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LSAT Logical Reasoning Clues

Instructions:
  • Answer 50 questions in 15 minutes.
  • If you are not ready to take this test, you can study here.
  • Match each statement with the correct term.
  • Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. As an argument progresses - the author must use each term in a constant - coherent fashion. using a term in different ways is inherently confusing and undermines the integrity of the argument. n






2. To raise a viewpoint at the beginning of the stimulus and then disagree with it immediately thereafter. The stimulus often begins with: Some people claim... Some people propose... Many people believe... Some argue that... Some critics claim... Some s






3. Supporter - the traditional linking role - where an assumption connects pieces of the argument. (often new or rogue pieces) They also can close gaps. Ex: All male citizens of athens had the right to vote. Therefore - Socrates had the right to vote in






4. Authors misuses info to such a degree that they fail to provide any info to support their conclusion or they provide info that is irrelevant to their conclusion. n






5. 1. The stimulus will almost always contain an argument you must identify - isolate and assess the premises and the conclusion of the argument 2. Focus on the conclusion. Almost all correct answer choices impact the conclusion 3. The info in the stimu






6. Immediately look for the repeat or contrapositive in the answer choices. Avoid mistaken reversals and mistaken negations.






7. Prephrase: after reading the question stem - take a moment to mentally formulate your answer to the question stem.






8. Take the statements under consideration and place them in an arrangement that forces once to be the conclusion and the other(s) to be the premise (s). Use premise and conclusion indicators to achieve this end. Once the pieces are arranged - determine






9. Introduce something that actually contains an idea that is counter to the argument. By raising opposition - the author can minimize the damage that would be done by the objection if it were raised elsewhere. but yet - however - on the other hand - ad






10. If the stimulus contains an argument - determine whether the argument is strong or weak.






11. Then - only - only if - must - required - unless - except - until - without.






12. Stimulus (affected or determined)--/-> answer choices (accepted) Negative sign on the arrow reflects attacking or hurting the argument (weaken).






13. Negates both conditions - creating a statement that does not have to be true. Given: A+ --> Study Mistaken Negation: Not A+ --> Not Study






14. 1. if you recognize the form of reasoning used in the stimulus (causal - conditional - etc.) immediately attack the answers and search for the answer with similar reasoning (analogy - circular reasoning) 2. The Conclusion - match the conclusions - to






15. An event or circumstance whose occurrence indicates that a necessary condition must also occur.






16. 1. Whatever term is modified by 'unless' - 'except' - 'until' or 'without' becomes the necessary condition 2. The remaining term is negated and becomes the sufficient condition.






17. Allows you to decide between contenders or to confirm that the answer you have chosen is correct. 1. Logically negate the answer choices under consideration. Usually consists of taking a 'not' out of a sentence or putting a 'not' in a sentence. 2. Th






18. To logically negate a conditional statement - negate the necessary condition. Example: neither...nor becomes either...or.






19. Switches the elements in the sufficient and necessary conditions - creating a statement that does not have to be true. Given: A+ --> Study Mistaken Reversal: Study --> A+.






20. If all 5 answer choices appear to be 'losers' - return to the stimulus and re-evaluate the argument.






21. Mis-assessing the force of evidence is a frequent error committed by LSAT authors 1. Lack of evidence for a position is taken to prove that position is false 2. lack of evidence against a position is taken to prove that position is true 3. some evide






22. Think about the structure of the argument before examining the answer choices. Do not expect to see the exact prephrase - there are too many variations. Make an abstract prephrase then examine each answer to see if it paraphrases the prephrase.n






23. Argument Part - If you do see the main conclusion at the end of a Method-AP problem - be prepared to answer a question about a part of the arguement other than the conclusion.n






24. 1. ethical versus factual situations - when the stimulus addresses something ethical - a factual answer would be incorrect and vice versa 2. dual agreement or dual disagreement - often incorrect answer choices will supply statements that both speaker






25. 1. assuming a causal relationship on the basis of the sequence of events 2. assuming a causal relationship when only a correlation exists 3. failure to consider an alternate cause for the effect or an alternate cause for both the cause and the effect






