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7sage > LR - Stems & Strategies > Flashcards

LR - Stems & Strategies Flashcards

1
Q

“…properly inferred…if assumed…”

A

SUFFICIENT ASSUMPTION

  1. FIND: gaps in premises & term shifts in conclusion.
  2. CIRCLE: conditional, modal, and quantifiers. Diagram, if possible.
  3. ELIMINATE: trap answers - NA, converse/inverse, “weak” additional premises (“some” & “most” terms)
  4. SELECT: a strong connector (it might be transitive/contrapositive!)
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2
Q

“…properly inferred…if true…”

A

SUFFICIENT ASSUMPTION

  1. FIND: gaps in premises & term shifts in conclusion.
  2. CIRCLE: conditional, modal, and quantifiers. Diagram, if possible.
  3. ELIMINATE: trap answers - NA, converse/inverse, “weak” additional premises (“some” & “most” terms)
  4. SELECT: a strong connector (it might be transitive/contrapositive!)
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3
Q

“…if assumed…properly drawn…”

A

SUFFICIENT ASSUMPTION

  1. FIND: gaps in premises & term shifts in conclusion.
  2. CIRCLE: conditional, modal, and quantifiers. Diagram, if possible.
  3. ELIMINATE: trap answers - NA, converse/inverse, “weak” additional premises (“some” & “most” terms)
  4. SELECT: a strong connector (it might be transitive/contrapositive!)
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4
Q

“…if true, guarantees the conclusion…”

A

SUFFICIENT ASSUMPTION

  1. FIND: gaps in premises & term shifts in conclusion.
  2. CIRCLE: conditional, modal, and quantifiers. Diagram, if possible.
  3. ELIMINATE: trap answers - NA, converse/inverse, “weak” additional premises (“some” & “most” terms)
  4. SELECT: a strong connector (it might be transitive/contrapositive!)
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5
Q

“…conclusion does not follow unless…”

A

NECESSARY ASSUMPTION

  1. FIND: term shifts, alternative causes, comparisons, etc.
  2. CIRCLE: conditional, modal, and quantifiers.
  3. ELIMINATE: trap answers: SA, converse/inverse, out of scope/ too extreme, etc.
  4. SELECT: A defender assumption. Use the “negation test”, check probabilistic answers first (“some”, “might”, “can”, etc.)
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6
Q

“…requires the assumption that…”

A

NECESSARY ASSUMPTION

  1. FIND: term shifts, alternative causes, comparisons, etc.
  2. CIRCLE: conditional, modal, and quantifiers.
  3. ELIMINATE: trap answers: SA, converse/inverse, out of scope/ too extreme, etc.
  4. SELECT: A defender assumption. Use the “negation test”, check probabilistic answers first (“some”, “might”, “can”, etc.)
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7
Q

“…argument presupposes…”

A

NECESSARY ASSUMPTION

  1. FIND: term shifts, alternative causes, comparisons, etc.
  2. CIRCLE: conditional, modal, and quantifiers.
  3. ELIMINATE: trap answers: SA, converse/inverse, out of scope/ too extreme, etc.
  4. SELECT: A defender assumption. Use the “negation test”, check probabilistic answers first (“some”, “might”, “can”, etc.)
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8
Q

“…assumption on which the argument depends…”

A

NECESSARY ASSUMPTION

  1. FIND: term shifts, alternative causes, comparisons, etc.
  2. CIRCLE: conditional, modal, and quantifiers.
  3. ELIMINATE: trap answers: SA, converse/inverse, out of scope/ too extreme, etc.
  4. SELECT: A defender assumption. Use the “negation test”, check probabilistic answers first (“some”, “might”, “can”, etc.)
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9
Q

“…fails to consider that…”

A

FLAW

  1. Underline: conclusion and look for term shifts between it and the premises.
  2. CIRCLE: conditional, modal, and quantifiers.
  3. ELIMINATE: trap answers (real flaws but not in stimulus, inverse/converse of correct flaw, etc.)
  4. SELECT: answer that fits the prompt (“fails to consider…” is different than “vulnerable because…”)
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10
Q

“…is vulnerable to criticism that…”

