bdeebs wrote:You asked for detail, so I will try to make this as detailed as possible, but keep in mind that this is based only on my thoughts. I haven't tutored anyone to see how they may respond, but I'm guessing this general approach is common.
First, I do the review within a day of taking the test, preferably the same day. I have to do this for two reasons. The first is that I need to remember what I was thinking, so I can correct it. The second is that if I wait too long, the fact that I got the question wrong doesn't insult me quite as much, and it is harder for me to ingrain something in my brain if I don't care about it.
I've always done some version of what I'm about to describe, but the one I use now is what the people at 7sage call "Blind Review". First, while taking the test, I mark every question that I'm not 100% sure about. Since I find it difficult to be purely 100% sure of anything without taking more time than I would under timed conditions, I define 100% as the point at which I would be willing to pay someone $50 if the answer is wrong without being marked. I tend to use a darker mark if I am more unsure of an answer.
The next part very important. Go back to the circled answer choices WITHOUT looking at the answers. This helps me to analyze my answers without half assing the process. For me, the small amount of assistance that knowing the correct answer choice provides probably diminishes the effectiveness of my review by 50%. At this time, I spend as much time as I need reviewing (I'll get to this process in a second) the circled answer choices until I am 100% sure that the answers are right, or until I give up because I can't understand after thinking about the problem for 10 minutes. If I choose to make changes to the answers, I mark it in pen to differentiate between the two answer choices. Then I check the answers and analyze what I got wrong. If a unmarked question is wrong, then it is a matter of overconfidence and I think really hard about how they tricked me into being so certain that I was right. If I marked a question and didn't make any changes, then it means my intuition was right and I think about how I could be more certain next time. If I initially had the answer wrong, then changed it to the right answer, then it's more of a time issue. If I marked it wrong and changed it to a wrong answer, then I don't know what the hell is going on in that question and I go back to the problem and repeat the process knowing the answer choice. If I still don't know what's going on, I'll seek help elsewhere.
As for the actual review process...
First, I try to break down the stimulus. This includes identifying which parts are premises and which parts are conclusions. Then, depending on the question, I try to come up with a possible answer. This will often be easy for questions in the beginning of the test, but more difficult to articulate for the latter half of the test. The type of answer will vary based on the type of question. For example, if it is a Strengthen/Weaken question, I will try to identify the main assumption made in the argument and then articulate a statement that either affirms or refutes that assumption. This identification process will become quicker with time, but to start, just look at your main conclusion and find something that isn't talked about in the rest of the stimulus. Then find a way to connect your premises to that thing you found.
Ex. I like the fall (C) because I like it when trees change color (P). Here's my stream of consciousness way of weakening it: The conclusion talks about the fall. The premise talks about trees changing color. How is changing color connected to fall? I guess in a lot of people's everyday life they grow up around leafy trees that change color in the fall so the author probably wants them to assume that fact. To counter that assumption, I'll just say something like, "Trees don't change color in the fall."
Whether this is the correct wording or even the correct assumption doesn't really matter to me. I just need to make sure I'm thinking critically about the stimulus. Then I go on to the answer choices and articulate to myself or a friend the exact reason why I choose a correct choice or eliminate the incorrect choices. The way that I do this is to create imaginary worlds where the incorrect answer choices don't do what the question stem is asking them to do. Then I try to articulate how the test makers were trying to trick me.
Ex: Ben likes the fall because in seeing the leaves on trees change color in his backyard, he is reminded of his youth.
Which of the following must be true?
A) Leaves change color because of a reduction in chlorophyll.
B) Ben likes the color orange.
C) Ben is not blind.
D) Leaves change color in the fall and spring.
E) Ben would get more enjoyment out of the money from chopping down his tree and selling the lumber than he would from looking at them.
A) This is wrong for two reasons. First of all, maybe chlorophyll isn't even related to color in this world. Maybe fairies come and paint all the trees. More importantly, the answer specifies a reduction in chlorophyll. Perhaps there is a time in spring where the leaves become green due to an increase in chlorophyll. Test writers are trying to draw in those science nerds that have prior knowledge.
B) This answer wants you to assume that orange is a color that leaves change and Ben likes it. Well maybe Ben is indifferent to orange, but really loves yellow and red, and that is why he likes to see the leaves change. In that case, could be false.
