http://classic.7sage.com/lsat_explanations/lsat-28-section-1-question-26/

I chose D but the answer is E. I still don't understand why E is an answer.

If planes were first equipped with low-power circuitry "at about the same time" as portable electric devices got popular, can it be strengthening the stimulus?

Being at the "same time" made me think there're no other possibilities which could weaken the stimulus.

Can anyone explain why D can't be an answer and E can?

Thanks!

http://classic.7sage.com/lsat_explanations/lsat-49-section-2-question-11/

While the right answer choice is very clear to me, it would be great if someone coule help me to clarify the reasoning structure for both the stimulus and answer choice (B)?

My Breakdown:

Stimulus:

Aerobic exercise & Women---correlates--- higher HDLs

Aerobic exercise & Women---correlates--- lower risk of Heart Disease& Stroke

--------------------

higher HDLs --cause--> lower risk of Heart Disease& Stroke

This reasoning seems to be making the correlation-causation error. However, can we rightfully assume since A correlates with both B and C , that B correlates with C?

*My intuition would say NO, because A most B, A most C, only implies B some C.

Similarly,

1. In the answer choice (B), the strengthening seems to rely on the same logic that Lower level of HDLs (absence of cause) correlates with higher risk of Heart Disease& Stroke (absence of effect) because both correlates with overweight.

2. some suggests the idea of overweight as the strengthener for Aerobic exercise.They reason that correlation between AE and lower risk HD&S is strengthened because Overweight (absence of Aerobic exercise) correlates with higher risk of HD&S (absence of lower risk HD&S). But first can we assume that overweight generally implies absence of aerobic exercise? and second if the emphasis is on overweight, this answer choice would seem like a premise booster.

I took the June 2015 LSAT and I feel like I did good enough to get into the school that I want to get into (but I suppose we shall see within about a week!). What should I be doing until I can officially fill out the application in I believe September? In otherwords, what are some productive things that I will need to have to turn in with my application that I could go ahead and get started on? Thanks!

I mostly bought the Trainer for some new perspectives on LR, and considered skipping the LG portions all together since I have been doing really well with 7Sage's style and was worried that learning another would mess me up. I ended up starting the LG sections in the Trainer and have actually found them to be a pretty good complement to the methodologies of 7Sage so far. For example, the use of shapes and vertical lists of the elements are two things that I found off putting at first but after working with them a bit I definitely see the value there.

So my question is, for any of the 7Sage/Trainer devotees, what did you like best about each methodology and what have you picked from each to forge your own approach. Do any of @nicole.hopkins , @emli1000 , @blah170blah or anyone else have some insights on this that they would like to share? Thanks in advance!

can someone please go through this with me?

http://classic.7sage.com/lsat_explanations/lsat-22-section-2-question-07/

Is it possible to ask for an explanation for this question. I do not understand why the answer is E and not C. Thanks!

admin note: explanation added!

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

I heard that once forgotten games are reappearing ..

Is that mean all those circular mapping games are appearing as well?

Also, does 7sage offer a course about pattern game??

I somehow can't find it...

I didn't even look at those forgotten games..

Hey everyone,

So in roughly 2 days I should be done the core curriculum ultimate course. As I've been going along with the course I've bought the huge LR packet for LR, which has all the questions for every question type, like weakening, main point, NA etc.

While I've been doing the massive packets I've been putting every .pdf I've completed into the completed folder, and I was assuming once I'm done the 7Sage course I'll probably be done them all.

So unfortunately I have 4 .pdfs leftover. The first one is called Complete the Passage, (which one of the following most logically completes the paragraph, they have a big ____ in the stimulus). There's only 19 of these Questions so I'm not too concerned, I'll just apply the skills I learned from LR to do them.

Second one is also just 16 questions labelled evaluate, and the question stems say stuff like which one of the following would be most relevant in evaluating the conclusion of blahblah. Again not super concerned.

