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stimulus :

"There can be a known known only if theres a known unknown, but there can never be an unknown unknown without a known unknown. Thus, every unknown unknown which is known is actually a known unknown which is unknown."

question : the conclusion above follows logically if which one of the following is assumed?

the content of this question is inspired by the "Rumsfeld Matrix." What would be a sufficient assumption for this question? Is this a hard question or did you find it on the easier end of SA questions?

Hi, I have finished all the general and specific theory relating to LR. I know the next step to complete is guided application, but I am kind of at a stand-still on the most efficient way to practice. I know that drills can help, but I wasn't sure if I should just start practice using these and possibly end up wasting them, or not using them as efficiently as they're meant to be. Does anyone have any tips or next steps on how to get the ball rolling again? Thanks!

I am having trouble understanding how to approach MSS question types. Any tips on how to approach them?

Title!!

Hello,

I bought 7 sage a few days ago and I just purchased the lawhub subscription today but my 7sage says

"You successfully linked 7Sage to your LSAC account, however your LSAC account does not have an active LawHub Advantage subscription. Please purchase or renew LawHub Advantage on your LSAC account directly from LSAC by logging into lawhub.lsac.org, then tapping on your name in the top right corner, then “Upgrade to LawHub Advantage.”

Please let me know how to fix this so I can get studying.

Could anyone provide an example of a stimulus or anything that fits into the answer C? It doesn't actually have to be matching the content in C, just the form of "confusing x with y".

Thank you very much.

Admin Note: Edited title. For LR questions, please use the format: "PT#.S#.Q# - brief description of the question."

I was a little confused on why C is the right answer.

The stimulus says:

If an external force intervenes to give members of a community political self-determination, then that political community will almost surely fail to be truly free, since it is during the people's struggle to become free by their own efforts that the political virtues necessary for maintaining freedom have the best chance of arising.

The correct AC for PSAr is:

A community cannot remain free without first having developed certain political virtues.

But doesn't this just restate the premise? The premise already says "the political virtues necessary for maintaining freedom", and the AC is free -> political virtues. So I was wondering how this principle helped.

Thanks.

Admin Note: Edited title. For LR questions, please use the format: "PT#.S#.Q# - brief description of the question."

I understand that A is right because it counters a possible objection that Han purple and white glass were produced independently of each other, in different places.

But I thought that C also nullified a possible objection, so I'm having trouble understanding why it's ultimately wrong. I chose C because I thought it countered the reverse explanation: that white glass was the accidental effect of Han purple production. If only very few people knew how to make Han purple and then created white glass later (by accident or not), then how would white glass have become so common, like the stimulus says? I don't think it's a huge jump to say that if very few people knew a technique for making Han purple/white glass, then both were probably not very common. So this shows that an alternative explanation would not be consistent with the fact that white glass was common. Doesn't C, like A, also counter an alternative explanation?

Is it different from A because when we negate it, and say that a lot of people knew how to make Han purple, that negation doesn't clearly weaken the argument?

Any further clarification on why C isn't really doing the same thing as A (weakening an alternative explanation) would be very helpful!

Admin Note: Edited title. For LR questions, please use the format: "PT#.S#.Q# - brief description of the question."

What is the difference between the Drill and Problem Sets in the syllabus? For example, under Most Strongly Supported Questions, there is "Drill - MSS Questions" and 12 "Most Strongly Supported Problem Sets". They both seem to have 5 questions, but there is always one drill section and multiple problem set sections.

Also, does everyone get the same questions in the drills and problem sets? Or it's a random assortment of questions each time you take it?

i loved watching kevin on youtube, im glad he joined 7sage to do explanation videos

After revisiting this question, I got the answer right but really struggled with it. Does anyone have any tips on how to quickly assess this question.

Hi All!

Not really sure where this goes, but I am wondering if there is any chance that the August 2024+ PTs will be loaded onto 7sage. I know that these sections are used from past LSATS, but I find it would be helpful when looking at analytics to be able to track that data.

Or even possibly have an option to create custom prep tests as I found out which sections correlate to which PT.

I had maintained a 4.0 GPA until I decided to switch my major to follow in my sister's footsteps into dentistry, aiming to make my parents proud. This decision, especially transitioning to a science major in my junior year, was extremely challenging due to my longstanding dislike for science. This struggle led to a severe Adderall addiction as I attempted to numb the reality of my situation, significantly impacting my grades during this incredibly difficult period where I was taking about seven classes, including science labs, simultaneously.

