Hey all,

So I've narrowed down my main LR weakness to MSS questions. I was thinking of using the Question Bank to filter all the MSS questions from PTs 1-35, and then print them all out to create a drill packet (since the Cambridge packets are now going for $$$$). Has anyone ever done this? I notice that there's no option to print these out when using the Question Bank, as we're given videos of the questions.

I'm wondering what the best way to go about this is. I was thinking of just screenshotting the videos and then put all of the screenshots in a Word file and then print. Anybody have a better/more efficient idea?

Admin edit: You can now print questions in PDF from the Question Bank:

https://classic.7sage.com/discussion/#/discussion/18378/new-feature-print-pdfs-of-custom-drills-from-the-question-bank

Howdy! I'm kinda iffy about what constitutes prescriptive. Could we say that "can be" is prescriptive? Or, is it just specifically what "should" be or what "ought" to be?

Ex. PT32-1-19

There is no genuinely altruistic behavior (descriptive). Behavior that appears to be altruistic can be understood as being motivated by the desire to reinforce that belief (prescriptive).

Can "can be" equal "ought" in this scenario? The more I think about it I say no. There was a scope shift. The conclusion states what "is" and the support states what "could" be interpreted, but not necessarily "ought". Do I have this correct?

I've been trying to upgrade my course for the past couple of days and it keeps declining my card and there's no reason why it should decline. Has this happened with anyone else? I contacted Dillon about it and haven't heard back yet. I ust wanted to know if others are having this issue. Thanks!

Redacted

I was just drilling SA questions and noticed that a lot of difficult SA Qs have red herrings (distractions) in the stimulus. How do you identify them quickly? Are there (or do you have) any effective strategies? Litmus tests?

For ex) pt 33.3.21, pt 35.1.20 have red herrings.

Hello everyone,

I am in the process of fool proofing PT's 1-35. I have found that I am able to do about 4 games per day and have gotten through PT 10 so far. My method is pretty similar to the @Pacifico method. My first attempt is without seeing it at all. I then take it the next day and then the week after that.

While I am doing this, I also try to read through some of the LSAT Trainer each day so that I can complete that at the same time that I complete the fool proofing. Should I be doing anything else during this time? Just as some background, I have gone through the whole CC and have a diagnostic of 158, hoping to take in September.

Thanks everyone!

###Test Details:

PT: 54

Experimental Section: LR#1 From PT58

Question review form : https://zach191.typeform.com/to/dblQhM

Also worth noting - I am including the experimental section in the poll. We will review the experimental section at the end of the call if anyone wishes to stick around for it.

Date: Sunday, June 25th

Time: 7:00pm Eastern / 6:00pm Central / 4:00pm Pacific

For our full PT schedule please see the following link : https://docs.google.com/spreadsheets/d/1NqvbW4p83dpFmihrUOeWf6Dx8ETo25rLE1q1nPzOrpg/edit?usp=sharing

Notes:

###GoToMeeting Details:

September '17 Sunday Study Group

Please join my meeting from your computer, tablet or smartphone.

https://global.gotomeeting.com/join/410064813

You can also dial in using your phone.

United States: +1 (872) 240-3311

Access Code: 410-064-813

First GoToMeeting? Try a test session: https://care.citrixonline.com/g2m/getready

So people seemed to have an easy time with this one , but i am having a rough time with it. I am improving drastically with the games. But does this mean i am weak in conditionality? With seeing contrapositives? I didnt think i had these weaknesses.

https://classic.7sage.com/lsat_explanations/lsat-21-section-1-game-2/

Hey, yall! Would you say that AC B equals ambiguity? Sometimes I get equivocation and ambiguity mixed up but I eliminated equivocation here because "tax" isn't used differently throughout the passages. B basically says the author extended the meaning of tax to help or justify her claim (US residents pay for health care out of their pockets, whereas the service is paid by tax revenues in the other Western countries so US residents do indeed pay high taxes because they're the same). Does this quite qualify as ambiguous? I understand the ambiguity fallacy to mean that a word or phrase used in the argument is unclear. Is the term unclear or did the author just tweak it to mean what he/she wanted it to mean? I'm trying to get familiar with the different ways the LSAC can construct this type of fallacy as an AC. I didn't eliminate this AC but I also didn't choose it because I wasn't quite sure what it was actually saying.

