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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. 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






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


4. 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.






5. 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






6. 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.






7. 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






8. 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?






9. 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






10. 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






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






12. 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.


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






14. 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






15. 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.






16. 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






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






18. 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.






19. 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






20. Occurs when an author makes conflicting statements. n






21. 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






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






23. 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






24. 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






25. 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






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






27. 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






28. 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






29. 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






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






31. 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






32. Always ask: Do the given facts support the conclusion? Do the premises strongly suggest that the conclusion would be true? Does the conclusion feel like an inevitable result of the premises? Or Does the conclusion go beyond the scope of the info in t






33. 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






34. 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






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






36. 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






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. 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?






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






40. 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.






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






42. 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






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






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






45. 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






46. 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.






47. 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






48. 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






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






50. 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