. A text often becomes clearer when you read it more than once.

Example: "At first I didn't understand why the character was so angry, but when I read the beginning again I saw that I had missed the part about how his father mistreated him."

2. Read more slowly

Don't rush through a text. Take your time to make sure you are understanding. Also, some texts are more difficult to read than others. Slowing down can help with dense or difficult material.

Example: "This explanation of photosynthesis is pretty complicated. I better slow down and take it step by step."

3. Keep on reading

If you're not sure of a word or if a passage doesn't make sense, keep reading to see if there is information further on that helps the meaning become clear.

Example: "I didn't understand why all of a sudden the father appeared in the story, but reading on I understood that the main character was having a flashback to his childhood."

4. Look up vocabulary (Note for us: Go on a word hunt after Blind Review.)

Sometimes you have to look up a word or check your notes. Not knowing a key word can make the rest of the sentence or paragraph difficult to understand.

Example: "I can see that the author is making an argument against federalism, but I'm not sure I remember what federalism is. I better go look it up."

5. Visualize

Create a picture in your mind. Visualizing what is happening can help you understand it.

Example: "I can just picture a whole street of little neighborhood stores where the main character works, with cups and cigarette butts on the sidewalk and the same people coming by every day. No wonder he feels trapped."

6. Retell (Note for us: During Blind Review.)

If you can retell in your own words something you have read, that means you have understood it well. Stop as you are reading and ask yourself, "Can I explain to someone what I've just read?"

Example: "I think I understand how laws are made, but I'm not sure I could explain it very well to someone else. I better go back and reread it."

7. Self-talk - Ask questions

Stop as you read and ask yourself questions to check your understanding.

Example: "Did that sentence make sense? Did that paragraph make sense? Could I explain it in my own words?"

8. Ask someone (Note for us: After Blind Review.)

If all else fails, you can always ask someone for help.

17

Hello, 7Sagers!

Been awhile, hope everyone's easing into a nice LDW :)

I posted this on the question's discussion board but was hoping for a variety of views if possible, so I wanted to repost this here. Here's part of the post I was responding to:

...In answer choice E) however, look what happens if we negate it. Acme’s move to OV WILL be accompanied by a significant pay raise.

This is a necessary assumption because if we knew this specific point, then there is the POSSIBILITY of a gap in the argument.

The argument wouldn’t be 100% deducible that the workers won’t be able to afford the new location. That is also the reason why the LSAT writers specifically wrote SIGNIFICANT. Hope this helps

And my reply/question:

Hello, would you be able to clarify something?

I agree that the existence of a possible gap in the argument would obviously weaken it. But it seems to me that said gap could only be said to completely invalidate the argument if we knew the possible gap were an actual gap.

I know this may sound kind of fuzzy, but as an example, if for (E) it had said, “Acme’s move to OV will not be accompanied by a significant enough pay raise to allow Acme employees to afford housing in OV,” that to me would be a clear invalidator, a true gap that “destroys” the argument as we like to say around here.

But in negating (E) as it stands, we have, as you said, allowed for the mere possibility that the conclusion may not follow if we assume certain things about what (E) is getting at. For one thing, (E) is banking on the assumption I mentioned, and maybe others.

I don’t disagree that (E) is the best of the bunch, and the only one of the bunch that could remotely be considered the correct answer. But I guess the puzzling part is this sometimes hazy spectrum b/w “greatly weaken (w/o destroying)” and “absolutely destroy” and where a negated necessary assumption is allowed to fall within it. In my view [destroy → weaken], but the reverse is not necessarily true, and I just don’t see (E) meeting the “absolutely destroy” threshold…

This has been a recurring issue of mine & your help is appreciated!

Link to discussion: https://classic.7sage.com/lsat_explanations/lsat-68-section-3-question-18/

🙏

1

I'm struggling to see how the "substantial" in answer choice D is justified. This AC does match the passage best when compared to the other choices, but it seems a little too strong to assume.

The question asks what's the function of the a phrase that states "people have a positive moral obligation". How in the world can I make the assumption that having a "positive moral obligation" = "substantial moral obligation"?

0

Without a doubt, reading for structure is one of the simplest and yet most powerful strategies you can employ when reading a passage. However, does this always apply?

Typically, a passage will be broken down into several paragraphs composed of several sentences. With most passages usually being four paragraphs. This is easy to keep track of and read for structure. What do we do when a passage has many paragraphs composed of one to two sentences? This seems to be an exception to the rule. I have continued to read for structure while going through the passage, I just don't try to memorize where things are, since I find that to be unduly difficult.

