100 posts in the last 30 days

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Last comment sunday, may 25

RC Burnout..

Hi everyone,

Hoping to connect with people who are struggling to get out of the 140s and those who've succeeded. I did a diagnostic at the beginning of May to figure out where I was, and scored 140 (138 raw). After two weeks of consistent studying doing drills and listening to modules, I did my second preptest today and scored 145. Though I am pleased with the increased score, I'm a bit frustrated because I felt the burnout during my second RC section (I had 2LR + 2RC). My eyes began to glaze over the reading and I began skimming for important parts that I may be asked to answer and ultimately got an entire section wrong, which would've had at least a 5+ increase on my overall score. How do I get around wanting to literally pass out from switching my brain from looking for evidence/flaws to reading comprehensively?

I'm going through the RC curriculum and keep reading Kevin's suggestion to try to do the low res summaries mentally due to time. Timing in RC is 100 % an issue for me. Personally, writing down the summaries has increased my RC score but I am still short on time. I just find if I don't write it down I get panicky & get lost. I find it way harder to retain without writing it down. With that being said, if its really worth trying to do it mentally, I'll try but not sure its best for me. I comprehend things best when I write them down I think. What does everyone else do? What are your reasonings behind it?

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Last comment tuesday, may 20

Bias against A and E?

I'm curious to see if anyone else has found themselves with an implicit bias against selecting answer choices A and E, particularly towards the back half of LR sections when the questions get tougher. I've found myself reading an attractive answer choice in both of those spots, and then thinking to myself "of course they'd place it there as a trap" ... sometimes it's actually worked really well, other times it obviously hasn't ...

Posting this to see if anyone else has become tripped up by the same mindset, and ultimately if anyone has any tips on how to spot those "traps" in I guess a more successful way?

How do you get past that hurdle of my gut reaction in BR being to just stick with the answer choice I chose on the first go around? I feel like I'm falling victim to confirmation bias, like when seeing my chosen answer again the second time, I'm just automatically coming up with and reaffirming the same initial (albeit wrong) reasons I thought it was correct, and then glossing over what I first thought are issues with the true correct answer. So BR, at least so far, has been really ineffective at getting any improvement in choosing the right answers.

Hello Everyone. Stick with me here while I explain. Endurance in RC (and the test as a whole) seems to be a big issue with me. When I do one RC passage at a time I seem to do very (4star passages & 160+ Questions correct) well. But when I read them back to back (full section ) I seem to loose focus and it starts becoming word salad. Im starting to see that endurance is a real issue here. How do I increase my endurance. Is there things I can do to make it to where I can sit for this whole 2.5 hour test and not get extremely fatigued!!

Any advice is greatly appreciated

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Last comment tuesday, may 13

Breaking 170's

Hey guys. I'm enrolled to take the April LSAT, and am consistently scoring 168-169 on prep tests. I can't seem to break into the 170s and do not see any particular patterns in questions I'm missing. Sometimes I'll get -1 and -3 on LR, sometimes -3 and -6. Reading comp I miss about 4. There have been a few cases where I've simply been rushed for time and misread a question, but my results just feel inconsistent so I don't know where to focus my energy. If anyone has any advice please let me know!

My RC score is the only thing really holding me back from breaking into the higher 160s and low 170s and I find that like 80% of the RC questions I get on a PT are implied or stated questions (mainly implied). There's only one page in the syllabus for implied RC questions and I am not really sure how to drill them, does anyone have any advice about how to improve on these types of questions or what to do to practice them more often?

One of the major shortfall I'm currently having is questions that deal with intersecting sets. Really just sets in general. I really liked the link assumption tag, because it helped me work on logic chains.

All the questions I got wrong dealt with it. I was wondering if anyone else noticed having a similar deficit? Any specific questions types I should focus on?

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Last comment saturday, may 10

Making Things Stick in RC

I'm seeking advice on Reading Comprehension. Oftentimes I'm reading and i comprehend each word but when I finish a paragraph I think "what the hell did I just read?" It's not that I don't understand what I'm reading it's just that sometimes it doesn't "stick". What strategies do you guys use to engage more deeply with what you read such that it stays in your mind? How do you retain the content of the passage as well as its purpose in the overall passage flow?

So far, these are the strategies that I try to use:

  • "Translation" as you read, like they discussed in the core curriculum.
  • I try to picture it as I read. Any way to visualize what's going on in some memorable way. Sometimes I let people in my memory be visual stand-ins for other people referenced in the passage. All this simply in an effort to make what I read stick.
  • Try to make high-level logical connections while I read. I try (not always successfully) to connect sentences and paragraphs to the purpose I anticipate the author having. It's like trying to give the content a role. I'm attempting to understand the "what" and the "why" (role) while I read.
  • All this is what I am now attempting but still at times I find myself understanding words but not comprehending the whole.

    Any tips from those of you to whom this comes a bit easier? Or, maybe more importantly, from those of you for whom this content is difficult but which you have improved on.

    thanks in advance.

