Lsat: Reading Comprehension

Question 1

Reading comprehension passages usually contain

Answer 1

one Science passage, one Law-Related
passage, and one Humanities passage featuring Diversity. The remaining
passage is usually drawn from a humanities field such as history or
economics, but occasionally the passage comes from science or law.

Question 2

when approaching LSAT passages your
emphasis should be on

Answer 2

big picture elements (main point, tone and attitude,
general structure) instead of every detail, and also on the views/viewpoints
presented, both the author’s and those of other people/groups.

Question 3

first read the entire passage with an eye towards capturing

Answer 3

the main
ideas, viewpoints, tone, and structure of the passage, and then proceed to
the questions, answering them in order unless you encounter a question too
difficult to answer.

Question 4

all high-scoring LSAT takers read the passage before

Answer 4

looking at the questions.

Question 5

At the start of the section, quickly preview the four passage sets, and

Answer 5

choose the one you feel most comfortable with from a topic
standpoint.

Question 6

Always read the passage first. Read for

Answer 6

an understanding of
structure and detail, viewpoints and themes, and the author’s tone.

Question 7

Many students approach the passages as academic learning exercises
and hope to find some fun new fact or interesting information (don’t
laugh, it happens often!). When you begin reading with the
expectation that you will learn something new, the passage becomes

Answer 7

easier to read and more engaging.

Question 8

Some students approach the passages as puzzles to solve, as if they
have been challenged to navigate a maze of sorts (and this is a fairly
accurate description). For certain personalities, the idea of a beatable
challenge stimulates their competitive nature and makes

Answer 8

it easier for
them to focus.

Question 8

As a reader, anticipating what will come next in the passage is

Answer 8

a habit you should seek to cultivate. . By constantly thinking about the possible directions
the author can take, you will gain a richer perspective on the story being
told and be better prepared for the twists and turns most passages exhibit.

Question 9

Notwithstanding

Answer 9

in spite of

Question 10

One of the most powerful weapons the test makers possess is the ability to

Answer 10

manipulate language, and specifically to create sentences that contain a
large amount of information while simultaneously being difficult to
understand and interpret.

Question 11

To combat killer sentences, follow these steps as you break them down:

Answer 11

Slow down and relax. Recognize that killer sentences are really a collection of connected
thoughts, meaning you can break down the sentence into smaller,
component pieces. To do so, use the punctuation marks in the
sentence as natural separators. Commas, dashes, semi-colons, and
colons each indicate natural stopping points in the text, and thus you
can usually divide each sentence into more manageable sections. Given that you already know the sentence, or series of sentences, is a
difficult one, make a mark next to the passage (we suggest using a
simple bracket). This helps you keep tabs on where the hardest parts
of the passage are, and also helps you quickly locate those areas if
questions are asked that reference the information.

Question 12

Comma [ , ]:

Answer 12

Commas appear in many sentences, and usually are used
to separate ideas in some manner. As such, they are natural stopping
points, and help divide a sentence into smaller pieces. Two commas in a
sentence often bookend a standalone idea that is related to but separate
from the main idea being expressed.

Question 13

Colon [ : ]:

Answer 13

A colon typically precedes either an explanation of the point
prior to the colon, or introduces a list of some sort.

Question 14

Semi-colon [ ; ]:

Answer 14

The ideas on either side of a semi-colon are related but
also could stand on their own as complete sentences. In this sense, a
semi-colon is stronger than a comma, but less definitive than a period.

Question 15

Parentheses [ ( ) ]:

Answer 15

The information in parentheses typically expands
upon and adds additional details to the sentence.

Question 16

Dash [ — ]:

Answer 16

Dashes are extremely versatile, and are often substituted
for other punctuation marks (most notably commas, colons, and
parenthesis), but the purpose is typically to set apart a particular idea.

Question 17

“for example

Answer 17

typically expands and
clarifies the idea that immediately precedes it, often by providing an individual
instance of a broader idea or belief. Thus, the main idea of the sentence (or the
passage) is not usually in the “for example” section, but instead just before it.

Question 18

At the end of the passage you should be able to answer these
questions:

Answer 18

-What is the Main Point of the passage?
-What is the author driving
at?
-Why was this written?
-Which groups are speaking or are talked about in the passage? In
other words, who said what?
-What’s the tone or attitude of each group? Angry? Disappointed?
Neutral?
-What is the very basic position or argument of each group?
-Nothing complex, more along the lines of, “The environmentalist’s
are for the passage of the bill and the opponent’s think the bill will
hurt the economy. The author is neutral.”
-Last, but not least, what’s the structure of the passage? Can you
make a mental map of where the ideas appear in the passage?

Question 19

VIEW =

Answer 19

the different VIEWpoints in the passage

Question 19

S=

Answer 19

the Structure of the passage

Question 20

T =

Answer 20

the Tone of the passage

Question 20

A =

Answer 20

the Arguments in the passage

Question 21

MP =

Answer 21

the Main Point

Question 22

VIEWSTAMP is a

Answer 22

mental tracking tool that focuses your
attention on the ideas and elements most likely to produce questions.

