I feel like the more RC passages I do the more I'm losing my eyesight *cries out loud*

It's hard focusing on some of these passages.

Can somebody explain to me why D is correct? I can't find any explanations for this passage.

Here's what JY says:

All turtles know kung fu. All turtles are named after Italian artists. Therefore, some things that know kung fu are named after Italian artists.

[Lawgic]

A –> B

A –> C

_______________

B some C

I assume that would look like:

C

C

ABC

ABC

ABC

B

B

that makes sense.

Next Part:

An often overlooked corollary to this valid form is the following:

A –> C

B –> C

_______________

/A some /B

I assume that would look like:

/A

/A

/C/A/B

/C/A/B

/B

/B

Question:

I'm having trouble thinking of this in a sentence that actually makes sense/one that might appear on the test. help please?

I was wondering if there's any way I could possibly print each game on one sheet instead of two sheets? The games in the lessons with video explanations in the course all print on one page. So is there a way I could do that with the LG bundle? Since I've already printed every game from PT 1-35 before on two sheets I was hoping I could re-work all of these games again just by printing one sheet.

I thought I would get lucky and find most of the RC sections from PT 1-38 on 7Sage since I've been drilling from the Cambridge packets. Unfortunately they're not all in the ultimate course :(

J.Y. can you please put up an explanation for this one?

admin edit 09-01-2016: http://classic.7sage.com/lsat_explanations/lsat-34-section-3-question-23/

For a game I don't understand I'll print out several copies of that game in order to do over and over. My main question is: how do you decide when to redo a game? If I have 5 copies of a game, do I just immediately redo the 5 copies after watching the video explanation? Do you guys have a system for spacing them out? I have every LG from PT1 to recent, I feel like if I space them out I'll start to accumulate too many games.

http://classic.7sage.com/lsat_explanations/lsat-19-section-4-question-20/

I am all sorts of confused by this reconcile/resolve question! In general, I'm not great at these questions, but I think they're pretty fun to do so I don't mind working on them. So if anyone sees any errors in how I'm thinking about this question type, also feel free to give any advice/corrections.

I've paraphrased the Q but kept it as close to the text as possible to avoid copyright issues.

Paradox:

1. Strong evidence to show migraines have PURELY physiological not psychological causes.

2. Studies show people treated for migraines have higher anxiety than people not treated for migraines.

So we're looking for an answer choice that can explain: "The cause for migraines is not psychological, so why do people getting treatment for migraines have higher anxiety than people not being treated for migraines?"

Correct choice: People who have higher anxiety are more likely to seek professional treatment than people who have lower anxiety.

So people who have higher anxiety (like some people being treated for migraines) are more likely to seek professional treatment than people who have lower anxiety. Huh?

Is this saying people who have higher anxiety are more likely to seek professional treatment in general, like treatment for migraines?

I cannot find my way out of this one! HELP!

So the valid argument forms are used for MBT, SA questions and logic games only or am I missing something else? Also what about existential quantifiers? Will we mostly see them on logic games only? I went through all the games and I am guessing that they will be mostly on grouping and in/out games.

Hey, everyone. I've been studying for the LSAT for a while now and would like to more fine tune my studying in LR. I remember some mentioning packages by question type, but I cannot remember where they can be found. Would anyone be able to help with this? And if such sets exist, do they interfere with PTs currently left untouched by 7Sage?

I took my first LSAT practice blind, without reviewing any material. I Scored a 146. I have about 11 Weeks until the June 8th LSAT. I will be able to study a lot. I don't work full time and I will be able to devote 4 days a week to complete studying. I would be ecstatic if I scored over a 160. Does anyone think this is possible?

Hey all,

I have been waitlisted at University of Washington and Boston College and I'm certain that my LSAT score was the reason for this. I am planning to retake in June to either get off waitlists this year or reapply next year with a better score.

Are people generally successful at gaining admission off of waitlists if they retake the June LSAT and perform better (5+ point increase)? Does anyone here ( hint hint, JY Ping & co. :D) have any suggestions for how to approach retaking the LSAT? I've used much of my study material already...