The third one is Paradox questions, and I've seen that term thrown about here in the forums too. There's 126 questions, and I don't see 7Sage having any lessons for them which kind of worries me.

The last one is called Principle (Identify), note that this is not the same as Principle (Apply) questions. I did those questions already, and they related to the lessons that 7Sage provides on principle questions. But these principle identify questions seem a little different, so I'm not sure how to approach them, maybe the same way I approach principle apply questions?

Sorry for the lengthy post but I really needed some feedback! I know lots of people here complement the Cambridge packets, so I thought it might help other people as well.

Also I'm guessing I'll most likely just have to use the skills I learned in LR from the other questions and apply them to these question types, but I'm hoping maybe 7Sage has some examples, especially for the Paradox questions.

This is a NA question, and I when I was doing this question I read answer choice D), and I immediately crossed it off even though when I kept reading it seemed correct, simply because it said "network television news reports" instead of PROGRAMS.

Anyone else kind of frustrated with this question?

Maybe JY explained it, not sure as I'm not completely done the NA old problem sets.

Beans.

(via Trainer)

Find assumption to make legit:

Kermit is a frog. Therefore, he love green long time.

Right: One is a frog only if one loves green. Translation: In order to be a frog one must love salsa verde.

Wrong: One loves green only if one is a frog. Translation: All the salsa verde lovers, are frogs. (but not all the frogs love verde salsa)

I'm struggling with translating the "wrong" statement. It just don't make no sense ricky bobby, and the worst part is it did two days ago. When I don't intentionally think about for like 2 minutes, it seems like the right and wrong statement are saying the same thing.

I know that "if" statements read left to right and "only if" states read right to left (or you just move the if in front of the first clause), but it's hard for me to understand.

This has probably been covered before...but advice is best only if it is fresh. (see what I did there. see it.)

I'm doing pretty well overall with RC, but I can't breach past the 2-5 missed average. On harder passages, I'm almost always getting 1-2 incorrect. At this point, I am able to comprehend just about every passage thrown my way, but the questions themselves occasionally leave me scrambling to find the answer.

I realize there's really no strong consensus on RC tactics, but for those within the near-perfect range, what is your average time spent on simply reading the passage (this can include notating, note-taking, et cetera). I typically spend just under three minutes (2:40 is a relatively reliable number for reference) with moderate underlining/circling as well as minor note taking. The rest of my time is spent of the questions.

Thanks in advance for any input!

Rule: "J will arrive after M or before N, but not both"

Correct translation: N and M arrive before J or they both arrive after J.

(N- J) (J-N)

or

(M- J) (J-M)

Question: Why can't the translation be (N - J - M)?

Here J is neither after M nor before N.

Yet not until teachers have the power to make decisions in their own classrooms can they enable their students to make their own decisions.

How would you diagram this? I thought that "until" was negate sufficient, so I negated the "not" and ended up with: Teachers have power to make decisions----------->>>Enable students to make their own decisions.

PrepTest 18 - Section 2 - question 23

http://classic.7sage.com/lsat_explanations/lsat-28-section-1-question-24/

Could anyone explain which sentence of this question's stimulus is the conclusion? I intuitively feel the first sentence is but if I treat the fourth one as the conclusion, the logic becomes much clearer. I feel either could be the conclusion depending on how you interpret the stimulus. Any thoughts?

LR questions of this type give me such problems. Not insofar as getting the question correct, but with timing. Not really a big math guy, so I guess it makes sense why I'm struggling with them.

With level 1 & 2 questions I never really have a problem, but when the questions get more difficult my brain freezes and I don't really know what to focus on. I start playing around with the percentages and numbers and am usually able to arrive at the correct answer through brute force/process of elimination. Problem is that they typically take me around 2:00-2:45.