Question 23

Seek to understand not just what the author said in the paragraph,
but

Answer 23

why the author made those statements. What’s the greater point that’s
being presented? How does each element perform in service to that point?

Question 24

you can summarize the main point in

Answer 24

a single sentence or two at most.

Question 25

The vast majority of Reading Comprehension questions are

Answer 25

Must Be True and Main Point variants. Thus, you are typically on a fact-finding mission when
reading an RC passage. This means you are reading for knowledge and
understanding, and not as much for things such as Assumptions and what
would weaken or strengthen the argument (as in Logical Reasoning).

Question 26

Work to get a grasp of what was said and why, and worry less about

Answer 26

what weaknesses the passage has or what assumptions were made.

Question 26

VIEWSTAMP will take the following order, as this is the
most logical order of analysis:

Answer 26

1. The various groups and viewpoints discussed within the passage.
2. The tone or attitude of each group or individual.
3. The argument made by each group or individual.
4. The main point of the passage.
5. The structure of the passage and the organization of ideas.

Question 26

A viewpoint is

Answer 26

the position or approach taken by a person or group.

Question 27

What is the value of tracking all of the viewpoints in
a given Reading Comprehension passage?

Answer 27

1. Tracking the viewpoints will help you disentangle the mass of
   information contained in every Reading Comprehension passage.
2. Within the questions, you will be asked to identify the viewpoints
   presented in the passages and to differentiate between those
   viewpoints. Answer choices will often present different viewpoints in
   order to test your ability to distinguish between groups.

Question 28

An opinion presented without reference to any group is

Answer 28

typically the author’s
opinion.

Question 29

In an effort to confuse test takers, the test makers sometimes introduce

Answer 29

two viewpoints in a single sentence,

Question 29

Tone/Attitude is

Answer 29

the state of mind or feeling that each group
expresses on the subject matter at hand, and for our purposes, “attitude”
and “tone” will be used interchangeably.

Question 29

The author’s attitude is usually revealed through

Answer 29

word choice.

Question 30

Most LSAT authors do not display

Answer 30

an extreme attitude or tone.

Question 31

Note also that tone is representative of the passage

Answer 31

as a whole, and not just
of a single section.

Question 31

the tone exhibited in the last few lines would not

Answer 31

override or outweigh the positive support that the author displayed earlier.

Question 32

In examining attitude, you must

Answer 32

carefully consider the word choices used by
the author of the passage. The rule is that small changes in word choice can
have a large effect on the overall tone of the passage.

Question 33

a premise can be defined as:

Answer 33

“A fact, proposition, or statement from which a conclusion is made.”

Question 34

Premises support and

Answer 34

explain the conclusion.

Question 35

the premises give

Answer 35

the reasons why the conclusion should be accepted.

Question 36

To identify premises,
ask yourself,

Answer 36

“What reasons has the author used to persuade me? Why should
I believe this argument? What evidence exists?”

Question 37

A premise gives a reason why

Answer 37

something should be believed.

Question 37

“A statement or judgment that follows from

Answer 37

one or more reasons.”

Question 38

Conclusions, as summary statements, are supposed to be

Answer 38

drawn from and
rest on the premises.

Question 39

A conclusion is the point the author tries to prove by

Answer 39

using another statement.

Question 39

Premise Indicators

Answer 39

Because, since, for, for example, for the reason that, in that, given that, as indicated by, due to, owing to, this can be seen from, we know this by.

Question 40

Conclusion indicators

Answer 40

thus, therefore, hence, consequently, as a result, so, accordingly, clearly, must be that, shows that, conclude that, follows that.

Question 41

Identifying conclusions often helps in

Answer 41

identifying the main point of a passage.

Question 42

Additional premise Indicators

Answer 42

Furthermore, moreover, besides, in addition, what’s more, after all.

Question 42

Counter-argument indicators, also called adversatives, bring up

Answer 42

points of
opposition or comparison.

Question 43

Counter-Argument Indicators

Answer 43

but, yet, however, on the other hand, admittedly, in contrast, although, even though, still, whereas, in spite of, despite, after all.

Question 44

the easiest way to determine the
conclusion in an argument is to use the Conclusion Identification
Method
TM:

Answer 44

Take the statements under consideration for the conclusion and place
them in an arrangement that forces one to be the conclusion and the
other(s) to be the premise(s). Use premise and conclusion indicators to achieve this end. Once the pieces are arranged, determine if the arrangement makes logical sense. If so, you have made the correct identification. If not, reverse the arrangement and examine the
relationship again. Continue until you find an arrangement that is the
most logical.

Question 45

an assumption is simply the same

Answer 45

as an unstated premise
—what must be true in order for the argument to be true.

Question 46

assumptions are ideas that are

Answer 46

required for the author’s argument to be
potentially acceptable. They don’t guarantee the correctness of the
argument, but they do prevent the argument from being immediately
dismissible as false

Question 47

assumptions can often have a great effect on the

Answer 47

validity of the argument.

Question 48

an
inference is

Answer 48

what follows from a set of known premises (in other words, a
conclusion)

Question 48

whereas an assumption is

Answer 48

what is taken for granted while
making an argument.

