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No A is B until C are both D and E.

Since there're two conditional expressions ("No~is~" and "~until~") in one sentence, I'm confused how it makes as a diagram (eg. A->B sth like that).

Which one is the sufficient condition and the necessary condition?

Please explain me.

Thanks!

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http://classic.7sage.com/lsat_explanations/lsat-36-section-3-question-26/

Could anyone be kind enough to explain why is the correct answer choice "B". I fail to grasp this question! Here's is how I understand it-

Premise: Fifth force explains the occurrence of less gravitational force being exerted than has be predicted by established theories.

Conclusion: Fifth universal force of mutual repulsion between matter explain the above phenomena.

We are supposed to strengthen this argument but how does B strengthen it?

Thank you!

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Wednesday, Apr 9, 2014

onyiubah921

Blind Review

While Blind Reviewing the LR section, how exactly does every one shatter their previous line of reasoning and reinforce the new line of reasoning? I just want to make sure i’m approaching it correctly.

Here’s what i do.

For a weakening question, I re-read the stimulus and explain the underlying reasoning to myself. "The conclusion is….. the support is… the underlying assumption is….. answer A weakens it because …….and the other answers are wrong because….. You picked this answer earlier because (Most difficult part for me by the way)….. but its wrong because……”

Is this close to what everyone is doing? i want to make sure i’m getting this particular part of the process right.

Thank you in advance for the help!

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Idk if there others out there like me that love the practical-mechanical type indicator word exercises 7sage offers. For instance, the conditional indicators offered in the logic section of the course (“always, never, etc.”). These words have helped tremendously with speed and has taken a person who thought he could never get a logic game done in less than 20 minutes to this section being one of his most consistently highest scoring sections. The route application of these words helped, (I guess my intuition in regarding these words was flawed). After repeated application with right instruction, intuition carried me forward.

Anyways, I HATE making stupid mistakes in recording rules in logic games and these little errors an otherwise relatively easy game ugly. Some times I mess up recording sequencing rules. For instance, mis-recording the 5th of 6 rules in game : “P comes before C but after L” as P-C and P –L .” The correct translation is “L-P-C.” I always wished there was a way to record these rules without thinking, kind of like applying the logical indicators in in a quick-fire, low thought kind of way.”

I was thinking of a method of using relative chronological sequencing indicator words in hopes it would give a sort of quick fire application type of thing like conditional indicator words. I came up with a something that has 2 aspects.

Like Jy says “relationships are relational.” Arguments are premise conclusion support relationships; sufficient necessity relationships are just that etc. So too, are Sequencing relationships relating two idea to one another in a chronological relationship.

I believe there are Two types of situations regarding sequencing. One in which a quality in a game is being measured and one in which an inherently chronological order exists from left to right (often temporal chronology). The first scenario is discussed first. And has a little more variance than the 2nd scenario.

1st Scenario

In a mock logic game, say you are recording productive teams from most productive to least productive”

Most Product ___ ____ _____ ____ ____ ___ _ Least productive

By imagining an imaginary line in the middle of the board “ __ __ ___ l ___ ___ __ “ you can give yourself a benchmark. Then you can let the phrase in the rule (discussed just below) serve as introducing a relata/idea in this relationship that you visually hold on to and write down. The other idea/relata you throw toward the side of the bench mark indicated by the word in the introduction phrase.

Ex:

Most Product ___ ____ _____ ____ ____ ___ _ Least productive

“Team L is more productive than Team Q”

In this situation you can let the end of phrase (more productive than) give you the idea/reala to hold on to visually in your head. In this situation you visually hold on to Q, and write it on your paper. In relation to your imaginary benchmarks, look toward the quality dictated in the phrase (here, more productive). Throw the other idea toward the direction of the quality dictated in the phrase.

Ie. Write Q, I look to the left of the benchmark ( to the most productive side) and throw the other idea (L) to the left of Q (toward side in which the phrase talks about)

Written product: ( L – Q).

Z less productive than T.

Hold on to T; write T

Less productive is right of benchmark

Throw other idea (Z) on that side.

Written product: T – Z.

Essentially, if you establish a board up front, let the end term give you idea to hold on to and throw other idea on correct side of this idea in dictated by the bench mark and the board hen recording of the rules could be mechanical and quick maybe..hopefully?? I’m opening to hearing what you guys think

If the game was ranking from least productive to most productive, the method could still hold.

Least Product ___ ____ _____ ____ ____ ___ _ Most productive

“Team L is more productive than Team Q”

Let the end of phrase give you the idea/relata to hold on to visually in your head (Q). Write idea on your paper. In relation to your imaginary benchmark look toward the quality dictated in the phrase (here, more productive).

