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PT127.S2.Q9
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Tuesday, May 31 2022

Hi Admins - accidentally "commented" when I meant to "reply" to another's. No option from my end to delete this entirely, so to clear up some space, if you could kindly help with this it'd be appreciated!

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PT109.S1.Q12
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Thursday, Dec 30 2021

I completely overlooked the 2nd mention of "%" in the STIM and somehow misread it as talking about "an appropriate AMOUNT". Imagine my confusion when I couldn't figure out what in the world could be wrong with that -_-...

Generally,

(1) If a Q opens itself up to being diagrammed (the indicators are all there, conclusion has them too), diagram it immediately, or

(2) Even when the same conditions apply, go with intuition and what you "know" has got to be the missing link. If time allows on 2nd round, diagram to check.

I do the latter almost every time, but I feel guilty/lazy? Is this bad form? Are there any 170+ scorers out there that balk at doing this? I just feel like my intuition kicks in faster than a diagram.

Ps: I do normally get these Qs right, and that's the only reason why I'm not referring to my intuition as pure luck.

Thanks!!

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Saturday, May 28 2022

Paralegal here! Echoing "quality over quantity" and to that I'd add consistency and planning a timeframe most days of the week you can and will consecrate to studying.

I was working FT plus had another PT gig when I began re-studying for my LSAT. I think I was working close to 70-hour weeks and frequently did overtime. Not sustainable at all. But my workload was out of necessity at the very beginning. Now, thankfully, I have a partner who has been able to take more of the financial reigns when he graduated, so I had an opportunity to reduce my paralegal hours by a whole lot. But I think this was also due in no small part to my relative seniority among our staff (5 years and counting at a law firm with a huge staff turnover). If you're working mainly for the experience and have the means of reducing your hours, I'd recommend that, unless you operate better under pressure from multiple directions. I also had a co-worker who asked to leave at 4 instead of 6p everyday in order to have time to study - she made that clear to HR at the get-go and was granted it, but I know different firms may be much stricter.

Otherwise, definitely fitting in studies a few quality hours in the morning before going to work is the way to go and how I did it starting out. And making sure to "punch out" from work on the dot as much as it's within your power to. And not take your work home with you (unless you're remote lol, then I guess just stuff it neatly in the corner under a blanket somewhere). I failed at this for the longest time due to the various hats I had to wear for the high volume of cases that came our department's way.

I had to learn to be my own advocate by trial and error. Legal idioms aside, test the waters but try to stick up for yourself and your time, knowing how weighted the LSAT is (for now at least) in the application process.

Best of luck!

Y'all.

I just saw someone else post this on another discussion thread, but for any testtakers today or later this week, do NOT forget to click on “Ready to Check In” before (BEFORE!!!) your 10 minute break is up. Do not wait until that timer hits '0'!!

I'm sure everyone registered got this email from LSAC:

--

"Section 3 will not begin until the countdown clock expires. Test takers must click the “Ready to Check In” button before the intermission expires. Once this button is clicked, the test taker is taken to a waiting room. At this point, your proctor will resecure your testing environment so that you can go on to Section 3.

It is absolutely critical that you return to your computer and click the “Ready to Check In” button within the allotted 10 minutes.

If you fail to check in for Section 3 of the LSAT prior to the expiration of the 10-minute intermission, your testing session will be terminated and your score will be canceled. This cancellation will be recorded by LSAC as a Candidate Cancel and reported to any school to which you apply for admission that utilizes LSAC’s Credential Assembly Service (CAS) reports."

I checked in at the 1'20'' left mark. And don't worry, I still had to wait until the full 10 minutes were done, and my proctor was slow to return anyways. PLUS I had another extra minute just BEFORE Section 3 was due to begin. So no one's getting jipped if you 'check in' early.

--

⚠⚠⚠ Please, y'all... DO THIS. ⚠⚠⚠

#help

Site Administrators, is there a way I can choose which LR section I want to include as part of my Flex PT on 7Sage? Currently, it defaults to the first LR section, but I'm cycling through PTs I've taken already in "Flex" mode and would like to be able to choose the 2nd section sometimes. If it's not currently available, I think it would be a helpful feature to have.

Please let me know, thanks!

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PT135.S2.Q19
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Wednesday, Apr 27 2022

I discounted (A) immediately, not as much because of the 'many' (quick aside: the conclusion references 'so many' so countering with 'many' does not necessarily dilute its strength as a weakener, especially when it is claimed the evidence referenced is the 'strongest' available... one or more counterexamples can do it) as because of the fact that the STIM said "unusual and contorted," while (A) just says 'contorted.' I did not assume that contorted implied unusual. Maybe 'contorted' is how fossils are usually found rather than true-to-life forms of animals when they were living? So unusual + contorted implied to me something beyond the normal state of contortion, one that is unique to the DINOs but not necessarily distinguishing the large mammals referenced in this same special way...🤷🏻‍♀️

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PT155.S1.Q19
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Saturday, Dec 25 2021

The set difference is an interesting observation I hadn't noticed when I did this section. I think (A) is not a good weakener for an additional reason: while it seems to be presenting an alternative cause, it's actually just showing us another correlation.

