#help

JY suggests that sometimes we should cut a question out, keep it, and review it every so often.

So how do you do it? do you create a excel sheet for it or you create your problem set on 7 sage?

Hello!

I'm looking for a mentor / coach to guide me through the ~month before I take the January LSAT.

My weakest section is LG.

I'm pretty strong in LR and RC but could use some fine-tuning.

My highest score on a PT was 174, but I've only crossed the 170 barrier once thus far. My average score is a 162.4.

Please DM me here or comment if you're able to coach/mentor me!

Hey guys, was wondering if anybody had experienced an issue similar to the one my buddy is experiencing right now.

“When I went to test my equipment for the exam tomorrow, everything tested well except for the “monitor width.” I contacted customer support and they told me they haven’t experienced anything like this before and if I want it to get resolved, to call back an hour before the exam tomorrow.”

Has anyone dealt with an issue similar, or have any advice for him?

I know this is a very basic necessary/sufficient question but could someone validate the way I diagramed the logic?

Stim:

Professor: both O parents --> only O child

Student: not [both O parents --> only O child], but the student switched the professor's statement around to mean [only O child --> both O parents]. So given his logic, /both O parents --> /only O child (since he's Type B).

ACs:

A) only O child --> both O parents

B) both O parents --> /type B child

C) both B parents --> only O children

D) irrelevant

E) both B parents --> type B children

#help

Hey all,

Is there a good way to get better at the questions involving finding the main point of the passage(s) and understanding/analyzing the purpose of a phrase in context? Also, parsing out the attitude of the author. I'm not doing well with these and unfortunately, they are the kinds of questions that are included in most passage sections without fail. SOS

-TP

Just making sure I am right for the right reasons

Not being able to hear -----> Not every permutation is understandable----> Not Spoken Language completely effecient.

AC E

Most Authoritarian Rulers passage:

Hey guys after watching Nicole Hopkins' webinar on RC Methods and Jimmy Quicksilver's webinar on RC Question Types and Tips I thought it would be helpful to start sharing our notes/annotations for each passage because each of us reads a different way and we all see different things. I want to be clear that I’m no expert by any means and this is just the way I personally annotate that is a combination of Nicole Hopkins’s “Toolbox” method and JY’s Memory Method. Also note that I’m doing RC a slightly similar way to Pacifico’s Fool Proof method in that I’m doing the passage 2x one after the other and then once again the following day. While time consuming this definitely is allowing me to read more efficiently for structure and see the similarities in each passage which I know will help me in the long run. This is part one which will just include my annotations for the passage (Most Authoritarian Rulers) and I'll post one that has analysis of the questions immediately afterwards.

I hope this helps you guys and I look forward to seeing what you guys see in each passage!

Notation Breakdown:

Who: Important Nouns

• Box it along with the quantifier

What: Term or phrase that’s defined or has relevant information afterwards

• Box with a tail

When: Date or time

• Circle it

Where: In what context

• Put brackets around it

Pivots: Switching between viewpoints

• Marked with >

• Also may help if you distinguish which opinions each are

Questions: Questions someone raised that could be answered in the passage

• Mark with a Q or a ? In the margins

Time Breakdown of reading/annotating before going to the questions

• 4:05

Paragraph 1:

I boxed with tail “Most authoritarian rulers” who undertook democratic reforms (The quantifier “most” was important because an answer choice could have said “all authoritarian rulers and would have been out of the scope of the stimulus”)

Underlined “they” for referential phrasing

I put a pivot after the “but” to show that annotate that the real reason why the author believes that many authoritarian rulers undertake democratic reform is because they see that they can’t hold onto their power unless they do so

Boxed changes and mobilizations because I anticipated that was where the passage was going from here

What is the function of this paragraph:

This paragraph is introducing the author’s main point: “Due to the various changes and mobilizations in civil society it makes it impossible for authoritarian rulers to hold onto their power indefinitely so they undertake democratic reform.”

Where do we think the passage is heading from here?

Well the first paragraph mentions “changes and mobilizations but we don’t exactly know what exactly they’re referring to so that might be an indicator of where we’re heading from here

Paragraph 2:

Immediately Box “Three types of changes” because this lets you know that more than likely the author is going to talk about what the 3 changes are.

• Also note that these “Changes” are the changes and mobilizations in civil society that we annotated earlier

Box with a tail “values and norms in the society alter over time” until the end of that sentence. I wanted to box this with a tail because I wanted to get the first type of change along with showing how it changed civil society.

• Also I put a 1 in the margin so that I could quickly see where the values were when I needed to refer back to the passage

In the next sentence I put a bracket along with “Ex” in the margins so that if it asked about that specific example I could find it

• Also I circled 1970’s and 1980’s so if they had other dates as an answer choice I could quickly eliminate it

I underlined the last sentence in the paragraph because it shows another way that the changing of values and norms in society impact an authoritarian rulers’ power

What is the purpose of this paragraph:

This paragraph gives us the first type of changes in civil society that make it impossible for rulers to hold onto their power

• A change in norms and values

How does the change in norms and values contribute?

