Ace LSAT Notes Pages

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ll actual LSAT questions printed within this work are used with thepermission of Law School Admission Council Inc. Box 2000Newton P 18940 the copyright owner. LSAC does not review orendorse specific test preparation materials or services andinclusion of licensed LS T questions within this work does notimply the review or endorsement of LSAC.



Dear Student:

The first and most important principle is that the LSAT is FUN I know that some

of you may feel that taking a standardized test is akin to a root canal without

anesthesia, but we are going to change all that. Over the next few weeks you

will begin to see how enjoyable this test can be The first step is to get rid of the

idea that LSAT preparation is drudgery. Studying for this test can be a pleasant

hobby if you will focus on the aspects that you enjoy and search for fun in the

other areas. You may be asking yourself, Why should I try to make the LSAT

fun? There are two main reasons. First, you will study more regularly, and with

better results i f you enjoy the test. Second, you will be more relaxed when you

take the actual test. Both of these translate into a higher score.

The second principle is that you can do extremely well on this test. Believing you

can succeed is the first step toward achieving success. This principle is

intertwined with the first. The more you enjoy the LSAT the better you will

perform, and the better you perform, the more you will enjoy it The LSA will

require some skills that most people have never practiced, but they are skills that

can be learned. Learning speed will differ from student to student, but do not

expect to perfect the LSAT overnight. Like playing the piano or golf, practice is

essential to proper skill development. The key is to stay positive and keep it fun.

Therefore, get excited about your successes, but don 't let your mistakes get you

down.

If you will keep these two basic principles in mind throughout your study, you will

more effectively develop the skills that will ensure success on the test. Enjoy.



CE LS T PreparationPreliminary Drills

Logical Reasoning

ne of the most important skills on the test is the ability to read with a highdegree of logical preCision. Specifically, students need to be able to quicklyidentify the basic features of the logical argument. Therefore,

1 Practice reading the short passages and then identify the CONCLUSIONand the EVIDENCE or SUPPORT presented in favor of that conclusion.

As your skill increases try repeating from memory the conclusion andevidence after reading the passage only once.

2. Begin each question by reading the question stem. This is the short blurbabove the answer choices that identifies the question type.

nalytical Reasoning

n this section you will be asked to note the connections between the rules andhow the rules will affect new information added to the scenario. There are twomain drills for this section.

1 Practice finding the connections between the rules by looking for the rulesthat utilize the same variable s). Also look for rules that will affect thesame space on your diagram. This is the most important skill on thegames section. Become adept at finding connections, and the gamessection is a breeze.

2. Practice memorizing the rules. This will help you avoid the time intensivepractice of referring back to your rules again and again, and will help youanticipate what the correct answer will be After you have set up adiagram, repeat the rules back without looking at them.

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Reading omprehension

The reading comprehension is the most familiar section on the LSAT. Theprinciple of precision reading applies to this section as well, but on a much lowerlevel. he one drill for this section is primarily designed to increase your speed byeliminating the need to refer back to the passage.

3

1 Practice reading the question stems before reading the passage. Yourgoal with this exercise is to identify the key word s) or phrase s) in thequestion. Begin by highlighting or underlining this information.

2 Practice occasionally summarizing the information as you are reading.This will help you to be able to internalize the passage more effectively.

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Lecture NotesAnalytical Reasoning

I What is on this section?

a. A hypothetical scenario with 3 10 variablesc. A set of 3 8 rules governing the variables in the hypothetical.

b. Five through seven questions about the scenario.

II What does this section test?

a. Your ability to comprehend how a set o rules interacts.

b. Your ability to see how those interacting rules affect a hypotheticalscenario.

c. The fundamentals o formal logic.

III How to set up the game

a. Write down the variables.

b. Draw a template.

c. Translate the rules

d. Find the connections.

i. Which rules use the same variable?

ii. How do the rules govern the spaces in the template?

iii. Is there a numbers issue? What are the general rules?