We don't know, and (A) doesn't say, whether the inefficiencies that have hindered these industries' PROD GRW were ultimately caused by their reliance on CT (in which case, it would definitely not weaken) or something else independent of CT (which could weaken, if it weren't for the set difference issue brought up above).

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PT105.S2.Q4
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Wednesday, Mar 23 2022

Does anyone have an opinion about whether a possibility conclusion ("can cause cancer") can actually claim be weakened with another possibility statement ("could be neutralized")?

Yes, none of the other A/Cs does the job, so (B) may just be the best of the worst and I do see what it's trying to do. Maybe this is one of those questions we have to accept on the basis of that. But on its face, "could" doesn't seem to me to move the dial enough to point to a weakening attack on the argument since it could just as easily be the other way around. "Could" implies no certainty or even probability, so it doesn't convince me at all that the supposed neutralizing ingredients even exist - do they, or don't they?

#help

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Thursday, Jun 23 2022

Hello, thank you all for your time this evening! I had a quick additional question about writing an addendum. I have heard that a STEM to non-STEM major switch, accompanied by an increased GPA from a low one, is a pretty common occurrence among prospective law school applicants. In such a case, since admissions committees can readily see this change from your submitted transcript, is it advisable to still write a short addendum "explaining" the prior low GPA and subsequent increase or would it be seen as duplicative?

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Sunday, May 22 2022

Thanks, @! I know it's anyone's best prediction, so maybe should've prefaced it that way. I second your line of reasoning, but I guess we'll just wait and see. Best of luck on your LSAT/apps!

Admins: Is there a way we can search for certain subsets of RC Question Types? For example, if I'm searching for a particular kind of "Inference" question, can I narrow down a search by question stem wording? Come to think of it, is there even a way to search & create a problem set for RC questions by question type at all?

All: There's an RC question stem that reads along these lines: "Which of the following would most logically begin a paragraph immediately following the passage?" (e.g., PT1.1.27 - Psg 4 has a version of this). I know I've seen "continue the [usually final] paragraph," but I also feel pretty sure I've seen "continue the passage" Q-types in other RC passages as well, like multiple times.

Can anyone think of other passages w/ this kind of Q?

Thanks!

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PT117.S4.Q21
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Saturday, May 21 2022

(C) fixed up (just the last bit): This is so b/c while lighter-built vehicles do not last as long, they are far easier to maintain in good operating condition for the full duration of the work they were designed for than are heavier-built vehicles.

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Wednesday, Apr 21 2021

8633

Way to copy/paste our Q notes?

When you go in to BR questions, there's a box at the bottom of the A/C that allows you to type in your own notes.

I'd love to be able to transfer these saved notes to a separate document later if needed, but currently CTRL+C doesn't seem to work here. I'm guessing it might have ST to do with us not being allowed to CTRL+C the questions and answers themselves.

Site admins, is there a way you could make it possible for us to just copy our own study notes from questions?

#help

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Saturday, May 21 2022

If anyone's curious, there's been an update: https://www.reuters.com/legal/legalindustry/aba-council-seeks-views-fate-law-school-admissions-tests-2022-05-20/

"The public will get the opportunity to weigh in on whether the American Bar Association should eliminate a requirement that law schools use a standardized test, like the Law School Admission Test, to assess applicants." When and how aren't mentioned, but we may know more come November when ABA's Council reconvenes.

To those in the know: Since even that tentative earliest date is after the app cycle already opens for many (all?) schools... does that mean it's a relatively safe bet this cycle will be insulated from any effected changes?

Link to video expl/quick view: https://classic.7sage.com/lsat_explanations/lsat-39-section-3-passage-3-questions/

My question is about the correct A/C, (A) and an incorrect one, (B).

I interpreted (A) as being far too much of a generalization, since we are only told about thermal radiation, not any other kind (with respect to the passage, we were already made aware that other kinds of radiation exist, as indicated in para. 1: gamma, X-rays, radio, heat, & light).

Had (A) said "radiation reflected by and radiation emitted by an object can be difficult to distinguish from one another," I'd have easily chosen it.

I could also buy that (A) might be a 'necessary assumption' if this were that type of question. Yet I'm struggling with understanding whether or not something that must be assumed to be true in order for certain things to make sense (i.e., why the PHYS had to choose certain types of objects when trying to accurately measure that body's radiation) should therefore be a valid, top-to-bottom inference as well. What allows us to infer something about radiation in general in any object when we are only told information about thermal/blackbody radiation and how blackbody objects relate to that?

I was also actually stuck on (B) for quite a while and hoped to hear some others' thoughts on my analysis. I acknowledge (B)'s relative "strength," compared with (A)--that was surely a red flag.

But I think (B) is ultimately faulted, not because we don't have standards for what is "nearly ideal"--after all, "little or no reflective capability" seems to give us this, but I suppose this could be interpreted as merely 'necessary' and not 'sufficient.' Ultimately, I think (B) is out because there can be an entire range of "dark" that a "dark room" could be, like pitch-black or a room with a thin ray of weak light coming in through the door crack. Since "dark" is not an absolute value, we can't be sure that an object in question in such a room isn't reflecting radiation from other things or surfaces that may be in the "dark room" as well, so we can't assume that object, especially if it weren't itself black, isn't reflecting radiation from elsewhere.