I learned in a video explanation that "will usually be" always indicates a correlation? Is that true? I don't think I have that in my notes. Ooops lol

http://classic.7sage.com/lsat_explanations/lsat-62-section-2-question-13/

I am making a spread sheet of the questions that I got wrong in this section and I am needing some help. Can someone please help me I am stuck. I am re-writing the question stem in a way that I understand it and then I am writing down the answer choices to explain why 4 are wrong and the one right is correct.

I am not really understanding why the correct answer is D. I picked B. Can any one help me understand why the other answer choices are wrong? Thanks!!!! :)

Hi all,

I started 7Sage 3-4 weeks ago and I'm about 20% through the curriculum. Now that I'm on Spring break I hope to finish the rest of the curriculum in the next two weeks and then start with practice tests. But I'm not sure if I want to take the test in June or October. I intend to apply in the fall to enter school in fall of 2016

Thoughts/suggestions?

Thanks! :)

Can anyone quickly tell me if "for" is a logical indicator word?

"The statement above, if true, most strongly support which one of the following?"

I can never tell if I should answer this as a strengthening question or as a MSS question. Could someone better explain how to approach this type of question stem?

pt 51 sec 1 #21 MSS

Hi Everyone, I was stuck on this question, and I was wondering if someone can take a look at my breakdown of this question to provide any suggestions and feedback. Thank you!

http://classic.7sage.com/lsat_explanations/lsat-51-section-1-question-21/

this question is interesting, i feel like for this question, you almost don't need to map out the lawgic unless you do not fully understand the question stimulus.

i didn't really understand the second part of Jon's lawgic mapping...

The effect remains quite strong during colder months if the garden is well coordinated with the room and contributes strong visual interest of its own.

Jon wrote: CM → [WC & SVI → ES]

Why did Jon put CM as sufficient condition? Wouldn't WC & SVI → ES be enough/correct?

A. A garden separated from an adjoining living room by closed sliding doors cannot be well coordinated with the room unless the garden contributes strong visual interest.

WC → SVI

Not right because WC & SVI goes together, they're not sufficient and necessary conditions.

B. in cold weather, a garden and an adjoining living room separated from one another by sliding glass doors will not visually merge into a single space unless the garden is well coordinated with the room.

SD → M → WC

This is incorrect because q stem doesn't state that it'll merge because it's well coordinated. it just says that the effect remains strong if it's well coordinated.

C. A garden and an adjoining living room separated by sliding glass doors cannot visually merge in summer unless the doors are open.

M → SD

But first sentence states that SD → M, so this is backwards, so incorrect

D. a garden can visually merge with an adjoining living room into a single space even if the garden does not contribute strong visual interest of its own

correct because the only thing that will allow it to merge is the sliding doors. visual interest just makes the effect stronger

E. Except in summer.... this is just not a good start...incorrect

How do you approach MSS questions? Sometimes, I feel like lawgic isn't necessary, as long as i understand fully what the question is saying. Sometimes, lawgic is necessary... I think LSAT is difficult because the test is dense and may lose me and I may miss one or two words, or get confused because of it's wording... what are your thoughts?

hi everyone, i was wondering how i can improve on flaw questions? I feel like sometimes they're obvious, but for the harder ones, i either get it or i don't. Any tips on how to improve? I plan to redo the flaw practice problems, but i feel like if i drill enough, LSAT may repeat those flaw, but i need to see why that is the case instead of memorizing the common flaw packet. I think this has helped, but it hasn't helped enough.

some notes i took from the lessons on flaw:

Flaw / Descriptive weakening

similar to weaken, similar to MOR questions

Descriptive

2 step test for choosing the right ac: (especially helpful for tough questions, where the wrong ac are very attractive)

1. Descriptively accurate for the argument - if it doesn’t rightly describe the argument, then don’t even bother with 2nd step, this ac is wrong

my notes on this tip above is that it may be easy or hard to spot. for example, this difficult flaw problem, which most people picked D, it is neither descriptively accurate, nor does it describe the flaw. However, the inaccuracy of D (incompatible) is so subtle, that I missed it when under timed condition. Any tips on how to improve? I guess i truly need to learn to walk before i run, but under timed condition, i feel like i'm forced to run with it... if that makes sense.