Question 49

In one sense, an assumption occurs “before” the
argument, that is, while the argument is being made. An inference is made

Answer 49

“after” the initial information is known, and follows from given
facts/argument.

Question 50

The makers of the LSAT love to use complex argumentation because the
presence of

Answer 50

multiple conclusions tends to confuse test takers, making attractive
wrong answer choices easier to create.

Question 51

Quantity Indicators

Answer 51

All, every, most, many, some, several, few, sole, only, not all, none.

Question 51

Probability Indicators

Answer 51

Must, will, always, not always, probably, likely, would, not necessarily, could, rarely, never.

Question 52

Quantity Indicators refer to the

Answer 52

amount or quantity in the relationship,
such as “some people” or “many of the laws.”

Question 53

Probability indicators refer to
the

Answer 53

likelihood of occurrence, or the obligation present

Question 54

Indicator lists are important for several reasons:

Answer 54

1. They help you identify the main elements of the author’s argument.
2. They help you identify supplementary argument points made by the
   author.
3. They show you when the author introduces viewpoints other than his
   or her own.
4. They alert you to changes in the direction of the argument.
5. They alert you to the strength of the various points made by the
   author.

Question 55

The main point of a passage is

Answer 55

the central idea, or ultimate conclusion, that the author is attempting to prove.

Question 56

Although in the majority of passages the
main point is

Answer 56

stated in the first paragraph, it is not always the case that the main point appears the very outset.

Question 57

The main point of many passages has
appeared in the

Answer 57

final sentence of the first paragraph or in the first sentence
of the second paragraph, or, at times, in the last paragraph.

Question 58

although
the main point is often found early in the first paragraph, the test makers
have the ability to

Answer 58

place the main point anywhere in the passage.

Question 59

The main point of a passage is

Answer 59

the central idea that the author is attempting to
prove or relay.

Question 60

Built into your test taking strategy should be the
expectation that you will frequently

Answer 60

return to the passage during the
questions to confirm and disconfirm answer choices.

Question 61

Some passages open by stating the background of a
thesis that will be challenged later in the passage. In the following
paragraphs the author will then present an alternative viewpoint to the
thesis and perhaps specific counterexamples which provide support for the
alternative view. Awareness of this general structure will

Answer 61

allow you to
reduce the time you spend searching for information when you need to refer
back to the text.

Question 61

You simply need to get the gist of what is occurring in the
paragraph so you can

Answer 61

quickly return if needed to answer a question.

Question 61

“Lawyers are concerned about the plan’s effect on prices; directors of
the plan claim that everyone benefits.” Should a question ask about the views of lawyers,
you would know to return to the

Answer 61

Paragraph that states this view.

Question 61

Your structural analysis must be

Answer 61

compact enough to be mentally
retained, and it must also provide enough basic detail to serve as a guide when you return to the passage.

Question 61

When you encounter unknown words, they will fall into one of two
categories:

Answer 61

new terms related to the concept under discussion or
unknown vocabulary words.

Question 61

In the case of terms related to the concept under discussion, the test makers will

Answer 61

explain the term or concept for you in the text, sometimes briefly using
synonyms, other times in greater detail. Unknown vocabulary words
can be more challenging, but you can use context clues from the surrounding text to help determine the meaning of words you do not
recognize.

Question 61

A common and easy
way for the test makers to increase difficulty is

Answer 61

to add more viewpoints.

Question 61

The more viewpoints present, the easier
it is for

Answer 61

readers to confuse them, or forget who said what.

Question 61

when more viewpoints are present, the test
makers typically

Answer 61

insert extensive compare-and-contrast sections, which makes separating and mastering each view more difficult.

Question 61

The difficulty of a passage set is also affected by

Answer 61

the nature of the
questions.

Question 61

if you can tell after reading the first few lines of
a passage that it looks particularly challenging, consider

Answer 61

moving on to
another passage.

Question 61

This test makers’ weapon (the order of the passages) is one of the easiest to
overcome: If you know

Answer 61

that the passages might not be presented in ideal order,
simply choose your favorites first.

Question 62

Some students prefer the comparative reading passages, which tend to be
shorter, so those are

Answer 62

the first they consider when beginning the Reading
Comprehension section.

Question 63

In reality, within 10 to 15 seconds of reading a passage (not skimming), it is often possible to
assess two key factors:

Answer 63

1. Whether or not the topic is one of inherent interest to you.
2. Whether the passage is written in a style that you find relatively easy
   to understand from the outset

Question 64

Separating viewpoints allows you to

Answer 64

divide the passage into logical,
trackable components, and helps you to more easily understand the passage
and to disentangle the many disparate ideas presented.

Question 65

Viewpoints also play
a central role in

Answer 65

the main themes of the passage, so naturally they serve as the source of many of the questions asked by the test makers.

Question 66

while reading you must always focus on

Answer 66

identifying
each viewpoint in the passage.

Question 67

Competing perspectives offer

Answer 67

differing opinions on the same subject.

Question 68

When considering viewpoints, be aware that one of the test makers’ favorite
tricks is to

Answer 68

use competing perspectives, a tactic that involves presenting two
or more viewpoints on the same subject, with each view containing slightly
different elements (while also offering moments of overlap and similarity).