Maybe this is more a question about the passage itself, but I also thought when I was reading para. 2 again that it was reasonable to infer that the author's use of quotation marks at the first mention of "blackbody" radiation was not just use of another terminology we could interchange with "thermal" radiation, but perhaps also indicating to us that an object that could qualify as a blackbody object for an experiment need not itself be black, as long as we could guarantee that it had little-to-no ability to reflect thermal radiation coming from another source. So in other words, I thought the use of the "" could be construed as "so-called," and that it need not be literally a black-colored body in order to be a proper blackbody object, if that makes any sense.

I do acknowledge that "soot" and "black velvet" are black blackbody objects, but I saw these as examples of typical or representative blackbody objects, not necessarily as objects bearing a trait (having a black surface) that must therefore exclude something that could be "made" dark in a pitch-black room. So I guess a follow-up to this is, without reference to outside sources, would this have been a reasonable interpretation of "blackbody" radiation, in the way that the author chose to quote this? Based on para. 2, as much as a blackbody object could itself be black, could we have also reasonably interpreted that any object, whether pitch-black itself or red or green when viewed in bright light, could be a blackbody object candidate in a 100% pitch-black room where, in essence, all things are "black" and there is nothing else there in the room to reflect?

Thanks for anyone's #help on this!

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PT158.S4.Q20
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Wednesday, May 18 2022

"Paula says there probably are intelligent alien beings, and that alien scientists would have developed radio communication."

No - Paula says they would inevitably discover... and then develop technologies e.g., radio comm. She is not committed to thinking that it already happened, since the evidence is towards eventuality, not what has already taken place. She might be amenable to that idea, but that's almost like the difference between a CBT and an MSS. This is why I found it very difficult to support (A) as even the inferred disagreement point.

Hi 7Sagers!

It's been a good long while since I've been on this forum, but I thought I'd bring an admissions-related Q to our amazing community!

Here's my backstory: I applied last cycle to a bunch of schools and decided to accept admission to one, but then had to defer b/c I gave birth and wanted to spend the first year fully devoted to raising my now 2.5-month-old son :)

I met with a friend the other day who attends a certain law school I originally applied to but was rejected from last cycle. Even though my hard stats haven't changed (GPA, score on LSAT, which I have no plans on retaking), she recommended that given my significant change of circumstances, I should try reapplying to this law school again for the upcoming cycle and work on incorporating these big life changes into, and hopefully in the process improving, my messaging (i.e., all law school essays, including the optional ones). If I could have gotten into this school, I definitely would have accepted the offer btw!

But besides the fact that my GPA/LSAT are right at the 25% for this school, I explained to my friend that I had signed a deferral contract to the school where I accepted admission (which says very plainly that "By signing this form, I agree to: ...Refrain from submitting any additional law school applications..."), but she said people break these all the time and simply lose their seat deposit without any other serious consequences.

Giving up a seat deposit is one thing, and by virtue of applying to another school, I know I'd also essentially be saying "so long" to this law school where I've already been accepted... but are there really no other ramifications? No demerits I'd be getting on character/fitness?

If anyone who's been there/done that could offer some advice from their experience or general perspectives, I'd very much appreciate it!

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PT120.S1.Q26
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Monday, Apr 18 2022

.

#help

Question link: https://classic.7sage.com/lsat_explanations/lsat-31-section-2-question-19/

Ok, I'm all on board with the correct answer and why that weakens.

Can someone please corroborate a few points on (D) for me?

Q1 - Can we really discard (D) on the basis that "there's a first time for every mistake..."?

I'm inclined to think we shouldn't. While of course "there's a first time for everything" is a true statement, doesn't the possibility that the florist has an immaculate record of correct deliveries give us some reason to doubt the conclusion?

I know, there is the presumption that this florist actually delivered flowers to Drew before, or delivered them enough times to have some kind of trend for accurate deliveries.

I know that the glaring presumption is still there that knowing SB’s preference = acting upon that knowledge. But I feel uncomfortable with discarding (D) just on there being possibilities for something running counter to it. Pretty much any A/C that is not calling out a sufficient assumption has embedded possibilities for it to not weaken as well, right? This is kind of related to my next question...

Q2 - Should we be cautious towards (D) on the basis that it appears to be attacking the conclusion?

I know this is a very, very infrequent occurrence, but I guess I don't really understand why we should be careful not to go after the conclusion itself if that's the most direct line of attack and that possibility is presented in front of us. I know we are to accept the premises and should rarely (if ever) attack those bits, so I wonder if it's stemming from this warning? I can't name specific questions off the top of my head, but I think I can recall some RC "weaken" questions whose correct answer does directly attack the conclusion. In this Q, should we exercise care in not attacking the conclusion solely b/c we are being asked to weaken the argument, which requires weakening the support b/w premises and conclusion, rather than just the conclusion itself?

Q3 - Can/should we eliminate (D) on the basis that even if the florist never made incorrect deliveries to Drew before, the conclusion is not invalidated, b/c the other possibilities mentioned are still wide open?

Those other possibilities being (1) Drew was supposed to receive a card or (2) the flowers were intended for SB else.

The conclusion merely states that the florist must have made some kind of mistake.

Appreciate anyone's thoughts on any of my questions!!

