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






2. 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?






3. 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






4. 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






5. 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






6. 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.






7. 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






8. 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






9. 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






10. 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






11. 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






12. 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.






13. 1. No conclusion. When a stimulus does not have a conclusion and contains a paradox - expect a Resolve question 2. Language of contradiction exp: but - however - yet - although - paradoxically - surprisingly.






14. 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






15. 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






16. Occurs when an author improperly equates a percentage with a definate quantity or vice versa. n






17. 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






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






19. 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






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






21. 1. Watch for answers starting with the phrase 'at least one' or 'at least some'. When an assumption answer choice starts with one of these phrases it is usually right. But ALWAYS verify with A.N.T. 2. Avoid answers that claim an idea was the most imp






22. The makers of the LSAT do not think that there are multiple causes for the same effect. When an LSAT speaker concludes that one occurance caused another - that speaker also assumes that the stated cause is the only possible cause of the effect and th






23. 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.






24. 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






25. 1. Opposite answers. These answers do the exact opposite of What is needed. 2. Shell game answers. Occurs when an idea or concept is raised in the stimulus and then a very similar idea appears in the answer choices - but the idea is changed just enou






26. A statement or judgement that follows from one or more reasons. Ask: What is the author driving at? What does the author want me to believe? What point follows from the others?






27. 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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28. 1. The info in the stimulus is supect. There are often reasoning errors present - and you will further weaken the argument in some way. 2. The answer choices are accepted as given - even if they include 'new' info. The task is to determine which answ






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






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






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






32. 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






33. 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.






34. 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






35. Weaken - attack - undermine - refute - argue against - call into question - cast doubt - challenge - damage - counter - When evaluating answers ask yourself: 'Would this answer choice make the author reconsider his position or force the author to res






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






37. 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.






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






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






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






41. 1. The info in the stimulus is suspect. There are often reasoning errors present and depending on the question - you will help shore up the argument in some way. 2. The answer choices are accepted as given - even if they include 'new' info. Your task






42. 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






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






44. 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






45. Always read each of the five answer choices. If an answer choice appears somewhat attractive - interesting or even confusing - keep it as a contender and move to the next answer.






46. 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






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






48. 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






49. 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.






50. A. Eliminate any alternate causes for the stated effect. B. Show that when the cause occurs - the effect occurs. C. Show that when the cause does not occur - the effect does not occur. D. Eliminate the possility that the stated relationship is revers







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