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    Last comment saturday, may 03

    Weakening Questions

    Can anyone help me to understand whether weakening questions are (1) only supposed to address the logical relationship between the premise and conclusion, and (2) are subject to general flaw reasoning. I thought so, but two questions have been throwing me for a loop, both from Kim's The LSAT Trainer. They are:

    (1)

    "Professor Watkins just received a significant raise, and now Professor Jenson has requested one too. However, Professor Watkins was only eligible to get a raise if she received tenure; she recently was awarded tenure, and was given the raise. Professor Jansen has no desire to get tenure, is not on track to get tenure, and will not get tenure. So, Professor Jenson's request will likely be denied."

    Apparently, the answer that "Professor Jenson is well known for the work he does in his field, and the school is known to give raises in order to retain professors who are significant in the areas in which they work" is a weakening response. I don't understand how this can be, considering it has no logical bearing on the connections between the premise supports or conclusion. If it simply said "The university plans to give him tenure regardless," would that be an appropriate weakening response? The same book warns that "attractive wrong choices strengthen or weaken the point but not the reasoning." Is this possible because the answer here provides its own reasoning (Jenson -> well known and well known -> raise)? Otherwise I cannot make sense of it.

    (2)

    "Medical Expert: For the past six months, we have been keeping statistics on surgery time for prostatectomies performed through traditional means, and through a new procedure that uses robotics. The study revealed that the surgeries using robotics took a average of forty-three minutes, whereas traditional surgeries took an average of over seventy minutes. The study involved sufficient enough mix of doctors and hospitals to guarantee that personal surgical skills and access to other types of equipment were not a factor in the study outcome. Therefore, we can conclude that in general it is faster to perform prostatectomies robotically than it is to perform them using traditional means."

    Apparently, the answer "For the most simple prostatectomies, traditional surgeries take, on average, less time than robotic surgery" is a weakening response. I thought it was irrelevant, given this is clearly a part to whole flaw, but the book says that, because the fundamental flaw is that the stimulus ignores that different types of surgeries may take different time and that may be why the robot is faster (it could have just been getting faster surgeries), that this weakens the conclusion. I am confused, as it could be that some fraction of surgeries is faster without robots, but that does nothing to weaken the conclusion that /in general/ surgeries are faster robotically. Do very general reasoning flaws not apply when one is saying that a response weakens a conclusion? Is the statement "Most cars are red" weakened by the response "but my car is blue"?

    To note, I don't believe these passages come from PrepTests, they were just made for the book. Please let me know what you think!

    Hey all. I am looking to form a study/accountability group for the Aug 2025 LSAT. I currently test in the low-160s with a goal score of 168. I am located in Western Canada and can meet virtually 1-2 times a week. Also would be down to support each other through the admissions process!

    Feel free to inbox me if you are interested and I will share details.

    Thanks!

    William

    I am dying on these NA, SA, PSA questions. I don't seem to know what the QS is wanting me to look for in the AC's. I get one right and 3 wrong. I do great on MC, MSS, PAI, and strengthen. I seem to struggle once I reach NA, SA, PSA, and weaken.

    What is the QS really asking me to look for? Which of the 5 AC's MBT? or Which of the 5 makes the stem most true? I feel like there has to be an easy "NA for dummies" explanation that I am missing. JY's basketball example makes perfect sense- 'I can't be one of the greatest BB players alive if I don't know how to dribble'. That makes common sense. Then I get on a live class and there's a question about something I have never heard of with ridiculously convoluted language and that BB does nothing to help me identify the correct AC.

    Can anyone put this in basic terminology that makes sense? I understand the difference between NA and SA- 'beating the NBA all star team single handedly vs do I know how to dribble' but I cannot seem to understand what the questions are wanting me to do. I also feel like I am struggling more on the topics that JY didn't provide videos for. Please tell me I am not the only one feeling this way.

    Hello everyone, I need advice please.

    So I completed the logical reasoning section in the curriculum and I seem to have a firm understanding of each question type what it's asking me for etc.

    Issue about when I do the section Untimed I seem to do very well only missing four (This was just on one section) probobly should do another untimed.

    But when I just did a time section, I missed a lot more. So endurance definitely seems to be an issue because once I get to the end of the section, it feels like my brain is mush. Timing seems to be an issue.

    So I just need solutions. I want to figure out if it's the foundational principles that I'm missing or if it's just timing if it's just timing, does anyone have suggestions on how to work on that?

    Does anyone have a suggestion to Figure out if it's the actual concept, I'm missing or if it's the timing.

    Any advice would be greatly appreciated .

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    Last comment sunday, apr 13

    Conditional Logic

    I've been studying for a while but I still really struggle with conditional logic. I've re-done all the core ciriculium, done the conditional logic drills, and found the Loophole to be helpful as well, but I'm looking for some other conditional logic practice drills. Let me know if you have any suggestions!

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    Last comment saturday, apr 12

    Flaw Questions

    I am struggling with flaw questions, sometimes I know what the flaw is but can't really put into words and other times I am just completely clueless even on easy questions. Any tips?

    Is there content to teach about specific LR tags? I found a blog post defining each tag, but I am still unsure how to go about handling problems with these tags. For example, ElimOpt is my highest priority and I am reviewing questions with these tags to to piece together what it means, but if there is a video/something explaining how to approach ElimOpt problems, that would be helpful!

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