100 posts in the last 30 days
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Are you finding your LSAT review process isn't yielding the results you want? Bailey, Nicole, and ZeSean discuss why simply checking answers isn't sufficient and introduce better approcahes approach to review. They detail essential techniques, including effective error analysis strategies and mastering the Blind Review method, explaining how these transform review from a passive chore into an active, powerful tool for boosting your score.
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With about a month remaining until the June LSAT, you might be wondering about your progress and what your next steps should be. In this episode, hosts Nicole, Bailey, and Henry explore how to effectively evaluate where you stand in your preparation as test day approaches. They'll discuss helpful ways to understand your current performance, identify areas that could benefit from more focus, and develop a practical plan to guide your studies through these final important weeks. Join them for a supportive look at navigating the last month of your LSAT journey.
On the original site, when I didn't like my performance on a certain drill or when I'd like to drill the same drill again, I would duplicate it. But this duplicating feature doesn't seem to show up in the new site. Will it contain this
I am taking the Nov Lsat and I really want to improve LR as much as I can in the next two weeks. My logic game is pretty strong and RC is average. For LR, I average about -10 to -11. I want to make the most out of the time I have remaining but I am stuck on how to improve. Should I just keeping drilling previous Logical reasoning sections? My goal score range is between 158-160 to get into the school I want.
Although I was able to get the right answer, I am not sure if my identification of the main conclusion was correct. Can anybody help me with this, please. Thank you in advance!!
Admin note: edited title
Looking for a study partner. I've been studying for quite sometime and this will be my first sitting for the test. Will be going hard until test day.Let me know if interested!
I live in Indiana
In substitution questions, the part that says "would have the same effect in determining the order..." means what? I am having a hard time putting it into my own words? From my understanding, given the explanations for the questions in that the substitutions can not knock and old rule out of the new world nor can it sneak new rules into the old world? So, "have the same effect.." means that the "world" itself goes unchanged?
Kind of like when a business goes under new management. The only thing that changes is the person in the management position, the business itself stays the same because the policies, guidelines, procedures, etc. (aka the rules) are still the same. The new manager still has to follow the rules of the business. The new manager can not change any of the rules by getting rid of old ones or creating new ones because changing the rules will change the business and that's not what the new manager was hired for. The new manager was hired to follow the rules and uphold the business, not change it.
This is my understanding. Can anyone comprehend this explanation of the theory of substitution on the LSAT?
Please feel free to share your understandings of substitution as well!
Hi,
For some reason, I just found this question really difficult. I was really kind of stuck between B and E, and I wasn't sure about either of them because it is hard to find direct textual evidence that I can connect back to what the question is asking for. For instance, B looked right because of lines 35-36. E looked sort of right due to lines 57-58. However, what made it really hard for me to decide the answer choice was lines 32-35-- if finding common grounds to communicate is "impossible" then how is it "resolvable" in the first place? This sentence made A look sort of right, and made me doubt my previous thinking...
Can anyone give an explanation for this question?
Any #help would be appreciated!
Admin Note: https://classic.7sage.com/lsat_explanations/lsat-31-section-4-passage-4-questions/
Hello, I am studying logic games not for taking the exam but for a programming course and so don't need the full course, but would like to view the sequencing games lessons and how to read the diagrams. Are there any free youtube tutorials on this that you recommend? Thanks!
I’m deep into the PT and drilling phase of my LSAT prep and have hit a wall trying to navigate the tag system in 7Sage’s analytics. Is there a centralized resource that explains each tag and links to the corresponding lesson or video for review?
I came across Albert Gauthier’s July 2024 blog post titled "New LR Tags in 7Sage," which was super helpful, but it only covers the new LR tags and doesn’t include links to explanation videos for most sections.
Right now, I’m working through my high-priority areas, but I’m getting increasingly frustrated trying to figure out what each tag even means and what lessons I should revisit.
Does a full tag reference guide exist anywhere on 7Sage? If so, where can I find it? If not, can this be something the 7Sage team prioritizes adding? It feels like such a crucial tool to help make targeted studying easier and make the analytics section more worthwhile.
Thanks in advance!
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Rahela and Eric dive into what it really means to find what works for you on the LSAT. From study schedules and practice test habits to mindset and motivation, they share the lessons that helped them go from frustration to breakthrough. Whether you’re just getting started or refining your approach, this episode will help you tune out the noise and build a plan that fits you.
I want to try using tougher non-lsat passages to create questions. Each member will be assigned a question type to create with the same passage. Only message if you are serious and willing to commit, as this will require a group chat and a virtual meet-up to discuss approaches. If you can't turn your camera on to engage, and can't commit to meeting times, don't message. Personally I average -5 and this group will be more effective if the average gaps are very wide. From explaining answer choices to approaches, and sharing different way to tackle question stems, diverse averages will actually work best. Planning to sit for June but will reconsider if I'm not ready
I'm trying to working on my LG weaknesses using the LSAT analytic feature and one area that could use improvement is "Sequencing w/ conditional rules." Is there a list anywhere the groups Sequencing games by whether or not they have conditional rules? I've gone through all of the LG offered in my syllabus and I only see them listed as "Sequencing," "Spatial Sequencing," "Sequencing with a Twist" and "Sequencing and Grouping." Thanks in advance for any suggestions!