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Tuesday, May 17 2022

In the podcast, Brittney references a book (or series of books) from Big Ideas, Simply Explained. I was looking into this online for some e-book versions and found the Philosophy title, if anyone's interested: https://cabmakassar.org/wp-content/uploads/2020/05/The-Philosophy-Book-DK.pdf

As we know, outside knowledge is not a requirement for succeeding on this test, but it can certainly help to have some foothold on the concepts addressed - my understanding from listening to this ep is that the books from this Big Ideas series can help supplement that (especially for someone like myself who until quite recently thought "Kant" was pronounced "can't").

If anyone has another review of this or other books in this series, I'd be interested in hearing what you thought of them!

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PT127.S3.Q25
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Thursday, Dec 16 2021

Read the STIM w/o the 1st "the," but leave in "the" from the conclusion... I think A/C (E) becomes so much more readily apparent.

Learned a good lesson here: I see "the" in 2 places referring to the same noun (orthographically) like "mussels" and assume that "the mussels" being referred to are the same in both instances. Bad assumption. Sheesh.

Oh, and one more thing wrong with (B): it calls out all mussels. STIM said "live."

I think if (B) had said, "Cornmeal isn't sprinkled on the live mussels in the recipe for reasons other than to clean out sand," this might have been another NA.

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PT127.S2.Q25
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Thursday, Dec 16 2021

Only solace: Question stem does say most accurately describes. If everything else in the A/C is accurate except for one part in this little prepositional phrase, and all the other A/Cs are 50 to 100% inaccurate, well, 75ish% there is gonna have to be the 'most' accurate. 😑

The deadline to request assistance with a device or location for the June 2021 LSAT-Flex is 11:59 p.m. ET, Sunday, May 16, 2021. There is no charge for this assistance. To request assistance, please complete the form in your online account. If you have already submitted a request for assistance for the June 2021 LSAT-Flex, you do not need to request it again.

Wishing everyone smooth sailing in June! ⛵~~

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Wednesday, Mar 16 2022

hello~ just wanted to add my 2 cents in case anyone is still around to discuss it.

(1) Language-wise, I agree with @ that "many" in an ARG that's so sure of itself just won't cut it to prove to us anything more than what may be the case for one or two folks; possibly more, but it's just not that clear.

(2) Content-wise, I found myself fallen into a weird trap of my own making when I gave (D) an unfortunate free pass... I think the problem that happened here is that I strayed too far from the ARG and wound up allowing (D) to be the answer to some RRE Q this was clearly not.

I was thinking something along the lines of "ah, so the death rate climb was higher during the 1st 5 of the PROH than it was prior to the PROH, because of illegally imported alcohol beverages, not b/c of the PROH!" Which, of course, doesn't even make sense at all since the PROH was the ostensible cause of the illegally imported alcohol. Which is also completely in line with the STIM.

Other thoughts:

• Would those "many" have died of alcohol-related diseases anyway were it not for the PROH? We don't know, so the dial doesn't move to 'weaken' on this angle.

• Would it even make a difference if (D) had said "most"? I'd say no, it wouldn't, b/c knowing how a handful, or most, or all P acquired ALC during the PROH doesn't by itself make me think any less of an ARG concerning the relative use and desire of a substance (and the resulting increase in related deaths) before vs. during that period. In other words, (D) seems to just tell us a fact about some of the P who died as a result of the ALC, not that they died as an indirect result of the PROH.

• If, on the other hand, it had said, "Most who died... consumed illegally imported ALC produced with very different methods than those in G," well... I think we'd have ourselves an alternative explanation (it's the method, not the PROH, that led to an increase in ALC use & related deaths) that in turn might weaken!

(C) in contrast tells us that we weren't panning our view wide enough -- if we were to look at the entire period of the PROH, and put that side by side the 10 +/- years surrounding that period, we'd see that the initial rise seen during the 1st 5 years of the PROH doesn't turn out to be such a striking statistic after all; when taking the long view, that rate evens out.

Open to hearing further opinions on this!

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PT124.S4.P2.Q14
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Tuesday, Dec 14 2021

#14)

Personally, I didn't have much of a contention with the 'paradoxical' part of (A) after thinking it over (shut it down too quickly during the timed run); what I kept flipping over in my mind was whether 'discuss' was too watery a way of putting things. Watery in a way that kind of misses the mark, not in a generalizable-enough-to-include-the-point way. The author clearly advocated a position at the end of ¶1.

But at the same time, we see the author ending (w/o any further comment or tonal indication by the author that I could find) with the Goodrich guy and his views. So that clearly does count as a 'discussion'; and, I suppose primarily that discussion is given more space to be fleshed out than the author's initial mention in ¶1 of how common law must be understood. Perhaps I was seeing things too narrowly, and even that part could be incorporated into the concept of a 'discussion'.

Whatever the case, we can at least say that it's definitely part of the 'paradox' b/w ¶1 and ¶2, so (A) seems pretty comprehensive now in retrospect!