Look to most productive (the most productive is on the right) and throw the other idea to that side (L)

Written product : Q - L

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I got a 137 on my first score February 2013, then I spent hundreds of dollars in Kaplan Prep Course and took the LSAT again in October 2013 and my score was a 138. My timing was really off. I was making it through to 15 and averaging 11 out of 15. Now with months of practice I am averaging 71 percent complete in LR section. Idk what else to do. My goal is to get into Law School in August 2014. Please someone help me. I can't afford another $600+ course -Desperate but Ambitious young mom

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I seem to be struggling with timing on LR. I did a few untimed LR sections from the older lsats and I always get max 2 wrong. My scores drop significantly when timed. Not only do I rarely finish the section, but I am only getting 14-17 right. I feel this is whats holding me back from a high 150s/low 160s score that I am aiming for. I don't know what to do to improve this. Any help would be significant in my studies. Thanks.

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Tuesday, Apr 1, 2014

blakkdoll286

Need Help

Is there anyone that can help me with Reading Comprehension? I'm reading the passages and I'm having a hard time understanding it and answering the questions. I can't even get the questions right without it timed. Am I the only one experiencing this?

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Has anyone tired the RC tutoring from "Graeme Blake- "a tutor form 7sage ( you can find him under the resources tab and sub-tab tutoring ). It suggest people do at least one hour with him specifically in regards to RC. Im just wondering if anyone tried this. If so what they thought? I need get my RC score up! lol. I have gotten my LR and LG scores to consistently to reach the bare minimum of what i want them to be. But my RC section is lacking in this consistency and i n general accuracy. I'll do anything to improve my RC correctness by like 35% lol!

Thanks to future respondents

Jake.

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Do any of you sometimes hesitate to go to the next problem when you have the same letter answer twice in a row? I sometimes loose a couple of seconds because I feel unsure when I see for example two A's in a row. Any advice? I sometimes waste time by going back and quickly looking over B,C,D and E, when I know A is the answer. How can I work on my confidence for games?

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I have noticed that in main point questions the conclusion is not clearly present sometimes, and when this happens, it is very important that one uses the premises and context to anticipate a conclusion. Examples of this(referential phrasing) occurs in PT28, LR2 Section 3 and PT 30, LR 1, Section 2. Does anyone have any thoughts?

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Hi Everyone -

I'm looking to collect some best practices because I work full time, so I need bang for my buck during study time. I hope this forum will benefit others in my situation!

I took the LSAT a while ago and scored in the low 160s with very little preparation. I thought - HEY! If I try really hard and use an awesome course (like this one!) I have a chance of breaking 170! By using this course, I've improved in terms of my raw score. I get almost 50% fewer questions wrong per section, but this only improves my actual LSAT score marginally.

Now, the thought that I've reached the capacity of my intelligence has crossed my mind. But I think this may not be the case - after some very serious self-reflection. Because I immediately understand why I get something wrong, I feel like this is more about synthesizing all of the skills in a test taking environment.

Can we start this discussion to share "curve breaking" tips? They can be any kind of suggestions - how to study, when to study, how to approach certain problems, strategic skipping, active reading strategies, timing strategies... Any thing you got - I'm all ears!

Thanks in advance everyone!

S

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Looking for Tips to increase my score, could some please tell me if there is a special way to BR Games and RC?

I assume they would be different because they have different methodology?

Thank you in advance! :)

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taking the june 2014 LSAT, hoping for a 161. first untimed score was 143. seeing a lot of people saying it took them a year to go from the 140's to the 170's, which is freaking me out. I'm thinking maybe these people had time to study for a year. should I be banking on taking the October LSAT too? or do I need to calm down and start studying 30 hours a week?

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I'm taking the June LSAT. I took it five years ago and got a 131. I really need to improve this score so much. I look forward to taking this course and engaging with all of you. Just one question. As i try to navigate the site on a tablet, can I print out all the test first and then go back to the lessons.

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Whenever she considers voting in an election to select one candidate for a position and there is at least one issue important to her, Kay uses the following principle in choosing which course of action to take: it is acceptable for me to vote for a candidate whose opinions differ from mine on at least one issue important to me whenever I disagree with each of the other candidates on even more such issues; it is otherwise unacceptable to vote for that candidate. In the upcoming mayoral election, the three candidates are Legrand, Medina, and Norton. There is only one issue important to Kay, and only Medina shares her opinion on that issue.

According to the principle stated in the passage, in the upcoming mayoral election

(A) it is acceptable for Kay to vote for either Medina or Legrand, but it is unacceptable for her to vote for Norton

(B) the only unacceptable courses of action are for Kay to vote for Norton and for her to vote for Legrand

(C) it is unacceptable for Kay to vote for any of the candidates

(D) the only unacceptable course of action is for Kay to vote for Medina

(E) it is acceptable for Kay to vote for any of the candidates

Does the 'and only Medina shares her opinion on that issue' means Medina agree with Kay?

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