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IV How to answer the questions

a. Process o elimination.

b. Draw a mini-diagram.

c. Use answers from previous questions.

d. (Default) Look at the main diagram.

V Other Information

a. The Number One Rule is LW YS REMAIN CALM.

b. Ifyou get stuck, think about 1 rule then check to be sure that a)you are reading the question correctly, and b) you have read all o

the rules, and finally c) you have read the rules correctly.

c. If you are running out o time, be more thorough in findingconnections.

VI The Rule Types

a. General rules.

b. Rules that assign values.

c. Rules that define relationships ..

d. Or rules

i. Governing a given space.

ii. Governing a given variable.

e. If then statements.

i. The importance of understanding if then statements.

ii. The many faces o if then statements.

iii. The contra-positive.

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VII. How to practice.

a Set up the game

b Answer the questions

c Check your answers

d. Redraw your diagram. This is not n optional step




Logical ReasoningLecture notes

I What is on the Logical Reasoning section

a. Brief logical arguments.

b Questions specifically about those arguments.

II What does this section test

a Your ability to understand logical arguments.

b Your ability to evaluate and/or manipulate these arguments

c Your understanding of the fundamentals of formal logic.

d. Your ability to read hyper precisely.

III What is a logical argument

a The Greek building diagram.

b Conclusion

c Evidence

d. Assumptions

e Gaps

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IV What are the question types?

a Assumptions

b Inferences

c Most Supported

d Conclusion

e Strengthen

f Weaken

g Resolve

h Structure

L Flaw

j. Parallel Reasoning

k Parallel Flaw

V How to Practicea Pre read the question stem.

b Identify the conclusion.

c Identify the premises and pieces of evidence

d Identify any gaps or holes in the argument.

e Answer the question

f Make sure you understand why the correct answer is the best one.




FORM L LOGIC

Formal logic is a little bit intimidating for many students just starting their LSATstudy, but it really should not be. Formal logic is simply a way of symbolizingconcepts that are already familiar to us. It is like writing the number 27 instead of

the word twenty-seven. They both refer to a concept that is familiar, but 27takes a lot less time to write. It is the same thing with formal logic. It is a way ofsaving time when we are dealing with certain types of statements.

The most common form of formal logic that is used on the test is the if-thenrelationship. We will represent this relationship with a circle around the if'element of the relationship and an arrow leading to the then portion of therelationship. For example the statement if something is a fish then it lives in thewater, will be represented ...

F ~ W

We would also circle the letter F to let us know that itis

the trigger for thisstatement. This way of writing this statement not only saves us time, it alsoclearly shows us exactly how the two variables are related to each other. Thearrow only points in one direction, so we can establish something if we show thatit is a fish . If we know that something lives in the water, it doesn 't tell us whether

or not i t is a fish because there are lots of things that live in water that are notfish.

Contra Positives

There is one other element to the statement if it is a fish then it lives in the waterthat is helpful to us. In order to look at this we are going to introduce a newsymbol. The symbol - will be used to mean the word not . Now back to oursentence about the fish. We noted that establishing that something lives in the

. waters does not tell us whether or not it is a fish, but what if we know thatsomething does not live in the water? We know that if it were a fish it would haveto live in the water. Therefore if it does not live in the water, we know that it is nota fish. Thus,

w ~ FThe rule that we follow in creating the contra positive, is that we CHANGEEVERYTHING. By the phrase everything we mean, the positions (what is circled,or the direction of the arrow), the signs (add - or take it away if it had - in thefirst place), and we will change any and to or and any or to and .

Change Everything

9

1- Positions2- Signs3 AndlOr

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Essentially there are three wordings that if-then statements will take on thegames section. With each of these wordings there is a specific rule that you canapply that will ensure that you translate the sentence correctly.

If

The rule when the logical indicator (the word that tells us it is an if-thenstatement) is the word IF is that.. ..

Whatever directly follows the word IF goes INSIDE the circle.

It is important to remember the specific phrasing of this since the test writers canput the word IF at either the beginning of the sentence or in the middle. Forexample the statement X must be selected if Y is selected is translated as Y 7

X because it is Y that directly follows the word IF.

