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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. 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






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. 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






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






5. 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






6. 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






7. 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






8. 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






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






10. 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






11. 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






12. 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.






13. 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






14. Premises + answer choice = conclusion When approaching answers - separate them into winners and losers - then apply the justify formula.






15. 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






16. 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






17. 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






18. 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






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


20. 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






21. 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






22. 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






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






24. 1. If conditional statements are linked together in the argument - the correct answer choice for an assumption question will typically supply a missing link in the chain or the contrapositive to that link. 2. If you see a conditional conclusion and t






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






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






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






28. 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






29. 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






30. 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






31. 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






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. 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






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






35. 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






36. 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






37. 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.






38. 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






39. 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






40. 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






41. 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






42. 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






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






44. 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






45. 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?






46. 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.






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






48. 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






49. 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






50. 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.