C) The stimulus says he sees leaves change color. He cannot be blind. This is right.
D) This plays on prior knowledge again. Maybe in Ben's world, leaves change color in Fall and Winter...who knows?
E) There's usually some completely random answer like this. You don't really even have to imagine a scenario where it is false because it's so obviously wrong.
I hope that made sense. It's more difficult than I thought to explain a thought process. Let me know if you need clarification.
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Wow, thanks so much.bdeebs wrote:You asked for detail, so I will try to make this as detailed as possible, but keep in mind that this is based only on my thoughts. I haven't tutored anyone to see how they may respond, but I'm guessing this general approach is common.
First, I do the review within a day of taking the test, preferably the same day. I have to do this for two reasons. The first is that I need to remember what I was thinking, so I can correct it. The second is that if I wait too long, the fact that I got the question wrong doesn't insult me quite as much, and it is harder for me to ingrain something in my brain if I don't care about it.
I've always done some version of what I'm about to describe, but the one I use now is what the people at 7sage call "Blind Review". First, while taking the test, I mark every question that I'm not 100% sure about. Since I find it difficult to be purely 100% sure of anything without taking more time than I would under timed conditions, I define 100% as the point at which I would be willing to pay someone $50 if the answer is wrong without being marked. I tend to use a darker mark if I am more unsure of an answer.
The next part very important. Go back to the circled answer choices WITHOUT looking at the answers. This helps me to analyze my answers without half assing the process. For me, the small amount of assistance that knowing the correct answer choice provides probably diminishes the effectiveness of my review by 50%. At this time, I spend as much time as I need reviewing (I'll get to this process in a second) the circled answer choices until I am 100% sure that the answers are right, or until I give up because I can't understand after thinking about the problem for 10 minutes. If I choose to make changes to the answers, I mark it in pen to differentiate between the two answer choices. Then I check the answers and analyze what I got wrong. If a unmarked question is wrong, then it is a matter of overconfidence and I think really hard about how they tricked me into being so certain that I was right. If I marked a question and didn't make any changes, then it means my intuition was right and I think about how I could be more certain next time. If I initially had the answer wrong, then changed it to the right answer, then it's more of a time issue. If I marked it wrong and changed it to a wrong answer, then I don't know what the hell is going on in that question and I go back to the problem and repeat the process knowing the answer choice. If I still don't know what's going on, I'll seek help elsewhere.
As for the actual review process...
First, I try to break down the stimulus. This includes identifying which parts are premises and which parts are conclusions. Then, depending on the question, I try to come up with a possible answer. This will often be easy for questions in the beginning of the test, but more difficult to articulate for the latter half of the test. The type of answer will vary based on the type of question. For example, if it is a Strengthen/Weaken question, I will try to identify the main assumption made in the argument and then articulate a statement that either affirms or refutes that assumption. This identification process will become quicker with time, but to start, just look at your main conclusion and find something that isn't talked about in the rest of the stimulus. Then find a way to connect your premises to that thing you found.
Ex. I like the fall (C) because I like it when trees change color (P). Here's my stream of consciousness way of weakening it: The conclusion talks about the fall. The premise talks about trees changing color. How is changing color connected to fall? I guess in a lot of people's everyday life they grow up around leafy trees that change color in the fall so the author probably wants them to assume that fact. To counter that assumption, I'll just say something like, "Trees don't change color in the fall."
Whether this is the correct wording or even the correct assumption doesn't really matter to me. I just need to make sure I'm thinking critically about the stimulus. Then I go on to the answer choices and articulate to myself or a friend the exact reason why I choose a correct choice or eliminate the incorrect choices. The way that I do this is to create imaginary worlds where the incorrect answer choices don't do what the question stem is asking them to do. Then I try to articulate how the test makers were trying to trick me.
Ex: Ben likes the fall because in seeing the leaves on trees change color in his backyard, he is reminded of his youth.
Which of the following must be true?
A) Leaves change color because of a reduction in chlorophyll.
B) Ben likes the color orange.
C) Ben is not blind.
D) Leaves change color in the fall and spring.
E) Ben would get more enjoyment out of the money from chopping down his tree and selling the lumber than he would from looking at them.
A) This is wrong for two reasons. First of all, maybe chlorophyll isn't even related to color in this world. Maybe fairies come and paint all the trees. More importantly, the answer specifies a reduction in chlorophyll. Perhaps there is a time in spring where the leaves become green due to an increase in chlorophyll. Test writers are trying to draw in those science nerds that have prior knowledge.