26. 1. You must accept the stimulus info- even if it contains an error in reasoning-and use it to prove one of the answer choices must be true. 2. Any info in an answer choice that does not appear either directly in the stimulus or as a combination of it






27. At least on of the two - possibly both.

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28. A. Eliminates an alternate cause for the stated effect B. Shows that when the cause occurs - the effect occurs - assumption answers affirm the cause/effect relationship C. Show that when the cause does not occur - the effect doe not occur D. Eliminat






29. This type of flawed argument attacks the person (or source) instead of the argument they advance. because the LSAT is concerned solely with argument forms - a speaker can never validly attack the character or motives or a person; instead - a speaker






30. 1. The stem uses the word assumption - presupposition or some variation 2. The stem NEVER uses the word 'if' or any other sufficient condition indicator. The stem will likely contain a necessary condition indicator such as required or unless. The cor






31. Stimulus (affected or determined) ---> answer choices (accepted) AKA: Help Family assumption - justify the conclusion - strengthen/support - resolve the paradox.






32. 1. You can use only the info in the stimulus to prove the correct answer choice 2. Any answer choice that describes an element or a situation that does not occur in the stimulus is incorrect Method of Reasoning questions use a variety of formats - bu






33. 1. Stem uses the word 'if' or another sufficient indicator 2. Stem uses the phrase 'allows the conclusion to be properly drawn' or 'enables the conclusion to be properly drawn'. 3. Stem does not lessen the degree of justification. Never uses 'most ju






34. 1. The survey uses a biased sample 2. The survey questions are improperly constructed 3. Respondents to the survey give inaccurate responses. People do not always tell the truth when responding to surveys.n






35. 1. Any 'new' element in the conclusion will appear in the correct answer. 2. Elements that are common to the conclusion and at least one premise normally do not appear in the correct answer. 3. Elements that appear in the premises but not the conclus






36. Read closely and know precisely what the author said. DO NOT GENERALIZE!.






37. Used to introduce other premises that support the conclusion but are sometimes non-essential to the conclusion furthermore - moreover - besides - in addition - whats more - after all.

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38. 1. Appeal to authority - uses the opinion of an authority in an attempt to persuade the reader. The flaw is that the authority may not have relevant knowledge or all of the info regarding the situation - to there may be a difference of opinion among






39. They h ave failed to fully and accurately identify the conclusion of the argument. If a conclusion is present - you MUST identify it prior to proceeding on to the question stem.






40. Occurs when an author attempts to attack an opponent's position by ignoring the actual statements made by the opposing speaker and instead distorts and refashions the argument - making it weaker in the process. Often prephrased by 'what you're saying






41. 1. Increasing percentages automatically lead to increasing numbers. This is not necessarily true because the overall size of the group could get smaller. 2. Decreasing percentages automatically lead to decreasing numbers 3. Increasing numbers automat






42. Occurs when the author uses an analogy that is two disimilar to the original situation to be applicable. n






43. An event or circumstance whose occurrence is required in order for a sufficient condition to occur.






44. 1. Stimulus will contain an argument. Must isolate and identify and assess the premises and the conclusion. 2. Focus on the conclusion. Almost all correct Weaken answers impact the conclusion. 3. The info in the stimulus is suspect. There are often r






45. Whenever you identify a causal relationship in the conclusion of an LSAT problem - immediately prepare to either weaken or strengthen the argument. Tasks for Weaken questions...must always identify a causal conclusion. Then ask if there relationship






46. The mistake involves assuming that conditions will remain constant over time - and that what was the case in the past will be the case in the future or present. n






47. Stimulus (accepted) --/-> answer choices (affected or determined) cannot be true.






48. Refer to the amount or quantity in the relationship. Examples: (do not need to memorize) all - every - most - many - several - sole - only - not all - none - few.






49. The author assumes as true What is supposed to be proved. exp: 'this essay is the best because it is better than all the others'n






50. Assumes that only 2 courses of action are available when there may be others. n