Question 69

Since competing perspectives can be quite tricky to follow it is easy to

Answer 69

confuse or misremember different views in the context of entire passages it
should come as no surprise that questions about these elements closely test
whether you understand the exact differences between the various
viewpoints on offer.

Question 70

text-based questions will often be

Answer 70

smaller pieces,
sometimes just a single word, other times a short section of the text.

Question 71

Note these elements as you encounter them in the passages; you are likely to see
them again in the questions

Answer 71

1. Initial Information/Closing Information
2. Dates and Numbers
3. Definitions
4. Examples
5. Difficult words or phrases
   6.Enumerations/Lists
6. Text Questions

Question 72

the information presented in the last five lines is

Answer 72

often forgotten
because the average student is eager to jump to the questions and thus
skims over the material at the very end of the passage.

Question 73

they occasionally
question you on your knowledge of information seen at

Answer 73

the very beginning
or end of the passage.

Question 74

When an LSAT author references more than one date or era, creating a

Answer 74

simple
timeline can be an effective way to maintain relative perspective, whether the
comparisons span days or centuries.

Question 75

Dates often provide

Answer 75

useful markers within a passage, allowing you “before”
and “after” points to return to when searching for answers.

Question 76

While in some
passages the use of dates is incidental, in other passages,

Answer 76

a clear chronology
is created, and then some of the questions will test your ability to
understand the timeline.

Question 77

The general rule is that the more dates you see in a passage, particularly if they are given in regular intervals or serve as identifiers of progress or
change, the

Answer 77

more important it is that you make note of them.

Question 78

Numbers are usually less important than

Answer 78

dates, but when numbers are used
in a comparative sense, or as part of an explanation, the test makers will
sometimes check your comprehension of their meaning.

Question 79

Whenever you see a brand new term or concept defined, be sure to

Answer 79

take note; if
the test makers have provided a clear definition or description, they generally
expect you to be able to locate the reference.

Question 80

LSAT authors often use examples to

Answer 80

explain or underscore or even attempt
to prove the points, they are making.

Question 81

Examples are not the

Answer 81

main conclusion or point of the author; the point being
supported or explained by the example is the author’s central belief.

Question 82

generally, examples are provided to

Answer 82

support or explain the main
conclusion.

Question 83

The words “for example” are the most common way that examples are
introduced, but the following terms all have been used:

Answer 83

For example
For instance
A case in point is
As shown by
As demonstrated by

Question 84

A number of passages feature sections where the author presents a view by
providing a list of points that support or explain the position, or that are
possible outcomes of a course of action. When these lists occur, you are

Answer 84

almost always tested on your understanding of some or all of the items on
the list.

Question 85

when a
passage contains a list of two or more items, chances are

Answer 85

nearly 100% that
at least one question will be asked in reference to it.

Question 86

The listed items do not appear as bullet points. Rather, they tend appear
using constructions similar to one of the following:

Answer 86

“First…Second…Third…”
“First…Second…In addition…”
“First…Second…Third…Last…”
“(1)…(2)…”
“Initially…And…Further…”
“One possibility is…another possibility is…A final possibility…”

Question 87

The lists usually contain one of two types of items:

Answer 87

A list of reasons
(premises) that explain why an action was taken or why a circumstance
came into being, or a list of examples that relate to the point at hand.

Question 88

lists usually contain one of two types of items:

Answer 88

a list of reasons
(premises) that explain why an action was taken or why a circumstance
came into being, or a list of examples that relate to the point at hand.

Question 89

When reading, you must be prepared to encounter lists of items that are not

Answer 89

clearly marked as such in the text.

Question 90

Any time an author presents
a series of examples (or a series of anything, for that matter), you should

Answer 90

recognize it and expect to refer back to it when you begin answering the
questions.

Question 91

When an author poses a question in the passage, in most instances the
author goes on to immediately

Answer 91

answer that question.

Question 92

tracking the
presence of text questions is critical because it

Answer 92

provides you with an outline
for where the passage will go next.

Question 92

because these questions are often
central to the theme of the passage, there is usually a

Answer 92

post-passage question
that centers on the answer to the question the author posed.

Question 93

Most often, text questions are raised in the

Answer 93

traditional, explicit manner, with
a question mark,

Question 94

Text questions can be explicitly or implicitly

Answer 94

presented in the passage.

Question 95

The cause is the event that makes

Answer 95

the other occur; the effect is the event that follows from the
cause.

Question 96

Cause and effect reasoning asserts or denies that

Answer 96

one thing causes
another, or that one thing is caused by another.

Question 97

By definition, the cause must occur before

Answer 97

the effect, and the
cause is the “activator” or “ignitor” in the relationship.

Question 98

The effect
always happens at

Answer 98

some point in time after the cause.

Question 99

Causality in Reading Comprehension usually is discussed in the context
of

Answer 99

why certain events occurred.

Question 100

The terms that typically introduce
causality—such as caused by, reason for, led to, or product of—are still
used, but then the author often

Answer 100

goes on to discuss the reasons behind
the occurrence in depth.

Question 101

Causality, when it appears in Reading Comprehension, is not normally
viewed as

Answer 101

inherently flawed reasoning, and LSAT authors usually
make an effort to explain the thinking behind their causal assertions.

