General Strategy Flashcards
ID: Inference or Specific
infers
inference
ID: Inference or Specific
mentioned
specific reference
ID: Inference or Specific
would agree with
infers
ID: Inference or Specific
implies
inference
ID: Inference or Specific
stated
specific
ID: Inference or Specific
suggests
inference
RC uses these keywords to mean what?
but/however
this is opposing what we just talked about.
shows a disagreement pattern
FIll in the blank.
Specific reference/purpose questions test _ _ _ _.
your ability to describe not only the purpose of the element referenced in the question itself but also its overall function in the passage.
make sure to understand how it relates to the passage specifically to the mainpoint.
function i.e role
In RC why are wrong answers wrong?
ALL wrong answers either misrepresent the text (lie) or do not match the task.
lie: mischaracterize - switching up povs, switching up relationships.
Fill in the blank.
In comparative passages before you go to the questions you want to ask _ _ _ _. For example:
big picture how they relate to eachother.
ex: talking about the same thing but they just disagree?
addressing similar concepts but in slightly different context “parallel”.
ex: in material
a: history boring
b: legal boring
Fill in the blank.
In reading comprehension when you think of reasoning structure, make sure you are thinking in terms of _ _ _ _ to the _ _ _ _.
blank #1: how various components of a passage relate
blank #2: main points being made
Define the comparative checklist
comparative checklist
1. highlight things mentioned in BOTH passages.
- do they agree
- do they disagree
2. how do the two passages relate to eachother? i.e. what’s their relationship?
3. note things mentioned extensively in one passage but not mentioned in the other (“only ones”)
what are the six (6) RC patterns? + give a brief explainations.
- tradtional v. new
- problem/solution (question&answer: a flavor of this)
- arts: artist is the best.
- prescriptive (persuasive)
- carve out- rebuttal given
- causal: BG cause & effect - however this was actually the effect
what’s one issue you’re looking out for carefully as you read the final paragraph in a RC passage?
subtle inflection on the author’s opinion.
Fill in the blank.
In comparative passages the work is all about _ _ _ _.
* reading b as _ _ _ _ to a. *
* right away ask _ _ _ _.
blank #1: how they compare
blank #2: how it relates to passage a
blank #3: how does this relate/compare to passage a
Fill in the blanks.
In reading comprehension questions that test your understanding of one opinion will commonly _ _ _ _ because _ _ _ _.
blank#1: have many wrong answers that align with the opposite, or contrasting opinion.
blank#2: the test writers need to create answers that are provably wrong
Fill in the blank(s) & answer the final question.
in comparative passages, if a term/concept is mentioned in both passages _ _ _ _ & what do you want to ask yourself about it?
blank: there is a high chance you’re going to be getting a question regarding it.
be prepared to answer whether they agree on it, disagree on it, etc.. OR whether it’s just mentioned in both
in comparative passages, why don’t you want to dwell on new topics? (i.e. mentioned inone but not the other?)
because it’s impossible to disagree/agree on something you do not talk about.
What are the ingredients of reasoning structure?
i. main point
ii. premise (s) supporting or premise (s) opposing
iii. background information necessary to understand the situation presented.
What are the three (3) standards of a main point question?
i. author believes it (if present)
ii. supported by other information
iii. it’s not being used to support a further conclusion
* If there is no author preseent then it can’t be too narrow.*
Fill in the blank and answer the following question.
The LSAT shows you what’s important by _ _ _ . How does it show up in Reading Comprehension?
blank: taking the time to talk about it extensively.
In RC for example, take note if a certain topic is discussed in the first paragraph or more.
In reading comprehension, what are the three (3) ways wrong answer choices misrepresent the text?
i.incorrectly identifying or translating main points. (lie)
ii. misorganizing opinions or evidence relative to the main points (swap p.o.v)
iii. swapping out key details with information that doesn’t match what the text discusses. ( out of scope/ lie)
If your MP “A leads to B” is causal in the passage…
1. What quality does your mainppoint HAVE to have?
2. How do you want to read the rest of the passage?
A1: MP has to have causal language.
A2: Read the rest of the passage in a cause and effect context.
Ask yourself: “how can this relate to the cause & effect relationship?”
Fill in the blanks
When the LSAT gives you a _ _ _ _ or/& _ _ _ _ _ and then _ _ _ _ and gives you _ _ _ _ such as _ _ _ _ , You gotta see this as a _ _ _ _ for you to _ _ _ _.
from top to bottom
blank 1: fact, comparison, etc.
blank 2: same as #1
blank 3: spends time explaining it
blank 4: connective tissue
blank 5: connector words &/or tonality - sass, shade
blank 6: reciepe
blank 7: connect transitively
In reading comprehension, what are the two (2) ways wrong answer choices not match the task?
- do not align with the genre of the question
- do not align with the scope of the question
In a reading comprehension passage that mentions an artist, what question do you want to ask yourself?
Is there opposion to this via the industry critics?
What is the meaning of this structure keyword in a reading comprehension passage?