• Reduces people’s tolerance and stimulates concentration of power thus stimulating their demands for freedom (11-13)

• As people place more value on political freedom and civil liberties they become more inclined to speak out, protest, and organize for democracy, frequently beginning with the denunciation of human rights abuses (17-22)

Do you have an example of either of these points:

• Latin America in the 1970’s, 1980’s (13-17)

Where are we going from here:

We talked about the first value that contributes to society’s no longer condoning the continuation of authoritarian rule so my anticipation would be that the next paragraph would talk about the second change

Paragraph 3:

Box alignment of economic interests in society can shift: This is the second change the author gives

Box scholar: Let’s us know who is saying this

Box with tail and brackets from privileged people to long-term interests:

• We want to box privileged people so we know who we’re talking about and you want to make sure that you read with and without the internal context of who the privileged people were

• All of this is important information because it gives us a way how the economic interests shifting could impact the regime

Box “such a large-scale shift”: This is just so you can remember what type of shift we’re talking about the shifting of changing norms and values

Bracketed and put “Ex” in the margin for the Philippines example, for the exact same reason we did the Latin America example, if we’re asked about it we can easily find it

What is the purpose of this paragraph:

This paragraph gives us the second change that can contribute to a society no longer condoning the continuation of authoritarian rule

• Economic interests in a society can shift

How do the shifting of economic interests in a society contribute to the author’s main point

• A turning point is created when privileged people in society come to the conclusion that the authoritarian regime is dispensable and that its continuation might damage their long-term interests.

• (26-31)

Is there an example of this:

• Transition to democracy in the Philippines

Paragraph 4:

Box “expanding resources, autonomy, and self-confidence of various segments of society and of newly formed organizations both formal and informal”

• This is showing the 3rd and final change that contributes to the author’s main point

Bracket the next 2 sentences and put Ex in the margins

• This gives you visually a clearer point to see two examples of this change

Box this profound development: Referential phrasing to the example above

What is the purpose of this paragraph:

This paragraph gives us the 3rd change that contributes to the shifting from authoritarian society to a democracy

• Expanding resources, autonomy, and self-confidence of various segments of society and of newly formed organizations both formal and informal

Are there any examples of this:

• Students marching in the streets demanding change

• Workers paralyze key industries

• Lawyers refuse to cooperate any longer

• Alternative sources of information pierce and shatter the veil of secrecy

Paragraph 5:

Box “authoritarian rule tends in the long run to generate all 3 types of change

• This helps us understand that we have to deal with all of these problems not just 1 or 2

Box with tail “Ironically” until the end of that sentence: Could be asked about the author’s attitude towards this situation and this gives a glimpse into their tone

Bracket the last sentence of the passage

• Gives lasting thoughts to what the author believes (If you don’t convert to a democratic society then you won’t be able to retain any of your power)

What is the purpose of this paragraph:

This paragraph brings together all of the ideas and hints at the authors tone throughout the passage along with his thoughts moving forward regarding this issue

Overall Analysis:

This passage is pretty straight forward it introduces the issue (Authoritarian rulers are unable hold on to their power indefinitely unless the switch to a democratic society), then uses the following 3 paragraphs to go into detail about each change that contributes to this issue, then the author brings everything together and leaves you with his lasting thought.

Hey all,

Like many, I've doing a number of PTs and find that parallel flaw questions are my weakest point in LR.

I was wondering if anyone had advice about when to use mapping on parallel flaw questions vs. when to intuit the flaw and answer choice match?

For example, I've just completed PT 53, and JY uses a conditional map for Question 21 Section 1. I realized after watching JY's explanation that trying to reason through or intuit this flaw would have been rather futile.

However, on the same PT—Question 13 Section 3, JY reasons through the flaw in his explanation. His explanation was great (it was a part relating to whole flaw) but I'm not confident in my ability to know when to use reason and when to use maps.

If anyone who is proficient at Parallel Flaw questions could share language cues or other details they use to know when maps are optimal and when they should reason through the question, I would really, really appreciate them!

Thanks so much, *also my first 7Sage post.

Listen and subscribe:

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Discover the study habits that move LSAT scores forward and the ones that hold progress back. This episode explains why untimed drills, careful review, and rest days matter more than nonstop timed practice. Tune in for practical strategies to break through plateaus and study smarter, not harder.

Just finished the November lsat flex.

I got LR-RC-LG. LR was very easy and it’s probably like something in the 60s. RC was just brutal, and I feel it’s even harder than the October’s RC. LG was always my best section (average about -0 or -1), but this time I just feel really bad. I don’t know if it’s because LG was the lsat section or what, but I just could not make any useful inferences at all.

I got 161 in the October test and I’m wondering if I should cancel this test or not.

should I just use the 161 to apply my safe schools and retake in January?

I just thought of this today and wanted to know if it would be an issue, the place I have been practicing for the LSAT in and where I plan to take it from is an upstairs room that doubles as a storage place for all my parents useless things that they don't want to throw out but do not need currently. Examples are scrap books, non perishable food, suitcases, pictures and some more things like that. The room is big and in the center I have my big desk I have been working at, nothing around me is of any academic value but will I be required to move things out of the room?