I remember this because the word IF and the word INSIDE both start with theletter I .

Only if

When the logical indicator is the phrase ONLY IF our rule is that. ..

Whatever directly follows the phrase ONLY IF goes OUTSIDE the circle.

Again note that the rule simply focuses on what directly follows the phrase onlyif'.

I remember this rule because ONLY IF and OUTSIDE both start with the letter0 .

Unless

When the logical indicator is the word unless, our rule is that we ...

Negate (change the sign) of whatever WE put INTO the circle.

With this rule it does not matter which of the two terms or letters we put into thecircle as long as we negate it. Let's look at an example of this type of statement.Suppose we say that You will not be admitted to Yale Law School UNLESS youtake the LSAT. Simplifying the terms to variables yields Yale UNLESS LSAT.Thus when we translate this statement it becomes Yale 7 LSAT or LSAT-----7-Yale.

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If Then Exercises

f you eat too much then you will feel sick.

f you are not honest you will regret your actions.

f you fail your classes you will not graduate.

f you are kind and good-looking the ladies/guys will like you.

f you fall asleep in class you are either tired or bored.

f A then B

f not C then D

f E then not F

f G and H then not I

f not J then not K and not L

f M and N then not O.

f P or Q then R

f Sand T then not U or not V

You will be accepted to Law School only if you take the LSAT.

You will not be allowed to start Law School unless you graduate.

X cannot be selected unless Y and Z are selected.

A is chosen only jf B or C is chosen.

Frank gets a popsicle if Joan gets a popsicle.

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f Then Statementsand other enjoyable exercises.)

1 Translate the following into symbolic notation.

2 Create the contra-positive notation for each statement.

3 State what the contra-posi tive is in words.

Example: If you throw cornbread down the well it's gonna get real soggy.2 To+ S.

3. - S O - T.

4. If that cornbread ain't soggy, you ain't thrown it down the well.

f you are really ambit ious you can try to turn eacho

the following into orstatements.The pattern is 7 Ocan be restated as 0 v a

If I had words to make a day for you I'd sing you a morning golden and true.

If it does not fit, you must acquit.

You'll never shine if you don' t glow.

All that glitters is gold.

Only love can break your heart.

Everybody here was a friend o mine yesterday.

You will not have the opportunity to spend 40 million dollars investigatingsomeone else's private life, unless you are appointed independent counsel.

Only a complete fool would make a qualified generalization.

If looks could kill, they probably will and it's a knockout.If you won't scold or dominate us, we will never give you cause to hate us.

If I had a hammer, I'd hammer in the morning and I'd hammer in the evening.

Only when all people are equal will anyone be truly free.




Word Strength and Burden of Proof

Introduction

As we have already noted, attention to detail is essential to scoring well on thelogical reasoning and reading comprehension sections of the test. One elementof precision reading is noting the relative strength of the words used. Wordstrength alone is not sufficient to answer any given question, but it is anextremely useful tool for eliminating certain answer choices. Often word strengthwill determine which of two similar answer choices is correct.

Most words have an inherent strength. Certain words are by definition strongerthan others. Let s look at a few examples of this principle.

Strong Medium Weak

All Most some

Must Should canCertain Probable possibleGreatest Greater great

t is impossible to list all of the words that the LSAT might use that fall into thesecategories. We will discuss a few of the general types to illustrate how wordstrength affects sentences.

Categories of Word Strength

There are three basic categories into which word strength words fall, and if youlook at the chart above you can see that each fits into one of these three areas.

1 Number or Scope--These words tell us how many things are covered bythe statement and/or the size of the category.

2 Level of Certainty- hese words let us know how sure we are about thetruth of the statement.

3 Oegree- These words tell us to what extent the characteristic is present.This category is by far the broadest, since many of the words that we usehave an inherent strength to them for example ;; f I or;,-r - 5 oru-e... \'JI e..N:€..