Question 102

Conditional reasoning is the broad name given to

Answer 102

logical relationships
composed of sufficient and necessary conditions.

Question 103

Any conditional
relationship consists of

Answer 103

at least one sufficient condition and at least one
necessary condition.

Question 104

A sufficient condition is an event or circumstance
whose occurrence indicates

Answer 104

that a necessary condition must also occur.

Question 105

A necessary condition is an event or circumstance whose

Answer 105

occurrence is
required in order for a sufficient condition to occur.

Question 106

if a sufficient condition occurs, you automatically know that

Answer 106

the necessary condition also occurs.

Question 107

If a necessary condition occurs, then it is possible but not

Answer 107

certain that the sufficient condition will occur.

Question 108

Conditional reasoning is

Answer 108

the broad name given to logical relationships
composed of sufficient and necessary conditions.

Question 109

Any conditional
relationship consists of

Answer 109

at least one sufficient condition and at least one
necessary condition.

Question 110

A sufficient condition is

Answer 110

an event or circumstance
whose occurrence indicates that a necessary condition must also occur.

Question 111

A necessary condition is an

Answer 111

event or circumstance whose occurrence is
required in order for a sufficient condition to occur.

Question 112

if a sufficient condition occurs, you automatically know that

Answer 112

the necessary condition also occurs.

Question 113

If a necessary condition occurs, then it is possible but not

Answer 113

certain that the sufficient condition will occur.

Question 114

However, if a necessary condition fails to occur, you then

Answer 114

know that the
sufficient condition cannot occur either.

Question 115

Conditional relationships in Reading Comprehension passages tend to
be

Answer 115

unobtrusive, usually occurring as a sideline point to a larger
argument.

Question 116

conditionality is usually not the focus or Main
Point of a passage, but instead it is

Answer 116

a type of reasoning that occurs
while discussing or supporting other points.

Question 117

When either of the two reasoning types are present, they are usually
discussed in

Answer 117

more expansive terms, and the causal or conditional argument
is broad and seldom based on single words or sentences.

Question 118

causal or conditional reasoning assertions need not be limited to

Answer 118

a single
paragraph; entire passages can be built around a single causal or
conditional idea.

Question 119

Traps of Similarities and Distinctions

Answer 119

This trap occurs when, in a continuous section of text, an author discusses
in detail items that have both similarities and differences. By comparing
and contrasting the items in close proximity, the test makers create a
greater likelihood for confusion (by comparison, if the discussion of the
concepts were separated into discrete sections, the information would be easier to keep clear).

Question 120

If a list of comparisons and contrasts starts to get complicated, a simple note on
your scratch paper allows you to

Answer 120

keep that section in
perspective and move on to the rest of the passage.

Question 121

Trap of Separation

Answer 121

One favorite trick of the test makers is to take a long discussion of a
particular topic and break it up by inserting within it a section of text about
a related but distinct topic, effectively creating a separation effect: the main
idea bisected by similar but different (and possibly distracting) content in the middle. Then in the questions, the test makers require you to follow and
understand the bigger-picture discussion, testing your ability to track the interrupted main concept despite its beginning and end being divided by
many lines (or entire paragraphs) in the passage.

Question 122

The Trap of Question Misdirection occurs when

Answer 122

the test makers use a specific
line reference in the question stem to direct you to a place in the passage where
the correct answer will not be found.

Question 123

One reason this trick works is that there is a natural tendency on the part of
readers to assume

Answer 123

that pieces of information that are related should be in
close proximity.

Question 124

Trap of Proximity

Answer 124

Just because two ideas are presented in close physical proximity to one
another within a passage does not mean that they are related.

Question 125

Trap of Inserted Alternate Viewpoint

Answer 125

Another ploy the test makers favor is to present several different viewpoints
in a single passage, even a single paragraph, forcing readers to track both
the topical information and the various perspectives.

Question 126

Traps of Chronology

Answer 126

Traps of chronology relate to the placement and order of items within the
passage, and the tendency of many readers to believe that when one item is presented before another, then the first item occurred first or caused the
second item.

Question 127

Trap of Order

Answer 127

Some students make the mistake of believing that because an event or
situation is discussed before another event, the first event likely
predated the second item. Unless explicitly stated or inherently
obvious, this does not have to be the case.

Question 128

Trap of Cause

Answer 128

Some students also mistakenly assume that when one scenario is
discussed before another, then the first item must have caused the
second item. This assumption is unwarranted. The easiest way to
discern the author’s intention is to carefully examine the language used
because causal relationships almost always feature one or more of the
words that indicate causality (such as caused by, produced by, determined, etc).

Question 129

As you develop the ability to see through the topic and focus on the writing
style, you will

Answer 129

notice that many passages are not as complex as their topics
might suggest.

Question 130

Passage difficulty is more a function of

Answer 130

writing style, the number of
viewpoints, and the exact concepts under discussion than of the general
topic of the passage.

Question 131

You should not assume that a
passage will be easy or hard solely from

Answer 131

its topic, and certainly not from reading just the first line or paragraph. The test makers love to play with the expectations of test takers, and one of their favorite tricks is to turn those expectations on their head.