Hi 7sagers,

I'm looking for a study buddy to meet with b/w once and up to 3x/week to drill RC detail retention. We'd time each other when reading a passage, but not impose a time limit--it would be based on your own normal, individual pacing. After reading, one person asks the other about key information from the passage, including the main point, lo-res, and hi-res summaries, a quick structural and tonal analysis, OPAs if they're there, etc. The person who read the passage would then be asked about randomly selected details from the passage, including where the details were located and purpose of the detail. Then the role alternates. This should be helpful for people who have already done most passages and are looking to increase RC retention. This should take about 1-1.5 hours per session.

Some background info: I'm EST from now until close to the end of August and have registered for the June LSAT, likely will do the same for August just to relieve some anxiety. Targeting 175+. I'm available in the early mornings on most days or evenings from 7 p.m. most days.

If you're interested in serious studying and have similar goals and trying out this RC drill, please feel free to pm me. I'll get back to you as soon as I can. I have also tried this exact method out with a 170-scoring study buddy before, and it was extremely helpful for both of us. My study buddy has since "graduated" and taken her next LSAT.

Ps: In my experience, this has worked well in a 1:1 setting. What we can do, however, is form a Discord group and pair off from there if several people are interested.

Best of luck to everyone!

Title : )

It's just that people tend to title their discussions, and even question labeling, a bit differently (spacing, etc.) and search results turn out more than I want, so it's not always easy to search for relevant discussions before deciding whether to post my own.

Beyond this, I think it would be more efficient for us to be able to see all discussions in a single place to evaluate which ones are most helpful. As with the LR Qs that do have video explanations.

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Saturday, Dec 11 2021

Hi! I know this comes much later than your post - but I was just going through PTC myself again and looking for discussion on this Q, too.

I'll offer this to anyone who may still be searching for some perspective:

My understanding of the CONC is that it's saying we've got a choice to make -- either choose S and lose a life or choose T (coming from the "whether or not..." part at the end) and save a life... but pay big bucks for it. That's on the basis of the PREM of T saving "1 additional life out of 120" but costing much more than S.

I took the assumption to be that it's an all-or-nothing game. In other words, that we can't choose, on a case-by-case basis, which drug could be reliably administered to save a life.

But why does it have to be that way? What stops us from making an assessment about S's efficaciousness at the critical moment when we have to decide which of the 2 to give to the person who had the heart attack? And if we determine S won't work in that "1 in 120 cases," well then, we can opt for T and pay that +$2,000 for just that 1 case. Not every single case!

(D) poses this challenge to the ARG in more discreet wording; it asks, what if there is a somewhat less expensive way (i.e., less than dishing out the whole $240k for each set of 120 P needing a treatment), that's not too difficult to do and can be done pretty fast, to show us which of the 2 drugs, S or T, we can use in the moment? (D)'s like: HOLD. THE. BREAKS. We don't have to get rid of S entirely if we know which 1 case out of 120 we can't use it for.

If we use the negation test on (D), it becomes clearer why it must be that for the ARG to hold, there isn't this more sensible way available to us: What if "there is a quick, practical, and relatively [relative to $240k] inexpensive way of telling for any individual case whether S will work as well as T"? Well then, the silliness of the ARG's CONC becomes apparent!

And lastly why is the NA here is there is no other way of telling if S effective as T? Isn't the stimulus already established that trial shows that T would prevent 1 more death out of 120 than S would? So isn't that the effectiveness of the drug?

I think this confusion comes from missing the part in (D) that says "for any individual case"; just b/c it's more effective in 1 case out of 120 doesn't mean it's more effective for each case of the 120. Maybe that 1 additional case is a person who ate McDonald's morning, noon, and night for 50 years, and T would be powerful enough to just barely help that dude survive the night. But maybe the average person with fewer risk factors could take either S or T and be saved. Just one way to look at it. After all, if a drug prevents death, a drug prevents death, and that makes it sufficient to be "effective" in that particular case.

Why does the society has a policy decision to make?

B/c that's the conclusion that's drawn, and we have to roll with it. I think I understand where you're coming from -- like, why not the family members or the doctors or those witnessing the person having the heart attack? Remember though that we're very, very rarely trying to falsify the CONC. We are almost always asked to see how the PREM doesn't quite flow to the CONC and act, according to the Q-stem.

An additional point, I think by "society" the ARG just means the collective "we" -- try subbing that in and seeing if that helps a bit. But yeah, another "NA" could be that maybe it's not society that needs to make these cost decisions at all, but the families and doctors of the HA patient, for example, that ought to decide. On the face of things, though, that's not the weakest point in the ARG; so it's probably also not where we'd want to initially focus on as we scan A/C to fill in the NA gap.

why pay $240,000? does that mean the society is paying for the experiment? why is it 120 * $2000? Also why is it only saving one more patient, if the drug goes onto the market wouldn't that benefit more people since its 1 more person per 120?

I also questioned these parts and wondered why it had to be as presented. My best guess is that the conclusion is kind of giving us this generalizable example by showing us the minimum overall cost consequences in a hypothetical world where we could only choose treatment T or S 100% of the time.

In the "real world," there are obviously more than 120 people who might suffer a potentially fatal HA -- in that case, the ARG might have us infer that for however many cases there actually are, this all-or-nothing model holds and would multiply accordingly.

I think all of these uncertainties made this question pretty hard. My saving grace here was POE especially for the stickler of (C).

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Monday, May 10 2021

8633

You are not your mistakes.