( ( ' 0 ; 0 _W. .IC - V 5 I v Oi . e , I ct e n :: e

Particular Areas of InterestComparative and Superlative Adjectives

Most adjectives have comparative and superlative forms. The classic exampleis good, better, best. Comparative adjectives often end in e r (smarter) or areaccompanied by the word more more intelligent). Comparative adjectives fallinto the medium category, because they are stronger than the root adjective, butweaker than the superlative form. Most superlative adjectives end in e s t

]4 © ACE Test Prep 2008



(greatest), or are accompanied by the word most most important). Comparativeand superlative adjectives will always affect the relative strength of the sentencein which they are used.

Logical Indicators

When we discussed if-then statements we talked about certain words thatindicate n if-then statement. You m y have noticed that some of these wordsappear in the table above (all, must etc.). We call these words logical indicators.Whenever we encounter logical indicators we need to be certain that weunderstand how they affect the argument. For example, noting the differencebetween ACE is an effective way to study for the LSAT, and ACE is the on yeffective way to study for the LSAT. Logical indicators natural ly affect thestrength of a statement.

Negative Counterparts

Many of the words mentioned have negative counterparts. Always [never],necessary [impossible], are good examples. These negative counterparts havethe same strength as the original word. No one and everyone have similarstrength, because both words definitely apply to all people. Take a few momentsto think of several strong words and their negative counterparts. Notice that thenegative counterpart for the word is formed by negating the weak word in theseries. When we negate the word 'possible' we arrive at 'not possible' or'impossible,' which are the negative counterparts of 'certain.'

Negative Counterparts vs. Negations

Negative counterparts are different from negations. A negation is usuallyformed by placing the word 'not' in front of the strong word. 'Not all' has adistinctly different strength than 'none. ' Negating the strong words by adding 'not'makes the new phrase weak. The phrase 'not all' carries the same logicalstrength s the word 'some.'Evaluating Arguments

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Using Word Strength

Evaluating Arguments

There are essentially two areas where noting word strength will be very helpfulon the LSAT. The first is when we are EVALUATING ARGUMENTS This stepis essentially looking at the relationship between the word strength o th

evidence and the word strength o the conclusion

WORD STRENGTH OF THE EVIDENCE-VS-

WORD STRENGTH OF THE CONCLUSION

n a good argument the word strength of the evidence should be at least as greatas that of the conclusion. Most LSAT arguments are not good arguments. If theword strength of the evidence is not as strong as the word strength of the

conclusion, then there is a GAP in the argument. As we have noted before GAPSin arguments are a good place to focus when trying to predict answer choices.So, if our evidence talks about MOST Samoans, and our conclusion says ALLPolynesians, we have a gap between the evidence and the conclusion.

ost Samoans is less than all Polynesians

Evaluating Answers

The second area where noting word strength can help us is EVLAUATINGANSWERS. This area is very similar to evaluating arguments, but here we arelooking at the relationship between the word strength o the passage and theword strength o the nswer choices

WOR STRENGTH OF THE PASSAGE-VS-

WORD STRENGTH OF THE ANSWER CHOICES

This is the area where many of you will apply word strength most directly. For themajority of the question types, the word strength of the passage sets the limit forthe word strength of the answer choices. So, if the passage tells us about somemangoes, we cannot properly conclude anything about most tropical fruits.Some mangoes is less than most tropical fruits

It is important to note that in each of these areas the scope or size of thecategory is one of the elements of the term word strength . In the two examplesgiven we not only increased the word strength, we also broadened the scope orcategory.

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Logical Reasoning Question Categories and Types

Stem

What Must Be Assumed

AssumptionWhat is absolutely necessary

''The argument assumes which of the following? The argumentrelies/depends on which of the following assumptions? In order for theconclusion to be drawn what must be true/assumed?

Passage1-ldentify evidence and conclusion2-Note any gaps or assumptions3-Predict a possible answer4-Note word strength

Answer Choices1-Ask Does this absolutely have to be true?2 l f false, will it destroy the conclusion?