Question 132

While reading, you should constantly track

Answer 132

the five major VIEWSTAMP elements.

Question 133

Most students make some marks and notes on and around the text as they read. These notations, when created in an organized and purposeful fashion,
provide a

Answer 133

“visual summary” of the passage. This “summary” not only helps
to mentally organize the structure and flow of the passage, but it also saves valuable time when returning to the text because the location of desired information is more obvious. As such, an effective approach to passage diagramming can help you to answer the questions more effectively and efficiently.

Question 134

Good notations help to

Answer 134

direct you efficiently when you return to the passage.

Question 135

Make sure to read each question stem very carefully. Some stems direct you to focus on

Answer 135

certain areas of the passage and if you miss these clues, the problem
becomes much more difficult.

Question 136

Location can be divided into three categories

Answer 136

Specific Reference, Concept Reference, and Global Reference:

Question 137

Specific Reference (SR). These question stems refer you to

Answer 137

a specific numbered line, paragraph, or sentence.

Question 138

“The author of the passage uses the phrase ‘rational expectations’ (line39) primarily in order to”

Answer 138

Specific Reference (SR)

Question 139

“Which one of the following best defines the word ‘pragmatic’ as it is
used in the second paragraph of the passage?”

Answer 139

Specific Reference (SR)

Question 140

“Which one of the following would best exemplify the kind of theory
referred to in the final paragraph of the passage?”

Answer 140

Specific Reference (SR)

Question 141

To attack Specific Reference questions, return to

Answer 141

the passage and start reading
three to five lines above the reference, or from the most logical nearby starting point such as the start of a paragraph.

Question 142

Although the correct information in a Specific Reference question is not always found in the exact lines referenced, those line references are always

Answer 142

an excellent starting point for your analysis.

Question 143

To attack Specific Reference questions that refer to an exact line number or sentence, always return to the passage and start reading

Answer 143

three to five lines above the reference, or from the most logical nearby starting point such as the start of a paragraph. To attack Specific Reference questions that refer to a paragraph, return to the passage and consider the paragraph in question.

Question 144

Concept Reference (CR).

Answer 144

Some questions refer you to ideas or themes
within the passage that are not identified by a specific line or paragraph reference, but that are identifiable because the ideas are clearly enunciated or expressed within one or two areas of the passage.

Question 145

A thorough understanding of the organization of the passage allows for quick access to

Answer 145

the information necessary to attack Concept Reference questions.

Question 146

Global Reference (GR).

Answer 146

Global Reference questions ask about the passage
as a whole, or they fail to identify a defined area or isolated concept within the question stem.

Question 147

“Which one of the following most accurately expresses the main point of the passage?”

Answer 147

Global Reference (GR).

Question 148

“The primary purpose of the passage is to…”

Answer 148

Global Reference (GR).

Question 149

“Information in the passage most strongly supports which one of the
following statements?”

Answer 149

Global Reference (GR).

Question 150

Although they might at first seem intimidating, many Global questions can be answered from

Answer 150

your initial reading of the passage.

Question 151

Understanding the “big picture” is vital, since

Answer 151

at least half of the questions on any given passage are likely to be Global Reference questions.

Question 152

Note that not every question stem that refers to a concept is

Answer 152

a Concept Reference question.

Question 153

Frequency of SR Questions:

Answer 153

25 - 30% overall

Question 154

Frequency of CR Questions:

Answer 154

25 - 30% overall

Question 155

Frequency of GR Questions:

Answer 155

40 - 50% overall

Question 156

After establishing Location, the next element you must identify when

Answer 156

reading question stems is the type of question that you face.

Question 157

You must correctly analyze and classify every question stem because

Answer 157

the question stem ultimately determines the nature of the correct answer choice.

Question 158

Must Be True questions ask you to

Answer 158

identify the answer choice that is best proven by the information in the passage.

Question 159

“If the statements above are true, which one of the following must also be true?”

Answer 159

Must Be True/Most Supported

Question 160

“Which one of the following can be properly inferred from the
passage?”

Answer 160

Must Be True/Most Supported

Question 161

Must Be True is the premier question category in the Reading Comprehension section, and that reflects the directness of your task:

Answer 161

knowing what you read and what it tells you.

Question 162

Must Be True questions are the dominant type in the Reading
Comprehension section;

Answer 162

over 75% of the questions you face in each
section can be categorized as Must Be True.

Question 163

Fact Test:

Answer 163

the correct answer to a Must Be True question can always be proven by referring to the facts stated in the passage.

Question 164

Many of the Must Be True questions in the Reading Comprehension
section ask you to

Answer 164

perform a more specific action, such as to identify
the author’s viewpoint or the function of a word or phrase.

Question 165

Main Point questions are a variant of Must Be True questions. As you
might expect, a Main Point question asks you to

Answer 165

find the primary focus of the passage.

Question 166

“The main point of the argument is that…”

Answer 166

main point

Question 167

Main Point questions most often appear as

Answer 167

the very first question in
each passage set.

Question 168

the operation of finding facts and proving conclusions
represents over

Answer 168

85% of the questions in a Reading Comprehension
section.