B) This answer wants you to assume that orange is a color that leaves change and Ben likes it. Well maybe Ben is indifferent to orange, but really loves yellow and red, and that is why he likes to see the leaves change. In that case, could be false.
C) The stimulus says he sees leaves change color. He cannot be blind. This is right.
D) This plays on prior knowledge again. Maybe in Ben's world, leaves change color in Fall and Winter...who knows?
E) There's usually some completely random answer like this. You don't really even have to imagine a scenario where it is false because it's so obviously wrong.
I hope that made sense. It's more difficult than I thought to explain a thought process. Let me know if you need clarification.
bdeebs wrote:You asked for detail, so I will try to make this as detailed as possible, but keep in mind that this is based only on my thoughts. I haven't tutored anyone to see how they may respond, but I'm guessing this general approach is common.
First, I do the review within a day of taking the test, preferably the same day. I have to do this for two reasons. The first is that I need to remember what I was thinking, so I can correct it. The second is that if I wait too long, the fact that I got the question wrong doesn't insult me quite as much, and it is harder for me to ingrain something in my brain if I don't care about it.
I've always done some version of what I'm about to describe, but the one I use now is what the people at 7sage call "Blind Review". First, while taking the test, I mark every question that I'm not 100% sure about. Since I find it difficult to be purely 100% sure of anything without taking more time than I would under timed conditions, I define 100% as the point at which I would be willing to pay someone $50 if the answer is wrong without being marked. I tend to use a darker mark if I am more unsure of an answer.
The next part very important. Go back to the circled answer choices WITHOUT looking at the answers. This helps me to analyze my answers without half assing the process. For me, the small amount of assistance that knowing the correct answer choice provides probably diminishes the effectiveness of my review by 50%. At this time, I spend as much time as I need reviewing (I'll get to this process in a second) the circled answer choices until I am 100% sure that the answers are right, or until I give up because I can't understand after thinking about the problem for 10 minutes. If I choose to make changes to the answers, I mark it in pen to differentiate between the two answer choices. Then I check the answers and analyze what I got wrong. If a unmarked question is wrong, then it is a matter of overconfidence and I think really hard about how they tricked me into being so certain that I was right. If I marked a question and didn't make any changes, then it means my intuition was right and I think about how I could be more certain next time. If I initially had the answer wrong, then changed it to the right answer, then it's more of a time issue. If I marked it wrong and changed it to a wrong answer, then I don't know what the hell is going on in that question and I go back to the problem and repeat the process knowing the answer choice. If I still don't know what's going on, I'll seek help elsewhere.
As for the actual review process...
First, I try to break down the stimulus. This includes identifying which parts are premises and which parts are conclusions. Then, depending on the question, I try to come up with a possible answer. This will often be easy for questions in the beginning of the test, but more difficult to articulate for the latter half of the test. The type of answer will vary based on the type of question. For example, if it is a Strengthen/Weaken question, I will try to identify the main assumption made in the argument and then articulate a statement that either affirms or refutes that assumption. This identification process will become quicker with time, but to start, just look at your main conclusion and find something that isn't talked about in the rest of the stimulus. Then find a way to connect your premises to that thing you found.
Ex. I like the fall (C) because I like it when trees change color (P). Here's my stream of consciousness way of weakening it: The conclusion talks about the fall. The premise talks about trees changing color. How is changing color connected to fall? I guess in a lot of people's everyday life they grow up around leafy trees that change color in the fall so the author probably wants them to assume that fact. To counter that assumption, I'll just say something like, "Trees don't change color in the fall."
Whether this is the correct wording or even the correct assumption doesn't really matter to me. I just need to make sure I'm thinking critically about the stimulus. Then I go on to the answer choices and articulate to myself or a friend the exact reason why I choose a correct choice or eliminate the incorrect choices. The way that I do this is to create imaginary worlds where the incorrect answer choices don't do what the question stem is asking them to do. Then I try to articulate how the test makers were trying to trick me.
Ex: Ben likes the fall because in seeing the leaves on trees change color in his backyard, he is reminded of his youth.
Which of the following must be true?
A) Leaves change color because of a reduction in chlorophyll.
B) Ben likes the color orange.