*Remember the strength of the passage limits the strength of the answer. Alsowatch out for the incorrect answer that would strengthen the argument but is notabsolutely necessary.

Stem

What s proved

InferenceIf Then tatement

Which of the following can be logically/validly/properlyinferred/concluded? Which of the following must also be true?

Passage1-Diagram the If-Then statements.2 8 e sure to connect the statements especially the contra positive.3-Look for one of the two forms.

Answer Choices1-Follow the arrows.2-Watch for A-l>8-l>C and the answer as -C-7 -A.3-Also watch for some A are 8, all 8 are C and the answer is some A

areC

17




nferenceot If Then Statement

Stem(Same as If-Then Inference stems)

Passage1-Carefully identify the pieces of evidence2-Look for how the pieces of evidence connect3-Note word strength4-Formulate possible answers5---Pay special attention to numeric data (statistics and numbers)

Answer Choices1 - A s k Is this proved 100 %?

2-Word strength will often times playa key role3-The correct answer does not have to correspond to reality

Most SupportedThese are usually less stringent form o the non if then inferences

StemWhich of the following is most supported by the information above? The

passage provides the most evidence in support of which of the following?The passage most strongly supports which of the following?

Passage1-Carefully identify the pieces of evidence.2-Look for how the pieces of evidence connect3-Note word Strength4-Formulate possible answers

Answer Choices1 l s there any evidence in favor of this answer?2 l s it better than the other four choices?3---Word strength will usually help eliminate the wrong answers.

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Stem

ConclusionWhat is the main point

Which of the following best expresses the author's conclusion/mainpoint? The conclusion/main point of the argument is that?Passage

1 Carefulfy note pieces of evidence2 Look for connections between evidence3 Ask yourself Therefore what? and formulate your answer4 Note word strength

Answer Choices1 0f ten uses first nd last sentences combined2 Beware of answer choices that are simply one of the pieces of

evidence3 Word strength will often playa role n getting rid of wrong answer

choices.

The Following I TRUE

StrengthenWhat will make the argument better What will supp rt the conclusion

StemWhich of the following, IF TRUE/assumed/established/shown, would most

strengthen/bolster/support/justify the conclusion/argument?Passage

1 ldentify evidence nd conclusion2 Notice any gaps3 Formulate possible answers

Answer Choices

19

1 Remember these re usually best of five2 Ask. Does this strengthen (state conclusion)?

3 Does it beat out the other four?4 Three ways to strengthen.




Stem

WeakenWhat will undermine the conclusion

Which of the following, I TRUE/assumed/established/shown, would most

weaken/undermine/cast doubt/call in question the conclusion/argument?Passage1-ldentify evidence and conclusion2-Notice any gaps3-Formulate possible answers

Answer Choices

Stem

1-Remember these are usually best of five2-Ask Ooes this weaken (state conclusion)?3-00es it beat out the other four?4-Three ways to weaken.

esolveWhat will explain the weird thing

Which of the following, I TRUE/assumed/established/shown, would mostexplain/justify/resolve/account for thediscrepancy/paradox/contradiction/unusual finding above?

Passage1-Find the discrepancy2-Note the two groups or cases (esp. norm vs. exception)3-Formulate a Why .? question.4-Think of possible answer.

Answer Choices

2

1-00es this differentiate between the two groups or cases?2-00es this answer the Why .? question3 l s it better than the other four?




Describe the rgument

StructureDescribe the argument n gener l terms

StemThe argument proceeds by, the argument uses/employs which one of thefollowing techniques/methods/devices/strategies?, which of the following bestdescribes the method/technique/strategy?

Passage1 ldentify evidence and conclusion.2 Focus on the evidence.3 Describe the evidence generally/broadly.

Answer Choices1 l s this what you said?2 l f no, is it possibly a description of the argument?3 Focus on the active clause of the answer choices to speed upthe

process.4 8 e sure you can correlate specifics in the passage to the answer

choice.