I'm reading a book called Limitless (not to be confused with the movie!) right now alongside my LSAT studies, and it's helped me, a self-defeating-prone type, tremendously reevaluate my potential for success and abilities to grow. One thing that's continued to challenge me is missing the "silliest" things--a stray word here that changes the entire meaning of a stimulus, or choosing a CBT when the Q-stem asked me to pick the MBF, or most recently skipping over a "non-X" in a game and reading it as an "X." When I realize what I've done, I figuratively and literally facepalm.

And then I'd plunge into a very serious downward spiral of "What is wrong with me? I'm just always going to make these oversights, no matter how carefully I try to read." Earlier in my prep when everything was new and scary, it was "How am I ever going to learn, remember, and be able to apply this confusing lesson before me, let alone the entire LSAT Everest of things that remain? I guess I'm just not cut out for it."

My friend, NO.

One of the anecdotes in Limitless is probably a familiar one to many. It's the one about Einstein and his tendencies to make little calculation errors on his path to giving us some of the most formative theories in science today. In spite of all these mistakes, he is the literal image that comes to mind when we think of "genius" in any field. But it resonated with me this morning as I was reading of his struggles as a student and thought about my own on the LSAT.

If anyone needed to read this today, just know that you're not alone. Many of us are in this boat, which may look a little different from one day to the next, but you know what? We're still paddling our way forward when the motor isn't speeding us along. Sometimes the winds of understanding and lawgic are in our sails; but other times it may feel like they're pushing hard against us. You and I, we may not be perfect or anywhere close to it. We will still make mistakes along the way, but it's not because we're never going to get it, nor because we're "bound to" make them. I am not. You are not. We can train ourselves to get better, think more critically, miss those operative words less, and overcome difficultly-worded sentences, paragraph by paragraph, game by game, question by question. You may need to change up your methods or ask for help. No shame there; I'm pretty sure all the 7Sage legends have at some point in their prep. Your practice will translate into progress, and as long as you still want to defeat this beast of a test, you CAN fight today's battle.

And don't forget to relish your "small" victories along the way; as an LSAT student now and a soon-to-be law school student, these milestones are your proof in the pudding and strongly support the claim you must make everyday: I may struggle through it, but I can do this. I am not my mistakes, no matter how many I make or how "silly" they are in retrospect. But they can be much more than just the thing I didn't do right:

"Was Einstein considered a failure because of his mistakes? Hardly. Most importantly he didn’t let his mistakes stop him. He kept experimenting and making contributions to his field. He is famously quoted as having said, 'A person who never made a mistake never tried anything new.' What’s more, no one remembers him for his mistakes—we only remember him for his contributions... You might think you have to be perfect, but life is not about comparing yourself to anyone else; it’s about measuring yourself compared to who you were yesterday. When you learn from your mistakes, they have the power to turn you into something better than you were before."*

That is all. Carry on, LSAT Einsteins-in-the-making :)

--

*Kwik, Jim. Limitless (p. 96-97).

Question link below:

https://classic.7sage.com/lsat_explanations/lsat-42-section-4-question-01/

All on board with the clearly strengthening correct A/C here, but I was wondering about a hypothetical alternative and the role of Drs group 1.

In this Q, could an answer choice that merely shows that there aren't other negative effects that come about as a result of leaving B as it is in the NB ever serve to strengthen the 2nd Drs' argument? I'd think that "no effect" would not be reason enough to support allowing B to remain high, even though it may not hurt the NB or the 2nd Drs' ARG either. So do you think it's correct to say that any A/C for this Q would need to show some sort of benefit of leaving B levels high and not merely be inert?

Does the argument by the first group of Drs mentioned have any impact on the second group of Drs' ARG other than to serve as a point of contrast/reference?

Thanks!

PrepTests ·
PT138.S2.Q24
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8633
Saturday, Apr 09 2022

"Even if" concedes the very causality we are not to presume.

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PT138.S2.Q15
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8633
Saturday, Apr 09 2022

My first thought with (D) was, "It's so broad!" Surely we aren't meant to think that the ARG means any behavior ... → (probs) genetic predisposition. But that is precisely the huge, gaping assumption the ARG makes! That's why the ARG is so awful and at the same time hard to know where to attack.

My reasoning mind was like pick ittt, but my rote test-taking mind was like don't you daaare. 😂

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8633
Sunday, May 08 2022

@ said:

TL,DR: I think there's very little reason for people applying this fall to worry unless you see US News announce a drastic change in how they value LSAT scores in their rankings in the coming weeks.

Yes, I think the article said the earliest any changes could take effect is the Fall '23 cycle. Possibly more news to come on this post-May 20 when ABA discusses things further. 🤞🏻

I've been studying for this test for a couple of years plus now with a Fall '23 entry aim, ironically... I'm really not sure what I'd think if, at the end of the day, it might not be a requirement after all. Maniacal laughter to ensue at minimum? Yes. 😂

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Sunday, Mar 07 2021

8633

PT44.S4.Q20 - Acme Retirement Plan

Hey guys,

For this question, I’m having trouble seeing why we must assume that “having a plan chosen for them by employers” must mean the winners didn’t still clearly think what a great plan the Acme retirement plan was.