#1 How do you interpret Not necessarily true & Not necessarily false?

Do you assume that they are the same?

Or

"Not necessarily true" as CBF (could be false) &

"Not necessarily false" as CBT (could be true)???

.

I mean "Not necessarily true" can mean something could be true in some cases but also false in other cases,

and "Not necessarily false" can mean something could be false in some cases but also true in other cases,

which are essentially same in my mind.

.

.

#2 For CBT questions, is CBF an incorrect answer or a correct answer?

I am assuming neither... because I think they can have some kind of intersection for each phenomenon encompassing only part of section (could), rather than whole (must)...

.

.

.

Plz help!!! Thank you!!! (3(/p)

Hi all,

Another admissions question! I'm taking a campus tour in 2 weeks. Should I prepare as if there were an interview? It said when I scheduled the appointment that it would be a tour guided by student ambassadors and/or a possible visit with an admissions officer. Please note that this school does not require or request interviews.

If I should prepare as if for an interview, where do I start?

Hey guys!

I hope everyone is well and enjoying their summer. I just wanted to throw this out there and see what you guys think...

I’m finding diagramming really difficult. (My brain is almost “shutting down” when I see the symbols and arrows.) It’s making things less concrete and turning it into a math problem. I’ve tried it during my practice and going through the lessons, but when I actually go to do problem sets, I find that diagramming really isn’t helping- it’s easier for me to read the stimulus slowly, label the conclusion and premises and then find the answer choice. I feel like I have a better understanding of the text that way.

So what’s the deal? Will not diagramming really cause me issues on test day? Is knowing how to take the negation and contrapositive of something really going to help? The only part of the test I could see diagramming helping would be the LG section….

Thanks!

xo

Hi all!

Quick question: What should your recommender be adding on the RE line of your letter? Is it Name of applicant, LSAC number and type of letter (i.e. for all schools; X school)?

Does anyone know the proper format?

Thanks!

Hi guys! I know this has probably been asked many times before but I just want to know how you exactly go about BR for LR? I just took a practice section after not taking one in a long time and I got 6 wrong and skipped 2 which is making me feel a little down. LR has been pretty good for me and I have never really done BR but I think the time has come now to implement it so I can really be confident about LR. Thanks for all your advice in advance!

Can someone break down valid argument form two for me? I'm confused about the contrapositive. /B therefore /A, but isn't shouldn't "does not treat patients" be a contrapositive"?

Valid form 2 of 9

Denying the Necessary

[English] All doctors treat patients. Hercules does not treat patients. Therefore, Hercules is not a doctor.

[Lawgic]

A –> B

/B

/A

Hey guys, I took my first prep test and am a little confused as to how I should be reviewing. So i did BR for both the LR sections. For RC and LG i watched the video explanations. Is this all? I'm wondering if i should have done BR for both LG and RC as well. Any advice is much appreciated!

Does anyone know how in/out game is categorized?

In the drilling packet, I see the instructor has categorized into (1)Basic In/Out, (2)Advanced In/Out, (3)Sequencing In/Out, and (4)Sub-categories In/Out. I get how (3) and (4) are sorted, but what about (1) and (2)? Are they divided up according to their difficulties?

Thanks!

Whyyyy is this so hard for me?? I am on RC on the Ultimate + (I upgraded yay!) and I'm finding that the hardest questions in the set for me are the first ones -- 'What is the main point'. In my mind there is just so much information, I can't seem to figure out which concept is the main point unless it's a super easy passage. Anyone have any tips? Is there anything that gives a general 'clue' about what sentence/thought is the Main point?

Am I understanding MBT true right?