Please note that the information below will change to reflect the information we get! Contribute if you can via the official June 2016 LSAT discussion without going into too much detail. If you think something is wrong or should be added, please post in the thread and let me know.

Real Sections:

LG:

- Team / Leadership Position

- Things made in 1920s

- Recordings / 2 Being Recorded While The Rest Weren't

- Tables at a Fair / Sundial (Table / Vase / Lamp question)

RC:

- High Art / Elite Classes

- CFCs / Ozone

- Legal Matters / Jury Nullification

- Clay / Cuneiform Tablets

LR:

- Brabblers / Birds

- Warm Sea / Jupiter's Moon Europa

- Oxygen Depletion / Levels

- Mayor / Indifference of Voters

- Iron to Prevent Parkinson's

- CEO / Lawyer

- Chocolate Desserts High Calories / Fatty

- World Literature / National Interest

- Hiring Lawyer to Write Will vs. Doing it Yourself

- Sociology / Psychology

- Movie Technology / Recovering Costs

- City of Troy

Experimental Sections:

LG:

- Bicycle Factories / Parts

- Lead Actor Understudy

- Septic Tank

- Fridges

- Oil Art / Gallery

RC:

- Movies made for TVs

- Blues / Musicians (RC)

- Farming Fish / Overfishing

- Computer Simulation in UK Courtroom

- Musical Iconography (?)

- Chem vs. Physics

LR:

- Heme and Non-Heme Food / Nutritional Value

- Hot Cocoa

UNCONFIRMED:

If you can confirm that these are real / experimental, please do so by PMing me or posting in the main thread.

- Coffee & Water in Water Heater

- Large Mall Bookstores / Sell Magazines

- Cereal / Whole Grains

This thread is closed for discussion. Official post June LSAT discussion here:

https://classic.7sage.com/discussion/#/discussion/6922/official-june-lsat-discussion-thread

Hi all,

I’m looking for a study buddy who’s really solid with RC — I used to average max -3 on RC with older tests but am now doing worse than before — now I sometimes get -7. I am currently averaging anywhere from 168-173. If anyone would benefit from explaining how they arrive at certain answers/compare PTs — DM me! Would love to meet via Zoom couple of times throughout the week until the Nov flex.

I need help with trying to answer the questions that ask something along the lines of "Which of following could substitute the condition (insert rule here)"? I don't know how to approach these at all.

Example: PT M20.S2.Q11

Does anyone have any tips on studying LR? It’s the section I struggle the most on and I’m not sure if I’m studying right or what but I haven’t seen much improvement in weeks. All suggestions are greatly appreciated!!

edit

Hi guys,

just wondering if anyone else is in the same boat as me (waiting for the Feb 2021 results) even though scores should have been released on March 10th.

I had to redo my writing portion due to a "security issue" which was submitted on March 9th. As of now, it says result pending.

I seem to have a good grasp on these, getting them down to the last 2 possible answers-85% of the time choosing the right answer. But, in my opinion, for more than 75% of the correct answers they never tend to be the comparative answers. Is it safe to say that majority of the time the answers are NOT comparative, unless the subject within the statement has a comparison?

Hi,

I'm really struggling with author's inference questions in RC. Does anyone remember if a specific lesson covered this? Or if anyone has a helpful approach, I would be so grateful :)

Hey everyone, I was wondering how often the LSAT does weird misc games, like the subway line one on prep test 18. I'm trying to budget the remaining time I have before the August LSAT and I want to know how much priority I should give them. Are they common on the newer LSATS?

Thanks!

Hi all,

For LR, does anyone have any tips on how to flag questions to go back to during time? I usually finish my first sweep of the questions w/ 10 to 12 minutes on the clock, flagging questions along the way. However, when I finish BR, there's always a few questions that I got wrong and didn't go back to (either in time or in BR). It seems like a case of not knowing what I don't know. I also worry that I'm wasting time on some of the questions that I flag but ultimately got right on my first pass through.

Good Afternoon,

As I am starting my Reading Comprehension Curriculum, I would like to see if you guys have any tips or have any advice ASIDE from what JY explains at the beginning of the section. Feel like it could be super beneficial to hear from someone who has made it through this section and explain what worked best for them.

Does anyone know if you are retaking the Aug lsat on the 26th if your scores would be released at the same time as everyone else or will they be later?

#help

Thanks!

I am having trouble deciphering between answer choices especially determining if an answer choice is too strong or too weak, Any suggestions on how I can improve?

Hey 7sage hive mind! I just finished the Strengthening Section of the CC and I struggled more than I have with any of the other question types thus far. For a lot of people it seems like after going through weakening, strengthening feels easy. I'm having the opposite issue... my entire weakening section went really well, but once I got into middle difficulty level, to harder questions on strengthening I feel like my accuracy plummeted. I'm hesitant to move on in the CC until I really understand this question type. Does any one have any thoughts as to why someone could excel with weakening but struggle with strengthening? I even tried negating answer choices to try and weaken the argument but I feel like it doesn't work for every question.

Thanks in advance!