1

I am now scoring about -3 on LR, -2 on LG, but -7 on RC. I'm lost. So what is the traditional, maybe cliche advice that can help me with reading above a 3rd grade level?

0

When I first did this question, I crossed everything off and was left with E. I almost chose it, and then I thought it felt a lot like a trap AC...

The stimulus is telling us that if a resource becomes scarce, new technologies that create the ability to use new resources arise. As people start using these new alternative resources, the demand for the original resource declines, and whatever amount is then present in that original resource can be sold to those who still want it. Then they give some examples of things that were once the sole resource for a thing, but were then supplemented by other resources. The author asserts that bc new technologies are constantly replacing old ones, (conclusion:) we can never run out of natural resources.

E says that the biological requirements for substances like air and water will not be impacted by technological change. I thought, at first, this meant that "there are some resources that technology cannot replace". But then I second guessed myself and thought, "what do we really care if the biological requirements of that thing-- not the thing itself-- is unaffected by technological change? Even if technology can't change the fact that water needs hydrogen and oxygen to be water, couldn't technology develop different resources that could replace water and air in the future?" Couldn't we use other liquids(not water) or other kinds of energy(not air) to, for example, power things? Is the assumption here that water and air, as necessary for life, are not interchangeable with anything else? Like, if water runs out and technology can't replace it, we CAN run out of important natural resources?

Using the example in the passage of trees: sure, the biological requirements of a tree -- what makes a tree a tree-- is not affected by technology. But we can make steel or plastic, a new substance entirely, to serve the same purpose of that wood.

I ended up choosing C over E after I re-read the ACs because I was thinking that if companies won't invest in the new technologies, they won't be created in the first place. I didn't love the words "at first" and I knew my reading of the AC was assuming things, but I just thought that E was sort of irrelevant but attractive.

What am I missing? #help

0

Hi everyone,

I just completed my first PT after going through most of the CC. My scores are quite worrisome. My BR is far better than I could have ever imagined, but my timed score is far lower. I got -13 on logic games when timed, but only -1 on BR untimed. I am taking the LSAT in October and November. How can I fix my logic games issue by then?

This link will send you to a screenshot of my scores: https://i.imgur.com/qNAihT3.png

1

Hey,

I've heard that sorting for your weak LR types and drilling these questions can be highly beneficial. My question is -- should I have experienced these questions within their full sections before employing them for drills? Or can I safely use material from untouched, old PTs and still get a lot of value out this practice? I'm writing the LSAT for the first time in November so I fear I won't have the time to work through all those ancient PTs, but I don't want to waste valuable material needlessly.

If it's no issue, where should I draw the line for which old PTs to use for this purpose? (pre 52, 40 , 30 etc.)

Thanks

0

Hello everyone,

I don't get the correct answer choice for this question. Initially, I thought the argument part is the background problem that the stimulus is resolving. Let me know your thoughts on how to get to the right answer.

0

Hi everyone,

I am just wondering what we should do to keep track of questions we get wrong on RC. I was told that we should keep a wrong answer journal for LR, which is something I had been doing on the LR section of the CC (I am on the game section now). Do we also make a wrong answer journal for RC? How do we keep track? Please help me!

0

Hey guys I just took the LSAT writing for my august test, and I feel a bit worried because when it asked me to take a picture of my ID, the pictures kept coming out kind of blurry. I tried for maybe 5 or 10 minutes to get my computer camera to focus on my ID, but it was still a bit blurry, though you could clearly see it was me in the picture. I'm a bit worried because it said that unclear photos can result in "exam cancellation" whatever that means. Is this something I should be worried about or am I overreacting? Anyone else have an issue with this?

0

Q5. Which one of the following indicates an error in the reasoning leading to the prediction above?

Can anybody explain what's wrong with answer choices A and C and explain answer choice .

Please and thank you

0

https://classic.7sage.com/lsat_explanations/lsat-19-section-4-question-04/

I ran into something that kind of tripped me up and I wanted to hear from someone else (hint, it's the phrase "in order to"). Can I break the argument down as follows?

Because studies show that flex is associated with morale(P), ABC should therefore flex (SCC), therefore increasing production(MCC).

Admin Note: Edited title. Please use the format: "PT#.S#.Q# - brief description of the question"

0

Hi,

Does anyone have any study tips for understanding converse/inverse statements that appear on LR questions to trick the test taker?

For example, on Necessary or Sufficient Assumption questions, I have a difficult time differentiating the converse/inverse from the contrapositive, and because of the time constraint, I consistently get these answers wrong.

0

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