A

FLAW

  1. Underline: conclusion and look for term shifts between it and the premises.
  2. Circle key words: conditional, modal, and quantifiers.
  3. Eliminate: obvious trap answers: real flaws but not found in stimulus, inverse/converse of the correct flaw, etc.
  4. Choose: answer that fits the prompt (“fails to consider…” is different than “vulnerable because…”)
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11
Q

“…unjustifiably assumes that…”

A

FLAW

  1. Underline: conclusion and look for term shifts between it and the premises.
  2. Circle key words: conditional, modal, and quantifiers.
  3. Eliminate: obvious trap answers: real flaws but not found in stimulus, inverse/converse of the correct flaw, etc.
  4. Choose: answer that fits the prompt (“fails to consider…” is different than “vulnerable because…”)
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12
Q

“…takes for granted that…”

A

FLAW

  1. Underline: conclusion and look for term shifts between it and the premises.
  2. Circle key words: conditional, modal, and quantifiers.
  3. Eliminate: obvious trap answers: real flaws but not found in stimulus, inverse/converse of the correct flaw, etc.
  4. Choose: answer that fits the prompt (“fails to consider…” is different than “vulnerable because…”)
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13
Q

“…(any flaw question with survey data acting as a premise in the stimulus)…”

A

Look for:

  • sample size/composition effects
  • timing effects
  • term shifts between ?’s and conclusion
  • ulterior motives by respondents
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14
Q

“…if true, would strengthen…”

A

STRENGTHEN

  1. Circle: term shifts, conditional, modal, and quantifier words.
  2. Eliminate: irrelevant/neutral answers; be skeptical of ones with vague terms (some, sometimes, often, many, etc.)
  3. Find: evidence for…
    - same cause, same effect
    - no cause, no effect
    - elimination of a potential alternate cause
    - sample/temporal problems avoided
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15
Q

“…if true, most justifies the author’s reasoning…”

A

STRENGTHEN

  1. Circle: term shifts, conditional, modal, and quantifier words.
  2. Eliminate: irrelevant/neutral answers; be skeptical of ones with vague terms (some, sometimes, often, many, etc.)
  3. Find: evidence for…
    - same cause, same effect
    - no cause, no effect
    - elimination of a potential alternate cause
    - sample/temporal problems avoided
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16
Q

“…if true, most seriously weakens”

A

WEAKEN

  1. Circle: term shifts, conditional, modal, and quantifier words.
  2. Eliminate: irrelevant/neutral answers; be skeptical of ones with vague terms (some, sometimes, often, many, etc.)
  3. Find: A flaw or evidence for…
    - cause without the effect
    - effect without the cause
    - potential alternate cause
    - bad sample or temporal issues
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17
Q

“…if true, most seriously calls into question…”

A

WEAKEN

  1. Circle: term shifts, conditional, modal, and quantifier words.
  2. Eliminate: irrelevant/neutral answers; be skeptical of ones with vague terms (some, sometimes, often, many, etc.)
  3. Find: A flaw or evidence for…
    - cause without the effect
    - effect without the cause
    - potential alternate cause
    - bad sample or temporal issues
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18
Q

“…if true, most seriously undermines…”

A

WEAKEN

  1. Circle: term shifts, conditional, modal, and quantifier words.
  2. Eliminate: irrelevant/neutral answers; be skeptical of ones with vague terms (some, sometimes, often, many, etc.)
  3. Find: A flaw or evidence for…
    - cause without the effect
    - effect without the cause
    - potential alternate cause
    - bad sample or temporal issues
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19
Q

“…if true, could be used to counter the argument…”

A

WEAKEN

  1. Circle: term shifts, conditional, modal, and quantifier words.
  2. Eliminate: irrelevant/neutral answers; be skeptical of ones with vague terms (some, sometimes, often, many, etc.)
  3. Find: A flaw or evidence for…
    - cause without the effect
    - effect without the cause
    - potential alternate cause
    - bad sample or temporal issues
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20
Q

“…principles most strongly supports the evidence above…”

A

PRINCIPLE (SUPPORT)

  1. Think: This is like a MSS, but with a conclusion.
  2. Underline the conclusion and circle all conditional, modal, and quantifier words.
  3. DIAGRAM? Yes? Do it. No? Look for the “weak” answer that summarizes/repeats the argument in the stimulus.
  4. SWEEP 1 - ELIMINATE:
    - inverse/converse
    - out of scope
    - disproportionate degree.
  5. SWEEP 2 - CHOOSE: weak answers, sometimes in transitive and contrapositive form.
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21
Q

