https://classic.7sage.com/lsat_explanations/lsat-28-section-1-question-09/

If this question were a Must Be True type and an answer choice said “Most people think the government policy is not one of appeasement,” would that be something that must be true?

My understanding of the stimulus is that there is some room for the people to disagree with the “assessment” but not necessarily disagree with the conclusion of the political commentators. Furthermore, the author’s conclusion that “this view” is mistaken, seems to suggest that the view of the political commentators is not proper. Assessment and view seem to encompass the idea of reasoning as well as just simply truth value, i.e. a conclusion. All of this is to say that the disagreement might well be over reasoning to reach the conclusion by the political commentators, rather than their conclusion itself.

Reading the stimulus in this way doesn’t prevent the flaw from being described as it is in this flaw question, because it is wrong to use what most people think as a premise in this circumstance.

Just wondering if reading the “this view,” “mistaken,” and “assessment” as leaving room for the issue to be one of reasoning rather than outcome is correct.

Hey all,

I'm very interested in joining the 7Sage prep course (possibly premuim but due to financial constraints, I think I'm leaning towards Starter) for the December 2016 LSAT but I noticed something that really bugged me - the video explanations for the 10 exams include 7 exams that are extremely difficult to obtain...I searched everywhere and the cheapest PT's I found were the ones posted here (almost $200!!!) I guess my question is: since I can't get 7/10 PT's, should I even bother with buying the prep course?? :(

Hope to see everyone Sunday to rise up and kick a little ass!

Sunday, May 22 at 8PM ET: PT58

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I know it might sound obvious but I want to know your take on the fact that when a question states "If J in two..." we can take J2 at the very least as a CBT; I write them down in corner of my paper so they might come handy in answering rest of question and sometimes they helped eliminating answer choices in other questions in games from bundle (PT 1-35).

Do you think writing them down is a wise use of time? Have you seen such instances in recent games or this just happens in old games?

I'm at the point where if I get any wrong with LGs, it's almost never due to a misunderstanding on the game itself - consistently -0 through -3.

Upon BR, I am 100% on LGs without question (and capable of easily showing it), but my problem is that with this section because it's as visibly deductive as it is, I have a lot of confidence as I go through so I don't have the same luxury of knowing which to spend extra time at the end checking like in RC and LR.

Does anyone have a good method for quickly checking correct answers or knowing which to check by their nature with time left over at the end of the game to minimize these types of mistakes - given that I'm always understanding the game itself quite well?

https://copyright.lib.utexas.edu/copypol2.html

The requirements could easily be met to satisfy Fair Use prerequisites.

Seems to me all we need to say is that we aren't taking the tests, but reviewing them for educational and learning objectives.

Hi guys! Sorry for the redundant post but a few weeks ago I saw pinned on here (maybe at the top?) a compiled list of recommendations on where to buy prep tests. I can't seem to find it now. Can anyone steer me in the right direction? Thanks!

Hello,

I am new to LSAT, but have a dream of being a lawyer. I have bought the LSAT Bibles, and will be buying the 7Sage starter program. I am just confused on where to start? I have read that people have used the Bibles and 7sage together? How? I am needing about a 10-15 point increase from my diagnostic. I will be sitting for the September test. Which approach should I use? Does 7Sage map out a study plan? I am sorry for all the questions, I am just a bit lost right now.

I know that the Logic Games Bundle doesn't appear anymore on 7sage but where can I go purchase them? Do I have to get LSATs 1-35 and do it that way?

Hi, there! I'm what some universities call a "mature student". I have a full time job, I have two small kids, a house to take care of. So my "free" time, even before deciding to take the LSAT, is close to nothing. Main point is: I need to make sure the time I actually have to study is used very effectively.

I've been watching all the lessons, but, at this point, I'm questioning if all the logic lessons are worthy it. I like them (in what now feels like a previous time, I briefly went to "Math School", so I really like numbers, logic and all that), I understand them and I even see how I can apply them to solve LR questions IF I don't have the time limitation imposed by the LSAT. Maybe if I were able to take and retake the tests a hundred times I would start to see all that "structure" coming naturally, but I don't. I barely have one hour a day to study, including the weekends.

Adding to my doubts, I took a LR session this week in a more relaxed, go with my guts way. Results were not great (they never are for me at this point), but they were much better than when I try to highlight the conclusion, identify the premises, do some logic "board" and so on.

