I'm planning to study for about 8-9 months. At first it was 6 months. I started studying in January, and that point I was aiming to take the June test. I changed my mind about a month in. I put in the amount of hours that the study schedule asked for month when I realized it would take too much of a toll on me to continue at that pace.

Studying for 1 year is easier for work and life than studying for a few months (less hours per day). I can say for sure that a 1 year schedule would be significantly more comfortable for me.

Delaying for another year is still an option for me. If by August/September I am not scoring at the level I need, then will delay my application to the next year. Yes, it would be a bit disappointing, but I'm not too worried never taking the test. If something gets in the way of me taking the test next year then I probably didn't want law school that badly.

hoping for +3 instead of -3

I see that B is the best answer, but I'm not convinced that it's strongly supported. I could use some help here. I think you're saying the answer is supported because of this section:

___

Today most zoo animals are obtained from captive breeding programs, and many zoos now maintain breeding stocks for the continued propagation of *various species* (my emphasis).

___

Choice B is talking about endangered species, a subset of various species. The first sentence in the passage I quoted leaves it open whether there are captive breeding programs for *endangered species*. For some species, sure. I agree that *some* species have these programs. But I don't see support for *endangered* species.

___

This makes possible efforts to reestablish endangered species in the wild.

____

Now you might say that last sentence tells us there are such programs for endangered species, but I don't think so. The efforts are possible. Maybe it just began. I might have one egg of a endangered reptile. That doesn't mean I have a specimen born in my zoo.

I can see that answer choice E is a sufficient assumption, but I don't see why it's necessary.

(deny choice E)

Sometimes a reader believes a poem expresses a particular idea yet that idea is not part of the meaning of the poem.

Argument can survive if I add a different sufficient assumption such as:

The meaning of a poem is what the poem actually communicates, regardless of the author's intention.

The argument's conclusion still works I think. It can still be wrong to think that the meaning of the poem is whatever the author intends to communicate.

Hey Al, where are the rare LG games posted? I don't see it on the syllabus. Or is it a thread in the discussion you're talking about. Can you provide a link?

As many Pt as it takes to get the score you want. I don't think you should wait to start studying. Study now and take the test when you're ready. Apply to LS soon after that.

I use the study schedule feature to gauge how long it will take for me to finish my study plan.

Whether you'll be ready by September depends on what you're scoring now and how much time you have (are you working or going to school?). I agree with Nilesh above though. Take it when you're ready and not before.

I wish it was just more practice. This was my 15th preptest though. I do repeat the answer choices in my head, but the problem is that the letters B, C, D, and E all sound the same in my head. I've been transferring answers in groups. I finish two pages of the test (2 pages of LR or 1 game or 1 RC passage) and copy all of the answers. Should I fill in answers 1 question at a time?

Could you say a little bit more about why A is wrong. 26% chose A, including me but the video barely covered why it was wrong.

I chose choice A while taking this test, but I've figured out why it's wrong.

Choice A says: Only if ACI, AVD

same as: AVD → ACI

This is exactly the premise that JY shows in the video. And we all know that saying a premise is true or false doesn't affect the support relationship between premise and conclusion.

The first part of choice B screwed me: "If a TV show would be canceled unless..."

Allow the possibility that some shows that would be canceled unless X, and that for some shows, that this is not true.

This answer choice is restricted to talking about the first kind -- shows that would canceled unless X.

Yet the relevant TV shows in the passage seems to be different. It applies to all shows.

The strategy I used is to treat it like a strengthen or weaken question combined in one. If I knew the answer to what choice A is saying, would that weaken or strengthen the argument? If it does, then it will help evaluate the argument.

Can you give a bit more explanation as to why C is wrong? It seems the like the argument has a causal explanation i.e. an uncomfortable seat causes fatigue, or a poorly position seat causes poor visibility.

Can you point out where in the passage choice B is contradicted? I still don't see it.

How does this argument break if we assume the negation of choice A?

Good to know, thanks. So you bought the actual book to get the tests? Where did you get explanations for the answers? I was thinking about upgrading my 7sage account to get up to PT71 with explanation, but it's $200 vs ~$22 for the latest 10 Actual book.

Doesn't choice D seem like it is denying the conclusion? I thought a weaken question had to attack the support the premises give to the conclusion.

Passage: The marks are probably the traces of geological processes...

Choice D: No, that's not possible

I read a lot of formal logic in college since I studied philosophy. I believe it helped me skip (or watch at high speed) some logic videos here. I wouldn't recommend formal logic books to someone who has the videos here.

I think you compromise the blind review process by knowing your score. If you score above/below your range, you might look less/more hard while doing blind review.

I will sometimes BR one section, grade and review that section, then BR the next section. This might help a bit with what you're looking for.

"Sometimes I want to know what I got right after I finish an exam because what I was feeling during the test is fresh in my mind still and I can connect whatever score I got with the correlating vibes I had during the test, so it seems that scoring right after can provide "some" benefit."

You could write done your vibes or feelings while they're fresh in your mind and then do BR properly.

Your academic summary report on LSAC lists the mean GPA at your college and your percentile rank. This gives some indication of how difficult your school is and where you stand. Still, the major thing is a bit of mystery to me.