Question 169

Strengthen

Answer 169

These questions ask you to select the answer choice that provides
support for the author’s argument or strengthens it in some way.

Question 170

“Which one of the following, if true, most strengthens the argument?”

Answer 170

Strengthen

Question 171

“Which one of the following, if true, most strongly supports the
statement above?”

Answer 171

Strengthen

Question 172

Weaken

Answer 172

Weaken questions ask you to attack or undermine the author’s
argument.

Question 173

“Which one of the following, if true, most seriously weakens the
argument?”

Answer 173

Weaken

Question 174

Considered together, Strengthen and Weaken questions only appear

Answer 174

about 5% of the time.

Question 174

“Which one of the following arguments is most similar in its pattern of reasoning to the argument above?”

Answer 174

Parallel Reasoning

Question 175

Parallel Reasoning

Answer 175

Parallel Reasoning questions ask you to identify the answer choice that contains reasoning most similar in structure to the reasoning presented in the stimulus.

Question 176

“If the statements above are true, which one of the following CANNOT be true?”

Answer 176

Cannot Be True

Question 176

Cannot Be True questions ask you to

Answer 176

identify the answer choice that cannot be true or is most weakened based on the information in the stimulus.

Question 177

Must Be True questions require you to select an answer choice that is proven by the information presented in the passage. The correct answer choice can be a

Answer 177

paraphrase of part of the passage or it can be a logical
consequence of one or more parts of the passage. However, when selecting an answer, you must find the proof from the passage that supports it.

Question 178

Must Be True questions are, by far, the most important Reading
Comprehension question type, representing approximately

Answer 178

75% of all of the questions in each section. Thus, to achieve a high score, you must dominate Must Be True.

Question 179

The vast majority of the questions in the Reading Comprehension section are

Answer 179

Must Be True questions.

Question 180

The correct answer to a Must Be True question can always be proven
by

Answer 180

referring to the facts stated in the passage.

Question 181

Must Be True questions are considered the foundation of the LSAT because

Answer 181

the skills required to answer Must Be True are also required for every other LSAT question: read text, and understand the facts that logically follow.

Question 182

Because every question type relies on the fact-finding skill used to answer Must Be True questions, your performance with Must Be True dictates

Answer 182

your overall Reading Comprehension score.

Question 183

The prevalence of Must Be True questions is incredibly beneficial to you as a test taker because

Answer 183

the answer to all Must questions resides directly in the text of
each passage.

Question 184

To attack Specific Reference questions that refer to a paragraph,
return to

Answer 184

the passage and consider the paragraph in question.

Question 185

Concept Reference

Answer 185

With Concept Reference Must Be True questions, you must return to the areas in the passage mentioned in the question stem and quickly review the information. These questions are more vague than Specific Reference questions and so you must rely on your passage diagramming or memory to return to the correct area.

Question 186

A complete understanding of any passage requires that you identify the

Answer 186

main point, even in the rare case that a passage does not include a Main Point question.

Question 186

Global Reference

Answer 186

Global Must Be True questions are usually Main Point, Purpose, or
Organization questions (this subtype will be discussed n a few pages), and you will typically not need to refer back to the passage prior to attacking the answer choices because you should already know the answer from your reading.

Question 187

Percentage of passages containing a Main Point Question:

Answer 187

75%

Question 188

When you encounter Main Point questions in
Reading Comprehension, always

Answer 188

prephrase an answer, but prepare to be a
bit more open-minded as you consider the choices provided.

Question 189

“Which one of the following most accurately expresses the main point of the passage?”

Answer 189

Main Point

Question 190

“Which one of the following statements best expresses the main idea of the passage?”

Answer 190

Main Point

Question 191

To determine the reasons behind the author’s use of words or ideas, refer to

Answer 191

the context around the reference, using context clues and your knowledge of the viewpoints and structure of the passage.

Question 191

Two types of incorrect answers frequently appear with Main Point
questions:

Answer 191

1. Answers that are true but do not encapsulate the author’s point.
2. Answers that repeat portions of the passage but not the Main Point.

Question 191

Historically, Purpose/Function questions have comprised approximately

Answer 191

1/5 of all Reading Comprehension questions.

Question 192

Purpose questions ask why

Answer 192

the author referred to a particular word, phrase, or idea.

Question 193

“The author of the passage uses the phrase “clearly insufficient” (line
39) primarily in order to…”

Answer 193

Purpose

Question 194

“The author’s discussion of feline maternal instinct (lines 23-34)
functions primarily to…”

Answer 194

Purpose

Question 195

“The author’s discussion of increased erosion over the last decade
serves primarily to…”

Answer 195

Purpose

Question 196

“Which one of the following best states the function of the third
paragraph of the passage?”

Answer 196

Purpose

Question 197

Global Purpose questions are almost always phrased using the words

Answer 197

“primary purpose” and ask for the author’s main purpose in writing the passage. These questions ask you to describe why the author wrote the passage, and the correct answer is often an abstract version of the main point (and if not, at the very least the answer to a Global Purpose question will agree with the Main Point).