Why couldn’t it be that employers chose the plan for them and all the winners still recognize how great the plan supposedly is? Just b/c it’s involuntary doesn’t mean you think it sucks.

I feel the correct A/C (D) requires that additional assumption [employers chose it → some winners don’t think Acme’s plan as awesome]; can someone chime in?

Many thanks!

Admin Note: https://classic.7sage.com/lsat_explanations/lsat-44-section-4-question-20/

Hey y'all--

I posted this under the Q-specific help vid, but the discussion forum here seems to get more attention sometimes, so double-posting. Promise to add helpful responses I get to my original discussion for our future LSAT progeny :3

Reference: https://classic.7sage.com/lsat_explanations/lsat-89-section-2-question-24/

[P1] If MW↑ in Country X, the rate of UE will rapidly fall.

[P2] Should this happen, many P will have a lot more DI.

[P3] A lot of this excess DI will be spent on CG.

[CON] This rise in demand for CG will cause an ↑ in FJ to make these CG.

Initially, I didn't get why (C) was the non-weakening A/C, but it finally clicked that any ↑ in MW going on in X might actually be greater than the above-MW income some FW are getting. In another words, (C) is assuming that these (few? many?) FW who are getting "much" more than MW wouldn't also be benefitting from the uptick in MW in X.

Really just looking for some help in understanding whether (B) was also presuming something...

First, are we supposed to accept that the conclusion is referring to factory jobs only in Country X? The wording makes it sound more general--FJ across the board. That's how I took it. I get that preceding portions of the STIM are addressing what was happening specifically in X , but I don’t see where the conclusion limits itself to talking about the FJ situation in just X. Many arguments (in other questions) are wrong b/c of these types of sudden leaps (i.e., premises and conclusions talking about different, not necessarily overlapping sets), and I thought (B) was so blatantly ignoring that possibility. That’s why (B) sounded off to me at best, presumptive (without warrant) at worst–who’s to say that FJ won’t still increase overall, in line with the conclusion, regardless of where geographically these ↑ will be?

Would appreciate thoughts on this!

Hello, 7Sagers!

Been awhile, hope everyone's easing into a nice LDW :)

I posted this on the question's discussion board but was hoping for a variety of views if possible, so I wanted to repost this here. Here's part of the post I was responding to:

...In answer choice E) however, look what happens if we negate it. Acme’s move to OV WILL be accompanied by a significant pay raise.

This is a necessary assumption because if we knew this specific point, then there is the POSSIBILITY of a gap in the argument.

The argument wouldn’t be 100% deducible that the workers won’t be able to afford the new location. That is also the reason why the LSAT writers specifically wrote SIGNIFICANT. Hope this helps

And my reply/question:

Hello, would you be able to clarify something?

I agree that the existence of a possible gap in the argument would obviously weaken it. But it seems to me that said gap could only be said to completely invalidate the argument if we knew the possible gap were an actual gap.

I know this may sound kind of fuzzy, but as an example, if for (E) it had said, “Acme’s move to OV will not be accompanied by a significant enough pay raise to allow Acme employees to afford housing in OV,” that to me would be a clear invalidator, a true gap that “destroys” the argument as we like to say around here.

But in negating (E) as it stands, we have, as you said, allowed for the mere possibility that the conclusion may not follow if we assume certain things about what (E) is getting at. For one thing, (E) is banking on the assumption I mentioned, and maybe others.

I don’t disagree that (E) is the best of the bunch, and the only one of the bunch that could remotely be considered the correct answer. But I guess the puzzling part is this sometimes hazy spectrum b/w “greatly weaken (w/o destroying)” and “absolutely destroy” and where a negated necessary assumption is allowed to fall within it. In my view [destroy → weaken], but the reverse is not necessarily true, and I just don’t see (E) meeting the “absolutely destroy” threshold…

This has been a recurring issue of mine & your help is appreciated!

Link to discussion: https://classic.7sage.com/lsat_explanations/lsat-68-section-3-question-18/

🙏

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8633
Monday, Jun 06 2022

Don't bank your hopes on it, but also try and refresh the scheduling screen (not obsessively, but a few times a day, maybe) to see if a more ideal time slot becomes available. I'm taking the test in S. Korea and originally could only find a 5:50 am time slot - the next day when I took another peek, I saw something around 8 am open up and nabbed that.

But definitely plan for the contingency that this might not happen and LSAC may not respond back favorably. Here are some other things you might consider (some are weirdly specific, but they all come from my personal experience):

Night before:

Prioritize getting at least 7.5 hours of sleep!

Start winding down and resting early & get away from all bright screens and definitely all strenuous activity, including studying, at least an hour before bedtime.

Use an eye mask if you don't have black-out curtains and earplugs if environmental noise is a problem.

Keep your room very, very cool to induce sleep more easily if you're not the kind of person who can just fall asleep on a dime. If you have a programmable A/C and don't like things too cold for too long, you can set it to go off after an hour or two.

Morning of:

DO NOT HIT SNOOZE, even for 5 minutes. Mentally and physically "rocket" yourself out of bed when you hear your alarm go off if it still feels cringey and awful trying to get up. I've heard a technique that has worked for others is going like "3... 2... 1... [jump out of bed!--assuming you're not sleeping from a top bunk 😂]." I'm a morning person naturally, but whenever I've woken up in a mental/physical slump, I try not to lie in bed too long thinking about the things that suck and just force my body out. I've found that the mind does eventually catch up!