Stem

5 Remember that they will often use confusing language.

FlawDescribe wh t is wrong with the passage

The argument uses/employs which one of the followingflawed/questionable techniques/methods/devices/strategies? Which ofthe following best describes the flawed/questionablemethod/technique/strategy used in the argument? The argument isflawed/vulnerable because it, which of the following best describes theflaw/weakness/error/fallacy in the argument?

Passage1 Find the flaw

a. Identify evidence and conclusionb. Note the gap

2 Describe the flaw in general termsAnswer Choices

1 l s this what you said?2 l f no, is it possibly a description of the argument?3 Focus on the active clause of the answer choices to speed up the

process4 8 e sure you can correlate specifics in the passage to the answer

choice5 Remernber that they will often use confusing language.




Stem

Parallel ReasoningWhat is most similar to the passage

The reasoning/method/strategy/structure of which of the following is mostsimilar/parallel to that above? Which of the following most closelyparallels the reasoning/strategy/method used above?

Passage1 Conclusion trick

a If-Then statements?b Word Strength/Scopec Tense and Pos. Vs. Neg

2 l f that does not work use the same strategy on the evidence, or ...3 Describe the evidence

Answer Choices .

Stem

1 L o o kfor answer that matches in all relevant respectsd. If-Then statements?

e Word Strength/Scopef Tense and Pos. Vs. Neg

Parallel lawWhich on is most similarly flawed

The flawed/faulty reasoning/method/strategy/structure of which of thefollowing is most similar/parallel to that above? Which of the followingmost closely parallels the flawed/faulty reasoning/strategy/method usedabove? Which of the following exhibits a similar flaw/error/fallacy?

Passage1 F ind the flaw2 Describe the flaw.

Answer Choices1 L o o k for a similar flaw in the answer.

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Reading ComprehensionLecture notes

I What is on the Reading Comprehension section?

a Four longer 55-70 lines) reading passages.

b Six to eight questions specifically about each passages.

II. What does this section test?

a Your ability to understand long passages.

b Your ability to find and recall key details with in the passage.

c Your ability to make reasonable extensions based on the passage.

d Your ability to read carefully even when the subject matter isboring).

III. How to approach this section.

a Pre- read the question stems.

b Prepare to read

C Summarize what you have read.

IV. Pre Reading the question stems.

a Get an overview of the subject matter.

b Identify the key details.

c Generate interest in the passage.

V. Preparing to read.

a Relax.

b Focus/Clear your mind.

c Review the key details.




VI Summarizing what you have read

a. Every 5 10 lines restate what you read.

b. At the end o the passage restate the restatements.

4 £) CE Test Prep 2 8



Games Types

These games types could perhaps more appropriately be called skill sets. Eachtype lists a specific skill that is being tested through that game. Often a game

will test more that one skill set and therefore would fall into multiple types.

In the resource center of the website you can access a spreadsheet that breaksdown all of the games by type. This is very helpful for identifying which particulartypes of g mes are your strengths and weaknesses. t is also the easiest way tofind games to practice on when trying to improve your performance on aparticular game type.

ORDER

This is the most common skill that is tested on the games section. t is also oneof h skills that is most intuitive for most people as well. Nearly every test hasmultiple games that involve putting the variables in some sort of order.

1 Rules that define relationships are very common.2 Link rules to find chains.3 Limiting the options for the positions.

--remember to list options when there are three or less4 Pay special attention to the rules that provide more specific relationships.

2 GROUP GAMES

There are really two types of games that fall under this category. Both types will

usually test your ability with if-then statements but there are particular tricks witheach.

Defined

These games begin by defining how many variables will be assigned to eachgroup.

1 If-Then rules are very common.2 Watch for rules that will fin up group.

--Out groups are favorite things to fill.

--Subgroups also are often used when there are multiple variabletypes.

3 You may need to run out multiple diagrams.--When a numbers issue allows limited compositional options,--When a rule will fill up a group or sub-group.

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Undefined

These games do not have a set number in each group at the outset o the game.