“…principles underlies the argument above…”

A

PRINCIPLE (SUPPORT)

  1. Think: This is like a MBT/MSS, but with a conclusion.
  2. Underline the conclusion and circle all conditional, modal, and quantifier words.
  3. DIAGRAM? Yes? Do it. No? Look for the “weak” answer that summarizes/repeats the argument in the stimulus.
  4. SWEEP 1 - ELIMINATE:
    - inverse/converse
    - out of scope
    - disproportionate degree.
  5. SWEEP 2 - CHOOSE: weak answers, sometimes in transitive and contrapositive form.
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22
Q

“…principles, if valid, most helps to justify the reasoning above”

A

PRINCIPLE (SUPPORT)

  1. Think: MSS, but with a conclusion.
  2. Underline the conclusion and circle all conditional, modal, and quantifier words.
  3. DIAGRAM? Yes? Do it. No? Look for the “weak” answer that summarizes/repeats the argument in the stimulus.
  4. SWEEP 1 - ELIMINATE:
    - inverse/converse
    - out of scope
    - disproportionate degree.
  5. SWEEP 2 - CHOOSE: weak answers, sometimes in transitive and contrapositive form.
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23
Q

“…the principle above, if established, would justify…”

A

PRINCIPLE (SUPPORT)

  1. THINK: Find a conclusion
  2. CIRCLE: all conditional, modal, and quantifier words.
  3. DIAGRAM? Yes? Do it. No? Look for the “weak” answer that summarizes/repeats the argument in the stimulus.
  4. SWEEP 1 - ELIMINATE:
    - inverse/converse
    - out of scope
    - disproportionate degree.
  5. SWEEP 2 - CHOOSE: weak answers, sometimes in transitive and contrapositive form.
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24
Q

“The main point of the argument is…”

A

MAIN CONCLUSION

  • Often in beginning/middle of stimulus.
  • Look for “opinion”-like language.
  • Correct answer: usually reworded version of that in the stimulus.
  • “Trap answer”: usually a sub-conclusion. Use “therefore” test to differentiate between them.
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25
Q

“…expresses the author’s conclusion…”

A

MAIN CONCLUSION

  • Often located in beginning/middle of stimulus.
  • Look for opinionated language.
  • Correct answer: usually reworded version of that in the stimulus.
  • “Trap answer”: usually a sub-conclusion. Use “therefore” test to differentiate between them.
26
Q

“…shows the conclusion drawn in the argument…”

A

MAIN CONCLUSION

  • Often located in beginning/middle of stimulus.
  • Look for opinionated language.
  • Correct answer: usually reworded version of that in the stimulus.
  • “Trap answer”: usually a sub-conclusion. Use “therefore” test to differentiate between them.
27
Q

“…best expresses the main point of the author’s reasoning…”

A

MAIN CONCLUSION

  • Often located in beginning/middle of stimulus.
  • Look for opinionated language.
  • Correct answer: usually reworded version of that in the stimulus.
  • “Trap answer”: usually a sub-conclusion. Use “therefore” test to differentiate between them.
28
Q

“…if above are true, which of the following must be true?”

A

MUST BE TRUE

  1. CIRCLE: all conditional, modal, and quantifier words.
  2. DIAGRAM? Yes? Do it. No? Look for the “weak” answer that summarizes/repeats an answer in the stimulus.
  3. SWEEP 1 - ELIMINATE:
    - inverse/converse
    - CBT answers
    - out of scope
    - disproportionate degree
  4. SWEEP 2 - CHOOSE: weak answers, often in transitive and contrapositive form.
29
Q

“…statements above logically commit the author to which of the following conclusions…”

A

MUST BE TRUE

  1. CIRCLE: all conditional, modal, and quantifier words.
  2. DIAGRAM? Yes? Do it. No? Look for the “weak” answer that summarizes/repeats an answer in the stimulus.
  3. SWEEP 1 - ELIMINATE:
    - inverse/converse
    - CBT answers
    - out of scope
    - disproportionate degree
  4. SWEEP 2 - CHOOSE: weak answers, often in transitive and contrapositive form.
30
Q

“…can properly be inferred from the passage…”