Try a good stretching routine first thing for at least 15 minutes and a colder than usual shower to help your body wake up even more. I also put on cold eye patches I keep in the fridge for several minutes after washing up.

Hydrate sufficiently and imbibe your reliable caffeine of choice well in advance of your testing time slot.

It may feel weird to eat at all so early, but do have something to fuel up. Don't overload on starchy, refined carbs for bfast, but do include some of the sustaining kind (e.g., I love steel-cut oats, and you can prep them overnight to be heated up the next morning), a little protein, and maybe a banana or citrusy fruit or OJ.

Mindfully do a few practice Qs from each section and break away from your screen with at least 15 minutes to spare before you're supposed to be in your seat -- do another few quick stretches that will get your heart pumping before getting ready to start.

Try adjusting your monitor and/or seat so that you are slightly looking up, rather than looking down. A book underneath the monitor, for example, can help elevate it if you don't have one that can be adjusted otherwise.

During test:

Use the minute you have between sections on the test to mini-stretch at the desk you're sitting at. Definitely use the longer 10-minute break to move around and get some direct sunlight exposure from a window (hopefully, the sun will be up and shining by that time!).

Wishing the best turnout for you!🍀

PrepTests ·
PT149.S3.Q12
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8633
Monday, Jan 03 2022

Oh man, the lightbulb just turned on. For anyone in disbelief about this question, I was also among you. First and second time I took this PT smh. Here's what finally got me to the right mindset:

First, I know it's acknowledged in the vid, but I think it's misleading to even label this an MBF, as that puts us in the wrong mental framework in approaching the A/Cs. Question stem reads: can most justifiably be rejected. It's the yin to a PSA yang, or as JY put it in the vid, "most strongly rejected." If we're thinking about this question from the correct framework, it's the first step to getting to (D).

Second, you guys are right - how can we infer that something from a play was reflected in "real life" AG society? Buuut... guess what? That's NOT an inference we have to make to reject (D)! This was my lightbulb moment: What is (D) saying? In ancient Greece [from those in plays to those in societies - it's taking 'em all into account] people didn't read silently to themselves, i.e., in every strata of AG, from the society the people inhabited to the world they created in their plays, people read out loud.

Guys, that is a HUGE generalization, but it's a generalization we must understand as applying without exception, settings in plays included. So, why in the world would D's friend have to ask him to tell him what the oracle was saying if D had already read the oracle aloud? That's b/c D hadn't yet read the oracle aloud. So he was most likely reading silently to himself (oohing and ahhing are his expressions, not "reading"). Even if we apply the (not unreasonable, but unsupported) interpretation that the play depicts another society, it's still an "ancient Greek play" - it was written during ancient Greek times; as long as we can make 2 very small assumptions that (1) it was at some point performed as a play and (2) it was performed as a play in AG, the actions described to us did happen in ancient Greece.

Bearing this in mind, we come back to (D). Can we now say that its assertion could be true - that P in AG always read out loud? Remember, this A/C creates its own trap by not stating any exceptions to its own "rule" - so we have to take it as applying to every single case in AG. Yes, we have some "wiggle room," as we would with other PSA-types: perhaps D's friend just wasn't in the room when D was oohing and ahhing at the oracle and D had in fact read the oracle aloud too, just before the friend entered the room, etc., etc. But can you see now how this huge generalization can pretty much be rejected on the basis of the clear exception the STIM presents us with?

If our standard of eliminating other A/Cs is the very generous "yeah, maybe that could be true," we are left with (D) and can justifiably say that's probably got to be false.

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PT148.S1.Q5
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8633
Thursday, Mar 03 2022

Revisited this Q and have been thinking again about "the only"... I am now completely satisfied that introducing this kind of exclusivity, as (A) does, really is the only (iteration intended) way to go. Had it merely said "a means," that would not be new information at all! We get as much in the STIM. The 'strength' we usually try to shy away from in NAs is therefore completely warranted here.

Though a 1-⭐, this Q really took some time and distance away from it for me to come to this understanding!

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8633
Friday, Jun 03 2022

Thanks for setting this up @ & big congrats!

Given your initial plans and overall experience, would you say law school was worth it for you, at least at this point in time? Not intending to spoil the anticipation, but a little sneak peek would be much appreciated :)

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Wednesday, Jun 02 2021

8633

June Flex Scheduling is live!

If you're registered for the June LSAT FLEX, log in to ProctorU to schedule your day/timeslot now!

As of this post, dates/times appeared to be available from Saturday, June 12 ~ Tuesday, June 15.

Best wishes, everyone! :)

--

UPDATE:

If this is your 1st time taking the Flex, you might need to work around the system to schedule early:

https://www.reddit.com/r/LSAT/comments/jk0hde/lsatflex_do_you_have_to_make_a_proctoru_account/?utm_source=share&utm_medium=ios_app&utm_name=iossmf

I forgot that this is what I did several months before, and it worked for me then! :)

Not sure if this is applicable for international registrants, but can't hurt to try. I'm sure there will be plenty of slots available tmr, regardless!

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