Identify why you got a question wrong. I do not necessarily mean why A over D. More so did you not read the question correctly? Did you not read the answers correctly? Was your objective flawed? Did you understand the argument? I am in a similar boat to you, my diagnostic was a bit below you. And I am PTing a bit above you. But still not at my goal. Personally, more often than not, the reason I get a question wrong is because I didnt identify a few words in the argument as being all that important. So I was off.

Also at 149-152 that means you are not getting 95% of the 1-3 level questions correct. Which means your fundamentals need improvement. If you can get 14/ (25-27) of those right, and then go 50/50 on the remaining questions your score will be much higher. That's where I am at. I need to get like 60/40 of those 4-5 one right though to get to my target score.

@PlayaPlaya same, I interpreted 'top' as a verb, not an adjective.

1) is there some kind of formula admissions officers use to gauge applicants? Does it change per school?

2) should I write this statement formally or informally? meaning should I write how normal people speak, or should I write this as if its a research paper?

3) Do you think writing honestly would have a better chance to resonate with admission officers, or would it be better to write something you think they would want to hear?

4) How much does the geographical proximity matter to future job prospects? I want to clerk at my county courthouse. However, I also want to pay the least as possible. Would it be better to go somewhere more recognizable or come out with less debt?

5) For the letters of rec: does it matter more who wrote it or what is said?

How do you know that the first perspective talks about a short event? Because the second disagrees and mentions that it was over the course of a billion years? I feel like we don't have enough information to assume that because /long = short.

Is there a methodology for determining which is the sub & main conclusion?

What does it mean when the teacher says at 1:05-1:30, specifically the prescriptive rule.