I had a quick question about a line of reasoning regarding the correct answer to this question. I got the correct answer, E, but for a different reason than what was explained in the explanation video. In the video, the narrator discusses the difference between old people and old people with insomnia and claims that this is where the sample is unrepresentative. However, when I was thinking about this question, I was focused on the phrase "as they age" and the fact that the sample size was those aged 65-81. I thought that it was too difficult to determine that melatonin was produced less as you age because what if it is produced at a lower rate during early years as well, but the sample only included older people? Would this line of reasoning be incorrect? Is this a type of thinking anyone else had?
Admin Note: Edited title. Please use the format: "PT#.S#.Q# - brief description of the question"
Link to explanation video: https://classic.7sage.com/lsat_explanations/lsat-74-section-4-question-18/
I don't see how D seriously undermines the hypothesis. How do we know anything about the death of diatoms? For this answer to work, you have to assume that Antarctic diatoms die near Antarctica (why can't they move or float away, or the death shells float away?) Lastly, don't you have to assume that the sediment left by the death shells would be indicative of a population increase? Aren't life and death two totally different ideas?. How are we supposed to know that these are OK assumptions?
Take for instance A (just for the sake of argument, I understand that A is incorrect). I think A would work if you assume diatoms of today are similar to diatoms during the ice age. You would also need to assume that the "unusually large amounts of ferrous material" that does not exist today would not promote a further increase in their population today. How are these assumptions less reasonable than the ones needed for D to be correct?
Hey friends! Until now I've been using charts for grouping games anytime the game pieces can be used more than once, but I just came across a game with those conditions where JY used a standard grouping setup. I was able to complete the game without errors with a chart when I wrote the PT, but after watching JY's explanation I think it would have been faster to use the standard grouping setup instead.
So my question is, should I be using a different criteria for deciding when to use a chart? Thanks in advance!
I am thoroughly confused by this question.
The correct answer just explains why TI remains ordinary. But why does that even need an explanation?
I thought the discrepancy is why TI is more popular than M despite TI being ordinary. Hence, wouldn’t the correct answer have to strengthen the mitigating reason for why TI is more popular?
The premise only talks about how TI’s location attracks customers, but it doesn’t address if that makes TI more popular than M. So I was looking for an answer that would suggest that the location is a significant factor in determining TI’s popularity, significant enough to render its ordinary food less relevant.
Admin note: edited title
https://classic.7sage.com/lsat_explanations/lsat-82-section-4-question-21/
I understand the explanation for the question and the diagramming that led to the answer. However, I still am confused with the first line of the stimulus: "Because of the recent transformation of the market". Using the lesson on for/since/because being followed by a premise, that was my assumption and how I attempted the problem the first time around.
None of the explanations use that first sentence at all though. They just use
/10% --> B
and
10% --> 20%
Why is the because in line 1 not used as per the for/since/because lesson?
Hey guys!
I was wondering if any of you have a technique to identify cookie cutter questions and answer choices? I really can't tell unless JY mentions it in an explanation video to the question.
Thanks!
Hi,
I chose E, but the answer was A.
Here's supposedly why the answer is A: given that the question is asking for what would "most support the author's claim [on lines 24-27] about the relationship between muralism and the Mexican Revolution", people are treating this question as if the "claim about the relationship" is the statement on 26-27: that the muralists reflected important innovations in the art world (thus leading to the correct answer = answer choice A.
Here's why I chose E: I thought that a relationship had to be a connection between the Mexican Revolution and muralism, so I was focusing on the phrase that muralism was the result of changes that the Mexican Revolution represented (line 24-26). This led me to choose E, since this looked like the only answer choice that could possibly support a claim regarding the relationship between Muralism and Mexican Revolution.
In other words, I didn't agree with A's reasoning because the claim on 26-27 only talks about muralism and doesn't connect it with Mexican Revolution.
Can anybody explain how answer choice A was correct? How were we supposed to know that this claim regarding this relationship was that described on lines 26-27 rather than that described on 24-26?
Any #help would be appreciated!
Admin Note: https://classic.7sage.com/lsat_explanations/lsat-39-section-3-passage-1-questions/
PT30 Game 2
The six messages on an answering machine were each left by one of Fleure, Greta, Hildy, Liam, Pasquale, or Theodore...
Anyone know of similar games? This one cost me a perfect LG section... which was infuriating because it's so easy once you get it. Wanting to try a similar game fresh.
Can somebody explain to me why the answer is (d) and not (b)? This one seems to be very difficult for me to figure out on my own.
Thanks a lot!
Admin note: edited title
The problem sets for the Most Strongly Supported Statements have been very helpful in fine tuning my skills. However, I am in dire need of help with the questions that are considered High Priority. I cannot seem to correctly figure them out.
What works best for you?
#help
#help!
Hi,
This was a very weird author's-attitude question. Even when I look at the correct line (line 24), I still don't fully understand how the answer here is B. (I thought the answer was A because of how the author described Bentham's reform as revolutionary and then goes on to describe the flaws behind the reform). Why is B right?
Any #help would be appreciated!
Admin Note: https://classic.7sage.com/lsat_explanations/lsat-33-section-2-passage-4-questions/
The reason why the restorers want to make an exception for De Volterra is that De Volterra removed ALL layers of paint in the sections of the paintings where he made his addition before he made these additional. This suggests: De Volterra removed not only those layers of paint that people other than Michelangelo had added but also parts of Michelangelo's works themselves. This in turn means: If De Volterra's additions were removed as well, Michelangelo's underlying painting would not be revealed. Instead, there would just be a blank piece of wall, as De Volterra already removed those sections of Michelangelo's work that were there originally.
Making an exception for De Volterra thus arguably makes sense, because even an addition made by a painter other than Michelangelo would seem better than just have a blank piece of wall in the middle of Michelangelo's painting.
