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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. Occurs when an author makes conflicting statements. n






3. To weaken a conditional conclusion - attack the necessary condition by showing that the necessary condition does not need to occur in order for the sufficient condition to occur. With a combo of a conditional reasoning stimulus and a weaken question






4. 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






5. Quantity: All = 100 Not all = 0-99 Some = 1-100 None = 0 Time: Always - Not always - Sometimes - Never Space: Everywhere - Not everywhere - Somewhere - No where.






6. 1. Identify the conclusion - this is what you are trying to strengthen 2. Personalize the argument 3. Look for weaknesses in the argument 4. Arguments that contain analogies or use surveys rely upon the validity of those analogies and surveys. Answer






7. 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






8. Caused by because of responsible for reason for leads to induced by promoted by determined by produced by product of played a role in was a factor in is an effect of.






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






11. Amount - quantity - sum - total - count - tally.n






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






13. A fact - proposition or statement from which a conclusion is made. Ask: What reasons has the author used to persuade me? Why should I believe this argument? What evidence exists?






14. Takes a small number of intstances and treats those instances as if they support a broad - sweeping conclusion. Often appears as an incorrect answer.n






15. They often feature 2 conclusions (main and sub.) - when the main conclusion is typically place in the first or second sentence and the last sentence contains the sub. conclusion. The sub. conclusion is set off by conclusion indicators while the main






16. Refer to the likelihood of occurence or the obligation present - as in 'The mayor should resign.' 'the law will never pass.' Examples: (do not need to memorize) must - will - always - not always - probably - likely - would - never - rarely - could -






17. 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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18. 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






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






20. 1. The stem uses the word strengthen or a synonym (support - helps - most justifies) 2. The stem indicates that you should accept the answer choices are true.






21. 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






22. 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






23. Because - since - for - for example - for the reason that - in that - given that - as indicated by - due to - owing to - this can be seen from - we know this by.






24. 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






25. If the stimulus contains an argument - identify the conclusion. If the stimulus contains a fact set - examine each fact.






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






27. 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






28. 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






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






30. 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






31. Separate the answer choices into 'contenders' and 'loser'. After completing this process - review the contenders and decide which answer correct.






32. Thus - therefore - hence - consequently - as a result - so - accordingly - clearly - must be that - shows that - conclude that - follows that - for this reason.






33. 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.






34. 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






35. First Family The correct answer choice will be a rephrasing of the main conclusion of the argument. The conclusion is either in the middle or beginning of the stimulus. The correct answer choice must not only be true it also must summarize the author






36. 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






37. They can be in the premises or conclusion. If they are in the conclusion the argument is flawed. Classic mistaken cause and effect reasoning refers to occurences when a causal assertion is made in the conclusion or the conclusion presumes a causal re






38. 1. An indication that the answer choices should be accepted as true 2. Keywords that indicate your task is to resolve the problem Action: Problem: Resolve Paradox Explain Contradiction Reconcile Discrepancy Conflict Puzzle *Attempt to prephrase Corre






39. 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






40. Involves judgements made about groups and parts of a group. an error or composition occurs when the author attributes a characteristic of part of the group to the group as a whole or to each member of the group Error of division - author attributes c






41. Percent - proportion - fraction - ratio - incidence - likelihood - probability - segment - share. n






42. 1. Incomplete info. The author fails to consider all of the possibilities or relies upon evidence that is incomplete. This flaw can be attacked by bringing up new possibilities or info. 2. Improper comparison. The author attempts to compare two or mo






43. 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






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






45. 1. new element answers - an answer that describes something that did not occure or describes an element new to the argument cannot be correct 2. Half right - half wrong answers - LSAT makers like to start off with something that happened - then end w






46. Determine whether the stimulus contains an argument or if it is only a set of factual statements. MUST recognize whether a conclusion is present.






47. Mistaken negation and reversal exp: taking the non-existence of something as evidence that a necessary precondition for that thing also did not exist' (MN) 'mistakes being sufficient to justify punishment for being required to justify it' (MR)n






48. 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






49. 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






50. 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







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