Conditional Statements and their Contrapositives are the only things that can be proven as Must Be True. These are in the notes that I made...and I just want to confirm that I understood the lesson properly.

So, when I'm looking at the answer choices...I'm only looking for conditional logic answers?

Hi y'all!

I hope y'all can give me some advice. I have done several practice timed sections, untimed sections, and PT's and I have noticed a pattern when I look back at my scantrons. I have been consistently missing the early 20's questions in any LR section!! For example, I will nearly always miss questions from 19-25, and unfortunately, sometimes I just miss all of those.. The rest of LR has been going pretty good. occasionally, I'll miss maybe one question before #19 but I catch it during BR and it's actually a silly mistake.. After that, it's just awful. It's not a timing issue either, as I have been doing this timing strategy: 15 mins for questions 1-15 so I have approx one minute per question, then I can take up to two mins per question on question 16 and after. Generally, i don't use that much time, but it's nice to have that cushion and the timing strategy really works for me! Is there something I am missing about these questions? Are they the hardest of the section? During BR, I can usually get them right my second go, but some of them have left me stumped. so I watch JY's videos, and then I get it. I have also checked Q types and i can deff say it's not a specific Q type (besides MSS and SA... those are my weaknesses annoyingly). I also do skip Q's and they are almost always 1-2 of this range of questions. At this point, I have been missing 5 or 6 on both my LR sections in JUST THESE QUESTIONS which is driving me up the walls!

TL;DR: is there something special about the 19-25 questions in an LR section? How do I fix this strange problem of mine? Should i switch up my timing method? Am I overthinking these last few questions and thus costing myself points?

Hi all,

I have 2 admissions questions re: Boston schools (Boston College, Boston University, and Northeastern.)

Can I submit a "Why School X" essay for these schools? It was not mentioned as a requirement on their websites, and I get the sense that I may not even be able to submit one. (I.e., they will only have a field to input for a personal statement and diversity statement but no "why School X" essay field.) This is pure speculation.

Any specific tips for applying to these schools from successful applicants? Please private message me if that's easier!

So I chose B because this is true almost all of the books from the past 150 will gradually destroy themselves. it says in the stimulus that it will slow down the process it doesn't say that it will reverse the deterioration and I didn't choose A because I thought "completely" was too strong and in the stimulus it seemed to me that the historically insignificant books could still have a chance of survival because they could be put in a cool, dry environment and then it says that the books of historical significance will have the new techniques but it doesn't say the insignificant books wouldn't be placed in the cool dry environment. Can someone please explain the reasoning of this question? TYA!!!!

https://classic.7sage.com/lsat_explanations/lsat-18-section-4-question-10/

So I chose A because I thought that answer was the one that was most proven based upon on the stimulus and I thought E was a close second but I didn't choose it because it seems a little far fetched saying that the cleanser will " make relatively greater contributions" and another forum had said " If the chlorofluorocarbons were a contributing factor in meeting the emissions standards and they are phased out of the process, something else must have allowed auto makers to continue to mee the more stringent emissions standards - best expressed in answer choice (E)" but I don't see the stimulus saying that the standards have been met, I saw it as that they (in the future) will have to meet the emission standards. Can someone explain the reasoning to me please??? TYA!

Hey everyone! Having a bit of difficulty with this passage. It's from the first RC problem set in the core curriculum. I was wondering if anyone could add to JY's explanation for #26 and explain how (E) is supported? I chose (A), but I felt uneasy about both because I didn't think the author would agree with either of the options. Thanks so much!

Here's the link to JY's explanation:

https://classic.7sage.com/lsat_explanations/lsat-20-section-2-passage-4-questions/

Hey everyone,

Quick question... When we're in RC and LG and we encounter a question we need to skip, are we supposed to go back to it when we're done with all the questions on that specific game/passage, or do you skip that difficult question, and not look at it until you are done with all the passages, and then go back to reviewing it?

Hope this makes sense, any help would be appreciated, thank you!