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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. 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






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






3. 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






4. 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






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






6. 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






7. 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






8. 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.






9. 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






10. 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






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






12. 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






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






14. 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






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






17. 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






18. 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






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






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






21. 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.






22. Carefully read and identify the question stem. DO NOT assume that certain words are automatically associated with certain questions types.






23. 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+.






24. 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






25. Occurs when an author makes conflicting statements. n






26. 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?






27. 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






28. 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.






29. 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.






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






31. If - when - whenever - every - all - any - people who - in order to.






32. 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






33. 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






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






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






37. 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






38. 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.






39. 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






40. 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






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






42. 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






43. If an answer choice describes an event that did not occur in the stimulus - then that answer is incorrect. Watch for answers that are partially true - that is answers that contain a description of something that happened in the argument but that also






44. 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






45. 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






46. 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?






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






48. 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






49. Stimulus (accepted) ----> Answer Choices (affected or determined) AKA: must be or prove family must be true - main point - point at issue - method of reasoning - flaw in the reasoning - parallel reasoning.






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