Thus / as a result
conclusion/claim based off of what was stated.
When answering a MP question, what are we looking for?
i. capture author’s tone (if present)
ii. capture the subject well.
iii. can’t be too narrow.
iv. no lies
In reading comprehension, what are the different roles a paragraph can have?
i. BG: setting the stage [ no opinion, no conlcusion]
ii. AVP: conclusion or claim being made that’s not attributed to anyone.
iii. OVP: understand who is making the claim
4. SUPP: NOT support UNLESS you already have a claim POV.
What is the meaning of this structure keyword in an RC passage?
Previously
We used to think something, expect tha will change
Describe the identificiation factors for this reading pattern.
Prescrptive
i. I think you should do it this way, no that’s a terrible way let me tell you why.
ii. here’s an option I don’t like it, here’s another option I think is better.
** note to self: these are both different flavors of disagreement patterns**
Describe the identificiation factors for this reading pattern.
Problem -> Solution
Passage starts with identifying a problem then offers a solution
Fill in the blanks
In comparative passages sometimes the difference is _ _ _ & not _ _ _ _ for example _ _ _ _.
Blank #1: structural
Blank #2: subject
Blank #3: “A” has a hypothesis
“B” does not have a hypothesis
Whenever a passage begins by describing an established theory or method, you can almost be sure that the second paragraph will _ _ _ _.
introduce a new theory or method.
Define: background
-everything that doesn’t play a reasoning role
- gives context for the more important compomnents of the reasoning structure.
What are your three (3) priorities for Comparative passages?
i. identify the central issue
ii. How are these passages related to the central issue?
iii. How do the passages relate to one another?
Name & Define the four (4) different types of relationships in comparative passages.
i. disagreement: MP of those two (2) passages is in conflict with eachother.
ii. rough agreement: MP are mostly in agreement but slightly different things on a topic
iii. big/little: One passage is broad/abstract/philosophical & the other is more concrete.
iv. parallel: both passages argue roughly for the same general point but about different specific topics.
state some causal terms used
- “something spawned something else”
- “Something made something else”
- made, motivated, increased, heightened, lestened
Give characteristics for an Arts Passage
- Defending an artist/author from criticism based on a mischaracterization of work.
- Being told what makes an artist unique
Traditional v. New
Passage starts off with traditional approach author is probably going to offer another way & advocate usually going against the traditional
Explain the RC pattern:
“Carve out”
Sometimes, they make a claim & have a paragraph (typically the last paragraph) where they say -not most amazing thing.
ex: here’s some limitations to carve out exceptions of what they are saying.
Name the RC pattern:
“Used to believe something but discoveries show ______ “
Traditional v. New
- what did we used to think & what do we think now?
Explain the following RC pattern:
Tradtional v. New
Novelty that challenges the status quo
Identify the RC pattern mentioned below:
Here’s an option I don’t like it, here’s another option I think is better
Prescriptive
The new way will be the conclusion.
What are the four (4) inference signals?
- Give a brief explaination on each of them
- Secondary Structures:
-examples - Q&A - classifications - cause & effect ** Always tag: understand what it’s supporting. - Compare/Contrast:
* very important* showing how similar /different ALWAYS TAG - Definitions: Especially in P1 (underline) + brief note. often indicates important terms.
- understand why it’s important. - Author Attitude: TAG include modality. “the most”, “the most important lesson”
Define background
-Everything that doesn’t play a reason role.
- Gives context for the more important components of the reasoning structure.
In comparative passages sometimes the difference is _ _ _ _ & not _ _ _ _ . For example _ _ _ _.
blank 1: Structural
blank 2: not subject
ex: A has a hypothesis B does not have a hypothesis
Explain the following RC pattern:
Prescriptive
i. I think you should do it this way, No terrible way let me tell you why.
ii. Here’s an option I dont like it, here’s another option I think is better.
** Note to self: these are BOTH different flavors of disagreement patterns. **
Explain the following RC pattern:
Problem -> Solution
Passage starts w/ identifying a problem then offers a solution.
What are some key words to look out for in RC that indicate “cause & effect”?
-created
-promoted
-result of
-converted
Describe how to go about thinking re primary purpose when an author is present v. absent &/or not so much attitude.
1. “why”- lots of attitude
what is the author trying to convince you of?
- especiallyif secondary structure is extensive.
Ask what is the structure used to get to the main point?
1. cause and effect: to explain a cause of an effect
2. example: to illustrate a problem with an example
3. Q&A: To provide an answer to a question; To provide a solution to a problem.
4. Classificiation: To give a series of guidelines to something.
As you are reading a passage you realize there’s causality. What’s your plan moving forward?
Read the rest of the passage under the “ A leads to B” context. (aka under the causal lense)
*Remember: it’s pretty common if you start off with causality for you to get a paragraph often at the end to dive deeper as to why the cause led to the effect.
- caveat: in science passages a lot can be seen as cause & effect so more useful to rely on argument structure.*