C) Ben is not blind.
D) Leaves change color in the fall and spring.
E) Ben would get more enjoyment out of the money from chopping down his tree and selling the lumber than he would from looking at them.
A) This is wrong for two reasons. First of all, maybe chlorophyll isn't even related to color in this world. Maybe fairies come and paint all the trees. More importantly, the answer specifies a reduction in chlorophyll. Perhaps there is a time in spring where the leaves become green due to an increase in chlorophyll. Test writers are trying to draw in those science nerds that have prior knowledge.
B) This answer wants you to assume that orange is a color that leaves change and Ben likes it. Well maybe Ben is indifferent to orange, but really loves yellow and red, and that is why he likes to see the leaves change. In that case, could be false.
C) The stimulus says he sees leaves change color. He cannot be blind. This is right.
D) This plays on prior knowledge again. Maybe in Ben's world, leaves change color in Fall and Winter...who knows?
E) There's usually some completely random answer like this. You don't really even have to imagine a scenario where it is false because it's so obviously wrong.
I hope that made sense. It's more difficult than I thought to explain a thought process. Let me know if you need clarification.
JJDancer wrote:I haven't taken the LSAT for a while so I'm a little rusty on specifics such as breaking down the stimulus (just haven't thought about it in a while) but what helped me was to go over both right and wrong answers.
For right answers see if it was a guess, or you were 50/50 between two - why is the answer you picked correct? why did you want to pick the other answer (on those you are 50/50 on) and what was the CORRECT rationale?
On wrong answers, to see if I was 50/50 (this was a big issue for me - it may be less helpful to someone missing a lot more problems, because then you are missing the bigger patterns, mine was smaller things) I would cover up the wrong answer choice I marked the first time (lets say it was D). And I would try the question completely fresh - make all new assumptions/etc. and go through it with the remaining 4 answer choices. If I got it right this time I would analyze what assumptions I was making about D and why they were wrong etc.
If I still missed then it was probably not understanding the stimulus as well so go through the stimulus again slower - see what you are assuming, see if you missed anything, make sure you didn't miss a NOT in the question etc. and do it again, this time with 3 answer choices. Do it with 2 answer choices if you miss again but at that point I would recommend general review of how to approach those types of questions (for example parallel reasoning type questions)...
HTH
Are you using any Kaplan/testmasters/Bibles to help with this section? If not, go through the LR Bible in detail.MissJenna wrote: Thank you......
I guess I just need to take my time with this section.
If i could get at least half right on each of the 2 LR sections, I would very happy. I know that probably doesn't seem very good to you (or others) but this section seriously kicks my butt and literally makes me nauseous.....I wish it didn't.
I took a TM course & I have the LR Bible. I just picked up a Kaplan book today. I don't know what my problem is & why it's not clicking. I'm just really worried. Obviously I'm not going to get it by the June exam but I hope to get at least 1/2 right on each section by Oct.JJDancer wrote:Are you using any Kaplan/testmasters/Bibles to help with this section? If not, go through the LR Bible in detail.MissJenna wrote: Thank you......
I guess I just need to take my time with this section.
If i could get at least half right on each of the 2 LR sections, I would very happy. I know that probably doesn't seem very good to you (or others) but this section seriously kicks my butt and literally makes me nauseous.....I wish it didn't.
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I swear I think I've gon thru that LR Bible 10 times.......well at least it feels like it.JJDancer wrote:Without going through problems with you I'm not sure what your particular obstacles are. Definitely go through the LR bible slowly though and say "a is wrong because.." for each wrong answer choice and then why the correct one is correct. Read up on the common pitfalls.
Also, consider getting a private tutor (depending on what market you are in) you may be able to meet with someone for a few hours and have them find out what your weakness is and then go from there.
Communicate now with those who not only know what a legal education is, but can offer you worthy advice and commentary as you complete the three most educational, yet challenging years of your law related post graduate life.
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dkb17xzx wrote:bdeebs wrote:You asked for detail, so I will try to make this as detailed as possible, but keep in mind that this is based only on my thoughts. I haven't tutored anyone to see how they may respond, but I'm guessing this general approach is common.
First, I do the review within a day of taking the test, preferably the same day. I have to do this for two reasons. The first is that I need to remember what I was thinking, so I can correct it. The second is that if I wait too long, the fact that I got the question wrong doesn't insult me quite as much, and it is harder for me to ingrain something in my brain if I don't care about it.