Conclusion: I'm not sure if I should keep investing my time in watching the logic lessons or if I should skip to another part of the curriculum, or maybe just take test after test.

I would love to "hear" your opinion. I guess my other, more direct question is: if you had just one hour a day until your test (I'm taking the September one), how would you use your time?

Thank you in advance! :-)

Hi all

I searched the forum and turned up some posts about new problem sets from about a year ago, so my apologies if this question is answered elsewhere.

First, I was wondering if there was a way/would it be beneficial to know the supposed difficulty of problem sets before we take them. I understand that the difficulty increases from the first to last problem set of a section, but is it possible, for example, to know that problem set #3 out of 10 is on average a "medium" difficulty? I would like to be know that without having to open up the answer key. Or perhaps there is a reason we only see the relative difficulty after taking the set?

Second, how is the difficulty ranking in the question bank determined? I remember seeing something about it being the results from 7Sage members. How is that data gathered and is it a good indication of general difficulty?

Thanks!

Hello all, I am taking the June LSAT and I was looking for any advice on reading comp? It's the only section that I can't get consistently good at. Usually I do well on LR and LG but RC keeps me out of the 170s. Thanks in advance for the help!

How do you translate this rule...?

K is evaluated either at some time after M or at some time before T, but not both.

Thanks for the help!

Seeking others, close to175 range, to join our informal yet focused BR group..

I've been stuck in the 175-177 range for the past 15ish practice tests. Any advice on moving up to a 180? I've been getting anywhere from 0-3 wrong total LR and 0-3 wrong RC. Sometimes I get a 178-180 but it's infrequent because I keep getting a couple wrong in both LR and RC. Tips from others who've moved up to the 178-180 range? What helped you to improve on LR and RC? Thanks!

I am currently writing my Personal Statement for law schools and I keep receiving conflicting advice on the direction in which one should take for this essay. I hope the 7sage community can lend their advice. On one hand, some say it is imperative to mention in your PS why you want to go to law school, making this point the anchor of the essay. Others, whom I tend to agree with, emphasis that a PS should be an essay that tells admissions something that they would otherwise never know about you, something crucial perhaps in character development. I don't want to write some boring, vanilla-flavored essay that admissions has read a bajillion times, but rather write something that jumps off the page and is memorable. I suppose the two ideas I'm describing can be amalgamated...smh. Please help me, people..

So thankful for all of the Sages for their time hosting webinars sharing their experiences and wisdom with us. Please take advantage of this incredible resource!

It is remarkable that the webinar library has over 15 recordings for our viewing. As I was about to write a post referring to different webinars for someone that is in the early stages of time management, I realized that some people may not be aware of all the opportunities available - Under the “Discussion” menu is “Webinar Videos.”

Given everyone’s different stages of prep – following is a general breakdown of the webinars currently available.

LR

Necessary Assumption

Sufficient Assumption

Pseudo-Sufficient Assumption

Weaken & Strengthen

Flaw Intensive

When to diagram in LR – conditional stimulus

RC

Active Reading Strategies

Reading Comprehension Question Types

LG

Splitting the boards?

Overall Strategies

Blind Review process

Anticipating Answer Choices

Eliminating Attractor Answer Choices

Skip It! Skipping Strategies Panel

Global Strategies/Inspirational

My 18 Point Increase Story

LSAT Prep for 170+

Managing LSAT Stress and Anxiety

Listen to this as background music for this post:

Hey guys,

I want to share a method that I use in RC and that I have been teaching several of my students recently. RC is at least in certain instances designed to test your short term memory. To that end, there's a question type that seems to be designed to do exactly that. I've collected a few examples and have a method to recommend for approaching these questions.

Here's what I do with these questions.

Most of the time, only one AC rings a bell. And that's the right answer (barring hallucinations/clear over-inferences/reasons to eliminate an AC. I don't think I've ever had an AC that truly rang a bell that ended up being wrong).

Try this out for this QT and see where you end up. By focusing on what LSAC is testing on these QT's, you avoid the pitfalls of wasting time and misdirecting energy.

Getting pretty close to June and a wee bit closer to September.

Never fear! Guided BR Group is here.