I make flashcards for LR that gave me a lot of trouble and I'd say around 60% of them are questions that involve numbers and percentages. Getting these questions right QUICKLY would help me out immensely. I realize that this is something I must work on and so I'm looking for any advice on how I can get better with these questions. If anyone can help I'd really appreciate it. TIA

http://classic.7sage.com/lsat_explanations/lsat-17-section-2-question-08/

Could someone help me go through this question please? I have read the stimulus for at least 4 times, but still have not idea about what the stimulus is talking about. Thank you.

http://classic.7sage.com/lsat_explanations/lsat-23-section-3-question-03/

I chose A for an answer, but I thought B could be an answer too because the stimulus said city codes classify pigs as livestock~~~ -> she would not be allowed to keep the pig~~~~. So it means pigs are not classified as pets just like B.

I have no idea why A is better than B and B can't be answer.

Can anyone explain me why A is an answer and B is wrong?

Thanks!

J.Y.

Can you please give me some insight on when to split the game board. As well as making inferences, I am really struggling with this. I tend to try to fit all the rules together at once on the master game board, thus, once I get to the questions I have very little room left to see the possibilities.

Thanks.

For this problem, I nailed it down to B and the correct answer D. However, I chose answer B because I thought that D almost proved the point of B as the conclusion. In a sense, because we know that Pluto is not the sole cause of the irregularity, then we know that it is even more irregular than scientists previously anticipated. Thoughts?

Hi all,

I know this is very general, but as I practice I realize that one of the most essential things on LG is to decide when you should split the game board, and how much more you want to further split your sub-boards. I wonder if people have any tips or rule of thumbs on this?

Thanks so much.

I am currently using 7sage methods for LG and have made considerable improvements. I still need to make gains time-wise. I was wondering if I could benefit from looking at some other perspectives w.r.t LG I am afraid that it might end up muddling things up since the 7sage method has worked great thus far for LG. Maybe I am getting impatient. Would love to hear from people that have made gains w.r.t time in LG

http://classic.7sage.com/lsat_explanations/lsat-18-section-2-question-06/

Could someone please explain this question for me. I am little confused by B, C, D.

I am struggling with reading comp. It is not the sort of struggle with not understanding the material either, rather I am having to read the passage at such a pace that it makes me miss some important details, and then when I am asked a question about the details, I recall where it is, and some of its purpose, but not enough to get the question right. I guess I am having trouble prioritizing some details, as well as having timing issues. Is this normal when starting to do RC? and for individuals who are good, or improved their RC drastically, what are some tips you can give me. I am literally dedicating every single day to this test, I do nothing but study all day, I cut my job hours, I barley communicate with the outside world at this point lollol. I need a 173+ score, I have to get a 173+ (I have to for me not for anyone, or anything else) So please every single tip even if you think it is insignificant, it isn't. W.E. time I must dedicate to get better I will, I just want/need to get over this frustration already LMAO. I majored in Philosophy, so all I did was read, and write. I didn't even think RC was going to annoy me this much. Also I am taking my LSAT in December.

GROUP 1: IF, WHEN, WHERE, ALL, THE ONLY, EVERY, ANY, WHENEVER, ANYONE & GROUP 2: ONLY, ONLY IF, ONLY WHEN, ONLY WHERE, ALWAYS, REQUIRES, MUST (Group 1 indicators follows with sufficiency and group 2 indicators follows with necessity)

In the logic introduction lessons, J.Y has introduced a very effective way to translate English into Lawgic language. I think it is very helpful and mechanical. However, I think it would be better if folks could help me to understand the actual meaning of these indicators from group 1 and 2 in order to memorize them and process faster. Some words look so similarly. For example, "the only" is from group 1, while "only, only if" are from group 2; "when" is from group 1, while "only where" is from group 2. Can somebody help me to understand how to distinguish those words, so I can process the translation more easily, or could you please share how you memorize those words which look very similar.

Thank you so much!!

Hey all,

What does the phrase "susceptible to proof" mean? The context is an answer choice for a LR question, "A reasoning error in the argument is that the argument overlooks that what is not in principle susceptible to proof might be false."

This is Section 3, Question 10, PT 26 for your reference.

Thanks so much!