1. If-Then rules dominate these games.2. Drop the contra positive of the first rule to the bottom o the diagram.

3. Form chains o if-then statements.4. Rules that cross the centerline create OR statements in the direction o

the arrow.5 Keep track o MAXIMUM and MINIMUM for each group.

--Use the OR statements.6. Run out the Big Triggers

3 GROUP GAMES

Again there are two types o games th t fall into this category with similaritiesnd differences.

Defined

These games begin by defining how many variables will be assigned to eachgroup.

1 Create OR statements when one group is ruled out for a given variable.2 Rules that create conflicting variables are very common.3. Watch for the ways to trigger the OR statement

--Filling up one of the remaining groups.--Putting a conflicting variable in one of the groups.

4. Pay special attention to games tha t have multiple conflicting variables.--Three conflicting with each other.--Two sets o two conflicting variables.

Undefined

These games do not have a set number in each group at the outset of the game.

6

1. Create OR statements when one group is ruled out for a given variable.2. Rules that create conflicting variables are very common.

3. Watch for the ways to trigger the OR statement--Putting a conflicting variable in one of the groups.4. Pay special attention to games that have multiple conflicting variables.

--Three conflicting with each other.--Two sets o two conflicting variables.

5 Keep track o MAXIMUM and MINIMUM for each group.

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NUMBER ISSUES GAMES

These games have been discussed to a large degree in week three They will becombined with the oth r elements in a variety of situations

General Skills with Numbers

1 Keep track of MAXIMUM and MINIMUM variables per group, or MAXIMUMand MINIMUM contribution of each variable type.

2 Lock in what is certain.3 Pay attention to swing spots .4. Run multiple diagrams when necessary.

3 VARIABLE GAMES

These games give a series of positions all of which will be one of three variables.

They generally are quite simple.

27

1 Re-Apply General Rules dominate these games.2 Apply the general rules to all n w information and to any potentially

applicable positions.

© ACE Test rep 2 8



4 0R MORE GROUP GAMES

There are two basic types o games that fall into this category. For the most partthey are listed in the spreadsheet under the Number column. In many waysthey reflect the 3 group games.

Defined

In the typical version o this game each variable occurs a set number of times(once ore twice usually).

1. Watch for rules that will fill up the groups.2. Conflicting variable rules are very common.3. Pay special attention to multiple conflicting variables.

Undefined

In the typical version o this game each variable occurs a set number o times(once are twice usually).

1. Keep track of MAXIMUM and MINIMUM for each group or category.2. Conflicting variable rules are very common.3. Pay special attention to multiple conflicting variables.4. Be sure to note how con mcting variables affect the MAX and MIN.




Plotting Your ourse

When thinking about the LSAT you should start by figuring out what score youhope to achieve. This will probably be determined by a combination of factors.To a large degree the schools that you want to attend will decide what score youwant. The average LSAT scores of the schools you want to attend should give

you an idea of where you should aim. Of course other aspects of yourapplication are important but optimally each element of your application shouldbe around or above the schools average.

Once you have determined what score you would like to achieve set goals onhow to get there. Significantly increasing your score will require significantamounts of study. Therefore you will need to take into account what you arecurrently scoring and the difference between that score and your optimal score.Your goals should deal with:

• Study Time• Specific Question Types• Section Scores• Total Score

Obviously your performance on certain question types determines your score ona given section. Also your section scores make up your total score. Thereforemake sure that as you set your goals you do so with each of the areas. Onegood way to improve your overall score is to simply try and get one morequestion correct per section. Thinking only of overall score will have little positiveeffect.

Study Time

You must be willing to spend time developing and sharpening your skills. Howwell you score in large measure depends on how much time you spendstudying. Daily consistent study is more important than total time spent studying.We have found that two hours a day well managed for four to six months is agood estimate of time needed to ace this exam.

Specific Question Types

The test is really only a matter of getting one question correct several times insuccession. n order to do well you will need to be able to answer each of themajor question types successfully. It is best to start by identifying the questiontypes that are difficult for you. y focusing your study on these questions you canadd points to the section score.




Date Test LR

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Documents

Ace LSAT Notes Pages