Saturday, May 21st at 8PM ET: PT74

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Note:

Have any of you found the older PT's helpful to take as in pre-2007? I have done the June 2007 and then PT's 62-70. I have the book for Pt's 52-61 then practice tests 75,76,77 and am ordering 72-74. I just wonder if its beneficial to get the older ones too or just stick with the ones I have ?

I postponed my test until September instead of taking the June one so I have time to study. I steadily increased in my score for the first 9 or so practice tests and made it all the way up to a 162. Now my last three scores respectively have been 156, 153, 153..... I don't know if its the stress or anxiety or what it is but I am now performing so much worse then before. The arguments section I usually am amazing at, and now I am getting so many wrong. Is this normal/what do I do about this?? Any advice for improving on the reading comprehension because that section I never seem to get better at.

Hey guys, I'm doing some older questions as a 5th section on my PTs, and I decided to take PT 7's first LR section. I'm BRing it right now, and I can't for the life of me figure this one out; I skipped it twice during the exam, and I'm still just as clueless on it during BR.

It's a resolve/reconcile question.

In 1990, major engine repairs were done on 10% of NMC cars made in the 1970s while only 5% of those made from the 1960s had major engine repairs done.

What I am looking for: We need to explain the difference. What if cars from the 1960s had sturdier engines or something? What if NMC cranked up production in the 1970s, and cranked out a ton of cars with bad engines?

Answer A: So what? The cars have ALREADY been registered; who cares about the requirements beforehand?

Answer B: I think this sort of makes it stranger. If newer cars (1970s) are driven more carefully than older cars (1960s), then why do cars from the 1970s have a higher proportion of engine repair?

Answer C: This is the credited answer, but huh? What does scrapping the car have to do with anything? This is saying that the 1960s cars are more likely to be scrapped/not repaired than 1970s cars. I just don't see how this resolves anything or is relevant to the issue.

Answer D: OK, but does simplified mean easier to break? This does nothing.

Answer E: This is what I ended up picking, but I really didn't like it (I felt good enough about my POE; plus, I had to choose something since I had skipped this twice). I think this is sort of similar to the idea in answer choice A. Some of the repairs from the 1960s cars could have been avoided if the owners weren't lazy with repairs. But, so what? We are talking about cars that WERE repaired, so this fact doesn't explain anything about the figures given. Why is it still the case that the 1960s cars were repaired at a lower proportion?

What happened to the logical reasoning videos for these PTs? Why have they been removed?

https://classic.7sage.com/lsat_explanations/lsat-50-section-2-question-12/

Hey 7Sagers, I just did this question and did almost everything right, but ultimately chose (E). I understood there to be 2 gaps,the first between: ~being able to tell ulterior motive——>~possible to tell whether an action is moral/ and the second gap being: ~being able to tell an action is moral——> should evaluate the consequences > morality. I took the last link in this chain (should evaluate the consequences) as the major conclusion. So I pre-phrased my answer to anticipate some iteration on the second link (or it’s contrapositive), thinking that what I wanted to build towards with the selection of a principle is something that would allow the major conclusion to properly stand.

Like several other 7Sagers, I usually write down why I am eliminating answer choices. I recognized (A) as the contrapositive of the first gap and didn’t eliminate it at first. B-D introduced new ideas or something we didn’t need. I eliminated (E) with my notes reading “Not what I need.” I recognized (E) as wrong, but (A) as simply something restated, So opted (with reservations) for (E). I now know a glimpse of what it must feel like to score 40 points but lose the game hahaha. I did almost everything correct and understood what was going on, but didn’t get the correct answer. :(

My questions about this question are the following: If we are asked to find something to “justify the reasoning,” wouldn’t any choice that leaves one of the 2 gaps unfilled not really “justify” much? I mean, I get that it says “most,” but aren’t we at least looking for something that justifies the Major Conclusion rather than some subsidiary minor premise/major premise link? Are there any sufficient assumption/pseudo sufficient assumption questions (that you are aware of) in which we will be forced to choose between bridging the gap between a minor premise/major premise at the behest of bridging the gap between a major premise/major conclusion? Are there questions in which adding a sufficient assumption or principle to the wrong gap nets the wrong answer?

Do y'all know what the deal is with glasses? I'm wearing glasses (just regular ones, not sunglasses) in my picture, but I don't plan on wearing them on test day.

Should I resubmit a picture without the glasses?