A

MUST BE TRUE

  1. CIRCLE: all conditional, modal, and quantifier words.
  2. DIAGRAM? Yes? Do it. No? Look for the “weak” answer that summarizes/repeats an answer in the stimulus.
  3. SWEEP 1 - ELIMINATE:
    - inverse/converse
    - CBT answers
    - out of scope
    - disproportionate degree
  4. SWEEP 2 - CHOOSE: weak answers, often in transitive and contrapositive form.
31
Q

“…follows logically from the statements above…”

A

MUST BE TRUE

  1. CIRCLE: all conditional, modal, and quantifier words.
  2. DIAGRAM? Yes? Do it. No? Look for the “weak” answer that summarizes/repeats an answer in the stimulus.
  3. SWEEP 1 - ELIMINATE:
    - inverse/converse
    - CBT answers
    - out of scope
    - disproportionate degree
  4. SWEEP 2 - CHOOSE: weak answers, often in transitive and contrapositive form.
32
Q

“…could be true…EXCEPT…”

A

MUST BE FALSE

  1. CIRCLE: all conditional, modal, and quantifier words.
  2. DIAGRAM?
    Yes? Do it.
    No? Look for the strong conditional, modal, and quantifier words in the stimulus. The correct answer will likely VIOLATE this part.
  3. To not get tricked, preface each answer by saying “It cannot be true that…”
33
Q

“…which of the following is contrary to the information above?”

A

MUST BE FALSE

  1. CIRCLE: all conditional, modal, and quantifier words.
  2. DIAGRAM?
    Yes? Do it.
    No? Look for the strong conditional, modal, and quantifier words in the stimulus. The correct answer will likely VIOLATE this part.
  3. To not get tricked, preface each answer by saying “It cannot be true that…”
34
Q

“The statements above, if true, provide a basis for rejecting which one of the following claims?”

A

MUST BE FALSE

  1. CIRCLE: all conditional, modal, and quantifier words.
  2. DIAGRAM?
    Yes? Do it.
    No? Look for the strong conditional, modal, and quantifier words in the stimulus. The correct answer will likely VIOLATE this part.
  3. To not get tricked, preface each answer by saying “It cannot be true that…”
35
Q

“…statements above, if true…most strongly support…”

A

MOST STRONGLY SUPPORT

  1. CIRCLE: all conditional, modal, and quantifier words.
  2. DIAGRAM? Rarely. But you can still draw a few terms out to see clear relationships.
  3. SWEEP 1 - ELIMINATE:
    - inverse/converse
    - out of scope
    - disproportionate degree
  4. SWEEP 2 - CHOOSE: weak answers, often in transitive and contrapositive form.
36
Q

“…supports the information above…”

A

MOST STRONGLY SUPPORT

  1. CIRCLE: all conditional, modal, and quantifier words.
  2. DIAGRAM? Rarely. But you can still draw a few terms out to see clear relationships.
  3. SWEEP 1 - ELIMINATE:
    - inverse/converse
    - out of scope
    - disproportionate degree
  4. SWEEP 2 - CHOOSE: weak answers, often in transitive and contrapositive form.
37
Q

“…logically completes the argument…”

A

MOST STRONGLY SUPPORT

  1. CIRCLE: all conditional, modal, and quantifier words.
  2. DIAGRAM? Rarely. But you can still draw a few terms out to see clear relationships.
  3. SWEEP 1 - ELIMINATE:
    - inverse/converse
    - out of scope
    - disproportionate degree
  4. SWEEP 2 - CHOOSE: weak answers, often in transitive and contrapositive form.
38
Q

“…most closely conforms to the principle above?”

A

PRINCIPLE (EXAMPLE)

  1. INFER “DOWN”: treat it like a matching/parallel problem; find a perfect replica.
  2. CIRCLE: term shifts, pivots, and modifiers
  3. DIAGRAM: conditionals, if possible.
  4. ELIMINATE: illegal negations/reversals, out of scope answers, “detail creep”, or invalid “all”/”most”/”some” forms.
39
Q

“Which one of the following situations violates _________ [principle is given in stimulus]?”