Additionally, I had to enroll in classes at different universities due to issues with attending classes properly while juggling a demanding schedule, including a dental assistant job from 9:00 am to 8:00 pm, with an hour's drive to college and back every day. After realizing the extent of their pressure, my parents eventually agreed to support my ambition to pursue law, provided I steered clear of criminal law. However, my grades worsened in my senior year as I struggled to find myself again, having lost my identity amid these challenges. The experience of living through others' expectations severely affected me. Despite these hardships, my desire to become a lawyer, a dream I've harbored since childhood, remains strong. Yet, I'm concerned about how my past sacrifices might impact my future in law. My GPA eventually dropped to a 3.0, and I had to graduate months later due to the time required for my classes to transfer.

I need advice on how to explain that, although I failed classes at my home university, I performed well at other universities. Oddly, it seemed to be a mental challenge; my home university, initially chosen for its excellent law program, symbolized my dreams and passions. The disheartening experiences there made it difficult to appreciate the school or feel happy. This contrast in performance might be attributed to my perception of lost dreams at my home university, which is why I excelled in the same classes at different universities when I took them for a non-degree purpose.

I'm seeking guidance on how to articulate this complex journey in a GPA addendum, unsure of the best approach to take.

Most vulnerable to criticism

Q-In a certain nation, stringent regulations prevent private landowners from building on their land if any endangered species is present on it. These regulations make the presence of endangered species a severe financial liability for many landowners and thereby discourage the landowners from protecting the endangered species on their land. Therefore, endangered species would very likely not be harmed by removal of the regulations on land development.

Correct Answer- (C) It unjustifiably overlooks the possibility that even if certain factors tend to produce a given effect, they may be likely to produce stronger countervailing effects as well

I picked A, but how can something "produce stronger countervailing effects" if countervailing literally means "offsetting an effect by countering it with something of equal force"? How can something produce a stronger equal effect?

Admin Note: Edited title. For LR questions, please use the format: "PT#.S#.Q# - brief description of the question."

Hello! I am currently studying v2 and just noticed that there is an option to switch to v1. Can you please explain the difference between the two? I have signed up for the April 2024 exam. #help #admin

I don't understand the difference between answer choices D and E, they both seem to be saying the same thing.

Admin Note: Edited title. For LR questions, please use the format: "PT#.S#.Q# - brief description of the question."

My home environment isn't a reliable place to take the test. I am considering taking at a testing center. Has anyone tried this? Do they provide the computer the test is administered on, or do I need to bring my own?

What do we do when there are two conditional indicators? For example:

No student is chosen for Gryffindor unless they exhibit bravery. Therefore, if a student exhibits bravery, they will be sorted to Gryffindor. Lawgic:

A → B

B → A

The argument is invalid.

How come it is not /chosen->/exhibit bravery? indicator “no” and indicator “unless” make negate sufficient condition and negate necessary condition. If we create the contrapositive it makes brave-> chosen which matches the second sentence.

Hello,

It is saying that I do not have a Lawhub Subscription even though I did pay for the course.

Hey 7Sagers,

I'm happy to announce that we will be offering a new round of LSAT classes this April and May! In addition to the in-person courses we've been running, we will now also be offering virtual courses and weekend workshops.

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The virtual classes are a new option for 7Sagers outside our in-person cities or who prefer a virtual environment. They also include the three-month subscription and follow the same curriculum as their in-person counterparts.

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What exactly is the differnence between using a prep test for drilling vs. prep?

I've read if you want to master logic games, best practice is to model your logical process after JY's by watching the videos to build the same mental processes he employs.

So normally when I get stumped on a game I head to the video explanation. But on a particular game (PT33, game 3) I was able to do it without video, but it took me 30+ minutes. Is there value in struggling through a game like that? Or is it better to cut right to the video? I'm to the point where I rarely have to rely on the videos, so I was feeling stubborn and knew I could do it. Wdyt?

Edited to add, I got them all correct! Just took awhile.

Hi all! I have no friends who are taking the LSAT and I just need some advice. I have not taken the LSAT before and I signed up for the April exam. I've been studying since January and I am hoping to get a 171. My practice scores have varied a lot. From the last two weeks, my l were 173, 169, 166, 170, 169. I have about a month before the April test and from my understanding I need to be scoring around a 174 on my practice tests if I want a 171 on test day. Do I have time? How did you all make the final push? I have gotten my RC down to -3 or -4, my LR to -4 or -5, and my LG to around -3. I often find myself running out of time on LG and RC and making stupid mistakes on LR.

Greetings 7Sagers!

Join us on Thursday, March 14 at 8pm ET for a Live Marquee Class hosted by Admissions Consultants Taj McCoy (formerly at Berkeley Law) and Sam Riley (formerly at Texas Law). They'll be joined by David Kirschner, Associate Dean of Admissions and Financial Aid from USC Gould School of Law. The trio will discuss the importance of campus visits and setting expectations at law school admitted student weekends (ASWs).

Register on the event page here: https://classic.7sage.com/event/marquee-event-campus-visits-featuring-uscs-david-kirschner/.

Note: The event will be recorded and available for playback in the live class archive.