I've always done some version of what I'm about to describe, but the one I use now is what the people at 7sage call "Blind Review". First, while taking the test, I mark every question that I'm not 100% sure about. Since I find it difficult to be purely 100% sure of anything without taking more time than I would under timed conditions, I define 100% as the point at which I would be willing to pay someone $50 if the answer is wrong without being marked. I tend to use a darker mark if I am more unsure of an answer.
The next part very important. Go back to the circled answer choices WITHOUT looking at the answers. This helps me to analyze my answers without half assing the process. For me, the small amount of assistance that knowing the correct answer choice provides probably diminishes the effectiveness of my review by 50%. At this time, I spend as much time as I need reviewing (I'll get to this process in a second) the circled answer choices until I am 100% sure that the answers are right, or until I give up because I can't understand after thinking about the problem for 10 minutes. If I choose to make changes to the answers, I mark it in pen to differentiate between the two answer choices. Then I check the answers and analyze what I got wrong. If a unmarked question is wrong, then it is a matter of overconfidence and I think really hard about how they tricked me into being so certain that I was right. If I marked a question and didn't make any changes, then it means my intuition was right and I think about how I could be more certain next time. If I initially had the answer wrong, then changed it to the right answer, then it's more of a time issue. If I marked it wrong and changed it to a wrong answer, then I don't know what the hell is going on in that question and I go back to the problem and repeat the process knowing the answer choice. If I still don't know what's going on, I'll seek help elsewhere.
As for the actual review process...
First, I try to break down the stimulus. This includes identifying which parts are premises and which parts are conclusions. Then, depending on the question, I try to come up with a possible answer. This will often be easy for questions in the beginning of the test, but more difficult to articulate for the latter half of the test. The type of answer will vary based on the type of question. For example, if it is a Strengthen/Weaken question, I will try to identify the main assumption made in the argument and then articulate a statement that either affirms or refutes that assumption. This identification process will become quicker with time, but to start, just look at your main conclusion and find something that isn't talked about in the rest of the stimulus. Then find a way to connect your premises to that thing you found.
Ex. I like the fall (C) because I like it when trees change color (P). Here's my stream of consciousness way of weakening it: The conclusion talks about the fall. The premise talks about trees changing color. How is changing color connected to fall? I guess in a lot of people's everyday life they grow up around leafy trees that change color in the fall so the author probably wants them to assume that fact. To counter that assumption, I'll just say something like, "Trees don't change color in the fall."
Whether this is the correct wording or even the correct assumption doesn't really matter to me. I just need to make sure I'm thinking critically about the stimulus. Then I go on to the answer choices and articulate to myself or a friend the exact reason why I choose a correct choice or eliminate the incorrect choices. The way that I do this is to create imaginary worlds where the incorrect answer choices don't do what the question stem is asking them to do. Then I try to articulate how the test makers were trying to trick me.
Ex: Ben likes the fall because in seeing the leaves on trees change color in his backyard, he is reminded of his youth.
Which of the following must be true?
A) Leaves change color because of a reduction in chlorophyll.
B) Ben likes the color orange.
C) Ben is not blind.
D) Leaves change color in the fall and spring.
E) Ben would get more enjoyment out of the money from chopping down his tree and selling the lumber than he would from looking at them.
A) This is wrong for two reasons. First of all, maybe chlorophyll isn't even related to color in this world. Maybe fairies come and paint all the trees. More importantly, the answer specifies a reduction in chlorophyll. Perhaps there is a time in spring where the leaves become green due to an increase in chlorophyll. Test writers are trying to draw in those science nerds that have prior knowledge.
B) This answer wants you to assume that orange is a color that leaves change and Ben likes it. Well maybe Ben is indifferent to orange, but really loves yellow and red, and that is why he likes to see the leaves change. In that case, could be false.
C) The stimulus says he sees leaves change color. He cannot be blind. This is right.
D) This plays on prior knowledge again. Maybe in Ben's world, leaves change color in Fall and Winter...who knows?
E) There's usually some completely random answer like this. You don't really even have to imagine a scenario where it is false because it's so obviously wrong.
I hope that made sense. It's more difficult than I thought to explain a thought process. Let me know if you need clarification.
This is great stuff! Thank you
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