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greg883
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General · Will grammar be the death of you?
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greg883
Monday, Feb 27 2017

This is amazing. I can't tell you how many hours I've spent on LR passages deconstructing grammar during BR. Always asking myself, "What are they really saying here, and what are they not saying?" So, thanks @ for the wonderful suggestion. This looks fun!

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General · Help! I'm moving at an absolutely glacial pace.
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greg883
Friday, Dec 23 2016

@.rizeq On the contrary, this is the best approach to achieve mastery! Often times, people are either flying through the material not gaining an ounce of knowledge or jumping around the lessons trying to find silver bullets to achieve their target score faster. This doesn't seem to be your case and that's something you should be proud of. It seems to me you understand the value of not moving on until you're fully confident in the lesson(s) and you have your drills to prove it. Keep doing what you're doing! You'll go places.

Thanks! I just hope I finish this before June, hah!

@.rizeq

@

said:

(1) I'm taking crazy copious notes. I'll watch every substantive video at least twice, pausing frequently, to transcribe the content on paper in my own words. I'll print out any written material and read through with a pen and highlighter before watching a video.

Taking notes is something I do too! I find myself not even referring back to them often but just the idea of writing down what you're learning can help so much later on when you begin PTing/Drilling. Don't overthink it though!

Yes! That's exactly why I take notes as well. I retain information so much better when I write lessons down in my own words. The most recent exception, however, are these damn logical indicators.

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Here's my problem: I'm moving at an insanely slow pace through the 7Sage material. How slow? I'm taking at least four times longer than the time estimates on most sections. And often much, much longer than that.

Some context: I got a mid 150s diagnostic with a clear weakness in LG. I'm scheduled for the June sitting.

The source of my problem is two fold:

(1) I'm taking crazy copious notes. I'll watch every substantive video at least twice, pausing frequently, to transcribe the content on paper in my own words. I'll print out any written material and read through with a pen and highlighter before watching a video.

(2) I'm not moving on until I'm absolutely confident with the material (LR so far). I do drills from the Cambridge books on relevant material (MP/MSS questions so far) and blind review most questions. I take forever! I have taken upwards of 30 minutes to review my thought process on one question. If you do the math, this means that some days I will have reviewed as little as 10 questions, including the time it takes to initially test myself and to watch the 7Sage videos / read discussions after my self review.

Is it normal for studying to move this slowly? If not, what should I change?

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Study Groups · PRIVATE September Study Group
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greg883
Tuesday, May 23 2017

Definitely interested. Sent a PM.

0
General · LR Crash Course Workshop #4
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greg883
Wednesday, Mar 22 2017

I'd like to be included in the lottery!

0
PrepTests ·
PT109.S4.Q21
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greg883
Tuesday, Feb 14 2017

What Terry said:

B -s- FC

G -> FC

- - - -

B -s- G

What Terry needed to say:

CB -s- FC

FC -> G

- - - -

CB -s- G

What Pat Said:

G -s- /FC

B -> /FC

- - - -

B -s- G

What Pat needed to say:

G -s- /FC

/FC -> B

- - - -

B -s- G

Anticipation:

If both Terry and Pat had flipped the sufficient and necessary conditions of the second part of their arguments, then they would have made valid arguments.

(A) Comes out of left field. When I skimmed it, I just moved on after the phrase “…certain property distinguishes one type of action…” which is descriptively inaccurate.

(B) This is a part to whole fallacy. Saw it and moved on.

(C) This is a weird whole to part fallacy. Also, what do other societies have to do with this? Move on.

(D) Correct. This captures the sufficient / necessary shuffle that made both arguments invalid.

(E) This sounds kind of like an inverse of (A). The argument does not make the case that because favorable consequences are the shared by both good and bad actions, that only favorable consequences can be used to tell good and bad actions apart from other actions.

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General · [Webinars] Reading Comprehension: One Week, Three Webinars!
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greg883
Wednesday, Mar 08 2017

@, thank you so much for your great webinar. I can't stress how helpful it was to see you balance confidence and time.

2
PrepTests ·
PT106.S1.Q13
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greg883
Tuesday, Feb 07 2017

.

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PrepTests ·
PT107.S3.Q16
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greg883
Tuesday, Feb 07 2017

I went back and diagrammed these after I completed the set. I had a slightly different approach to the stimulus and answer choice (E). They utilized the transitive argument form. Thoughts?

Stimulus:

L = Lift

H = Harm

G = Government

L → H

G → /H

G → /L

Answer (E):

F = Floodlights

U = Useless

S = Support

F → U

S → /U

S → /F

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Study Groups · Any New Yorkers (NYC Area) interested in joining a Study Group for the June 2017 LSAT?
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greg883
Wednesday, Apr 05 2017

Hey, I'm back NYC from my time in Tampa. Are you all still meeting at the 42nd st library? I'm definitely interested. @ @ @ @

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General · Trouble Printing Logic Game Bundle
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greg883
Wednesday, Apr 05 2017

Same problem. I just printed 50 pages at a time.

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