A

PRINCIPLE (EXAMPLE)

  1. INFER “DOWN”: don’t get tricked! “Violates” is like an “EXCEPT” question.
  2. CIRCLE: term shifts, pivots, and modifiers
  3. DIAGRAM: conditionals, if possible.
  4. CHOOSE: illegal negations/reversals or invalid “all”/”most”/”some” forms.
40
Q

“…principles is best illustrated by the information described above…

A

PRINCIPLE (EXAMPLE)

  1. INFER “DOWN”: find a conclusion in an answer choice.
  2. CIRCLE: term shifts, pivots, and modifiers
  3. DIAGRAM: conditionals, if possible.
  4. ELIMINATE: illegal negations/reversals, out of scope answers, “detail creep”, or invalid “all”/”most”/”some” forms.
41
Q

“…point at issue between X and Y is…”

A

DISAGREE

ANSWER CHECKLIST:
- Two different points of views? No, eliminate!
- Are they opposed to each other? No, eliminate?
TRAP ANSWERS: things that they would probably disagree about but that are NOT explicitly discussed.
CORRECT ANSWER: must be something that one person clearly says “yes” to and the other person clearly says “no”.

42
Q

“…speakers are committed to disagreeing about…”

A

DISAGREE

ANSWER CHECKLIST:
- Two different points of views? No, eliminate!
- Are they opposed to each other? No, eliminate?
TRAP ANSWERS: things that they would probably disagree about but that are NOT explicitly discussed.
CORRECT ANSWER: must be something that one person clearly says “yes” to and the other person clearly says “no”.

43
Q

“…remarks show that they disagree about whether…”

A

DISAGREE

ANSWER CHECKLIST:
- Two different points of views? No, eliminate!
- Are they opposed to each other? No, eliminate?
TRAP ANSWERS: things that they would probably disagree about but that are NOT explicitly discussed.
CORRECT ANSWER: must be something that one person clearly says “yes” to and the other person clearly says “no”.

44
Q

“The assertion that ____________ figures into the argument by…”

A

ROLE/FUNCTION

Ask: “Is this the conclusion?” and “Does this support/refute the conclusion?”

  1. Quick elimination: premise vs. conclusion in answer choices.
  2. “Trap” answer: assumptions, similar but wrong (example vs. analogy; conclusion vs. sub-conclusion).
  3. When in doubt, ask, “What does ______ support and how?”
45
Q

“The point of mentioning _____________ in the argument is to…”

A

ROLE/FUNCTION

Ask: “Is this the conclusion?” and “Does this support/refute the conclusion?”

  1. Quick elimination: premise vs. conclusion in answer choices.
  2. “Trap” answer: assumptions, similar but wrong (example vs. analogy; conclusion vs. sub-conclusion).
  3. When in doubt, ask, “What does ______ support and how?”
46
Q

“…serves which of the following functions in the argument?”

A

ROLE/FUNCTION

Ask: “Is this the conclusion?” and “Does this support/refute the conclusion?”

  1. Quick elimination: premise vs. conclusion in answer choices.
  2. “Trap” answer: assumptions, similar but wrong (example vs. analogy; conclusion vs. sub-conclusion).
  3. When in doubt, ask, “What does ______ support and how?”
47
Q

“…method of reasoning…”

A

METHOD OF REASONING

  1. UNDERLINE: conclusion
  2. IDENTIFY: did the author use: background info., opponent’s P.O.V., supporting/counter evidence, example, analogy, metaphor, etc.
  3. WHEN IN DOUBT: Carefully compare remaining answers to each other, then compare to the stimulus. Something will be added, omitted, or mischaracterized in the wrong answer.
48
Q

“…argument proceeds by…”

A

METHOD OF REASONING

  1. UNDERLINE: conclusion
  2. IDENTIFY: did the author use: background info., opponent’s P.O.V., supporting/counter evidence, example, analogy, metaphor, etc.
  3. WHEN IN DOUBT: Carefully compare remaining answers to each other, then compare to the stimulus. Something will be added, omitted, or mischaracterized in the wrong answer.
49
Q

“…author derives his/her conclusion by…”

A

METHOD OF REASONING

  1. UNDERLINE: conclusion
  2. IDENTIFY: did the author use: background info., opponent’s P.O.V., supporting/counter evidence, example, analogy, metaphor, etc.
  3. WHEN IN DOUBT: Carefully compare remaining answers to each other, then compare to the stimulus. Something will be added, omitted, or mischaracterized in the wrong answer.
50
Q

“X responds to Y by…”