I literally watched this video 5 times in a row, and everytime i listen to it, i learn something. but can someone please give me more tips? im truly trying to improve for my June LSAT test.. thanks everyone

http://classic.7sage.com/lsat_explanations/lsat-51-section-1-question-15/

2. describes the flaw? - the ac is assuming, is that why the argument is wrong? Review 19 common argument flaws

sometimes the trap answers satisfies step 1, but not 2 (descriptively accurate, but wrong flaw)

this is hard to spot if i feel like i didn't anticipate the flaw already...but sometimes i can take a stab at the answer choices and get lucky on the harder ones.

Any other tips on how to improve on LR in general? i feel like for each test, it is a hit or a miss, some LR sections are hard, some are easy, sometimes both are easy, and RC and LG are harder. Maybe lsat tries to balance the overall difficulty of the test without giving away a pattern

I don't get it. No matter my score and no matter the overall difficulty of the section, I almost always miss difficulty-3's over 4's and 5's (even in higher proportions and not just raw numbers). Is anyone else having this problem? I assume my radar is ever stronger on the questions that are clearly more difficult.

http://classic.7sage.com/lsat_explanations/lsat-32-section-4-question-24/

Can someone please explain this? I got the right answer but I can't justify my reasoning

Question:

What is the difference between

A-->B

______

A-->/C

and

A--->B

_____

not (A--->C)

Sorry about the title, but I'm a soldier...

I took the overseas June 2012 LSAT and scored in the 160s. I was usually -0 to -6 total for LR and LG combined, and -SHITLOAD for RC. My study plan was skimming the Powerscore Books and doing a few PTs. RC was always my worst part, and I I have since abandoned the false assumption that you cannot improve on RC. I base this on my experiences going through about 80% of the Ultimate curriculum.

Anyway, I agree with the general consensus to NOT read the questions first. I have always gone straight to the passage and then hit the questions. I have been -0 to -4 on the RC problem sets in the curriculum with the variance NOT reflecting the "difficult level" in which they are categorized. I don't see any compelling reason to change my approach, but I want to check with the crowd on something.

So, to get to the point: has anyone tried an intermediate approach of reading the question STEMS only before reading the passage?

Possible pro: picking up and marking answers during reading / more clear pre-phrasing of answers

Possible con: getting too involved in the details and neglecting the structure and viewpoints

Please share your thoughts/experience.

For now, I will keep doing what I have been doing. Thanks for our insight, friends.

I was curious to know if anyone here had taken 2 PTs in one day?

1 in the AM and then one in the PM? I read a thread on here were one person was actually doing this but I can't find it.

Would you guys recommend this method? Or would you call it an automatic burn out?

When doing RC passages, I seem to do worse when I get too focused on the details. On the other hand, I tend to do better when I maintain a "big-picture" view of the passage. Furthermore, the former causes me to spend more time reading (3-5 minutes) and the latter less (i hope that was clear... probably not I'm a shitty writer).

To elaborate, when I maintain the big-picture approach focus on the structure, viewpoints (and how they relate), and the main idea of the passage and paragraphs.

I think "getting too involved in the details" means I get too focused on understanding the inferences and assumptions within the passage and neglect the larger implications.

So, even though all answers are equally weighted regardless of their focus, does anyone prioritize aspects (opinions, examples, definitions, etc...) of the passage? (Note: i won't way "parts" of the passage because they are not always broken down so neatly...)

So maybe a decent priority of focus would look something like this:

1) Main Idea

2) Structure

3) Opinions/Positions

4) Examples

5) Definitions

6) Assumptions, Inferences, other gaps in the arguments

Any similar experiences? Thoughts?

Also, when I look at a passage after reading and marking it, more underling and bracketing=worse performance.