A

METHOD OF REASONING

  1. UNDERLINE: conclusion
  2. IDENTIFY: did the author use: background info., opponent’s P.O.V., supporting/counter evidence, example, analogy, metaphor, etc.
  3. WHEN IN DOUBT: Carefully compare remaining answers to each other, then compare to the stimulus. Something will be added, omitted, or mischaracterized in the wrong answer.
51
Q

“…if true, most helps to explain the paradox…”

A

RESOLVE/RECONCILE/EXPLAIN

  1. Underline: the conclusion (often causality or a comparison)
  2. Identify: expected vs. unexpected result.
  3. Eliminate: any answer that supports the expected result or is irrelevant to the argument.
  4. Choose: the most plausible explanation for the unexpected result (it doesn’t have to be 100% perfect!)
52
Q

“…if true, helps resolve the conflict…”

A

RESOLVE/RECONCILE/EXPLAIN

  1. Underline: the conclusion (often causality or a comparison)
  2. Identify: expected vs. unexpected result.
  3. Eliminate: any answer that supports the expected result or is irrelevant to the argument.
  4. Choose: the most plausible explanation for the unexpected result (it doesn’t have to be 100% perfect!)
53
Q

“…if true…explanation of the seeming contradiction…”

A

RESOLVE/RECONCILE/EXPLAIN

  1. Underline: the conclusion (often causality or a comparison)
  2. Identify: expected vs. unexpected result.
  3. Eliminate: any answer that supports the expected result or is irrelevant to the argument.
  4. Choose: the most plausible explanation for the unexpected result (it doesn’t have to be 100% perfect!)
54
Q

“…if true, would most effectively reconcile the discrepancy..”

A

RESOLVE/RECONCILE/EXPLAIN

  1. Underline: the conclusion (often causality or a comparison)
  2. Identify: expected vs. unexpected result.
  3. Eliminate: any answer that supports the expected result or is irrelevant to the argument.
  4. Choose: the most plausible explanation for the unexpected result (it doesn’t have to be 100% perfect!)
55
Q

“…if true, would most effectively reconcile the discrepancy..”

A

RESOLVE/RECONCILE/EXPLAIN

  1. Underline: the conclusion (often causality or a comparison)
  2. Identify: expected vs. unexpected result.
  3. Eliminate: any answer that supports the expected result or is irrelevant to the argument.
  4. Choose: the most plausible explanation for the unexpected result (it doesn’t have to be 100% perfect!)
56
Q

“…most closely parallel in its reasoning…”

A

PARALLEL/MATCHING

  1. Circle: conditional, modal, quantifier, and conjunction/disjunction words.
  2. Ask: Diagram or Motto?
  3. If Diagram: Use P.O.E. to check…
    - Same # of terms?
    - Same conditional, modal, quantitative words?
    - Transitive or not?
    - Valid or not?
57
Q

“…most similar in its pattern of the argument…”

A

PARALLEL/MATCHING

  1. Circle: conditional, modal, quantifier, and conjunction/disjunction words.
  2. Ask: Diagram or Motto?
  3. If Diagram: Use P.O.E. to check…
    - Same # of terms?
    - Same conditional, modal, quantitative words?
    - Transitive or not?
    - Valid or not?
58
Q

“…exhibits the flawed pattern of reasoning most similar…”

A

PARALLEL/MATCHING FLAW

  1. Circle: conditional, modal, quantifier, and conjunction/disjunction words.
  2. Motto = What type of flaw is it?
  3. Trap Answers: Same type of flaw, but reversed (e.g. part/whole) or similar (inverse/converse).
59
Q

“…would be most helpful to know in evaluating the argument…”

A

EVALUATE

  1. Assume: the premises are true; don’t worry about finding a specific flaw.
  2. Identify: a variable in the argument that would help make the conclusion stronger/weaker (i.e. it’s relevant to the argument).
  3. Trap Answers:
    - out of scope
    - apply only to the premise OR conclusion, NOT the connection between them.
60
Q

“…to evaluate the argument above, it would be most useful to know…”

A

EVALUATE

  1. Assume: the premises are true; don’t worry about finding a specific flaw.
  2. Identify: a variable in the argument that would help make the conclusion stronger/weaker (i.e. it’s relevant to the argument).
  3. Trap Answers:
    - out of scope
    - apply only to the premise OR conclusion, NOT the connection between them.

7sage (5 decks)

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