Question 198

“The primary purpose of the passage is to…”

Answer 198

Global Purpose

Question 199

“In the passage, the author seeks primarily to…”

Answer 199

Global Purpose

Question 200

Percentage of passages containing a Perspective Question:

Answer 200

95%

Question 201

Perspective Questions this category contains questions about two of the five VIEWSTAMP
elements

Answer 201

viewpoints and tone. These two elements are very closely related, and we combine these two elements in our question classification, using the term “perspective” to capture the idea behind both elements.

Question 202

Perspective questions can be divided into two categories:

Answer 202

questions that ask about the author’s views and tone, and questions that ask about the views and tone of one of the other groups discussed in the passage.

Question 203

Understanding the author’s viewpoint is an

Answer 203

integral part of mastering any
passage.

Question 204

About 25% of Reading Comprehension questions concern

Answer 204

the Author’s Perspective.

Question 205

Author’s Perspective questions ask you to

Answer 205

select the answer choice that best reflects the author’s views on a subject or the author’s attitude
toward a subject.

Question 206

“The author of the passage would most likely agree with which one of the following statements?”

Answer 206

Author’s Perspective Questions (AP)

Question 207

“It can be inferred that the author of the passage believes which one of the following about the history of modern art?”

Answer 207

Author’s Perspective Questions (AP)

Question 208

“It can be reasonably inferred from the passage that the author’s
attitude is most favorable toward which one of the following?”

Answer 208

Author’s Perspective Questions (AP)

Question 209

Subject Perspective questions make up about

Answer 209

10% of Reading Comprehension
questions overall.

Question 210

Subject Perspective questions
ask you to

Answer 210

select the answer choice that best reflects the views or
attitude of one of the other groups in the passage. Because identifying all views is a critical part of your strategy when reading, you should be well-prepared for these questions.

Question 211

“Given the information in the passage, which one of the following is
Kantor most likely to believe?”

Answer 211

Subject Perspective Questions (SP)

Question 212

“It can be inferred that Peter Goodrich would be most likely to agree
with which one of the following statements concerning common law?”

Answer 212

Subject Perspective Questions (SP)

Question 213

These questions are considered Must Be True questions because the
correct answer follows directly from the statements in the passage.

Answer 213

Subject Perspective Questions (SP)

Question 214

Organization Questions (O)

Answer 214

These questions usually appear in reference to either a specific paragraph or to the passage as a whole, and refer less frequently to specific lines. At a specific paragraph level, you will either be asked to identify the structure of the paragraph, or to identify how one paragraph relates to another paragraph.

Question 215

Percentage of passages containing an Organization Question:

Answer 215

25%

Question 215

“Which one of the following most accurately describes the relationship between the second paragraph and the final paragraph?”

Answer 215

Organization Questions (O)

Question 216

“Which one of the following best describes the organization of the
passage?”

Answer 216

Organization Questions (O)

Question 217

“Which one of the following most accurately describes the organization of the material presented in the second and third paragraphs of the passage?”

Answer 217

Organization Questions (O)

Question 218

“Which one of the following most accurately describes the organization of the material presented in the passage?”

Answer 218

Organization Questions (O)

Question 219

“Which one of the following sequences most accurately and completely corresponds to the presentation of the material in the passage?”

Answer 219

Organization Questions (O)

Question 220

Percentage of passages containing an Expansion Question:

Answer 220

10%

Question 221

“Which one of the following would be most suitable as a title for this
passage if it were to appear as an editorial piece?”

Answer 221

Expansion Questions (E)

Question 222

Expansion questions require you to extrapolate ideas from the passage to determine one of three elements:

Answer 222

where the passage was drawn from or how
it could be titled, what sentence or idea could come before the passage, and what sentence or idea could follow the passage.

Question 223

“If this passage had been excerpted from a longer text, which one of the following predictions regarding the future of aeronautics would be most likely to appear in that text?”

Answer 223

Expansion Questions (E)

Question 223

“Which one of the following titles most completely summarizes the
contents of the passage?”

Answer 223

Expansion Questions (E)

Question 224

“Which one of the following sentences would most logically begin a
paragraph immediately following the end of the passage?”

Answer 224

Expansion Questions (E)

Question 225

Questions about the title or source of the passage typically reflect

Answer 225

the Main Point of the passage.

Question 225

Two types of answers that will always be
correct in a Must Be True question and any Must Be True subtype (except for Main Point questions, as discussed previously).

Answer 225

1. Paraphrased Answers
2. Combination Answers

Question 225

“Which one of the following is the most logical continuation of the last paragraph of the passage?”

Answer 225

Expansion Questions (E)

Question 225

“Which one of the following sentences could most logically be
appended to the end of the last paragraph of the passage?”

Answer 225

Expansion Questions (E)

Question 225

Questions asking you to identify pre- or post-passage
sentences, however, are usually

Answer 225

immediately dependent upon the two or
three sentences at the beginning or end of the passage, and then more generally dependent upon the passage as a whole. These questions can be difficult because they ask you to infer the flow and direction of the passage from a somewhat limited set of clues.

Question 225

Combination Answers

Answer 225

Answers that are the sum of two or more passage statements.
Any answer choice that would result from combining two or more
statements in the passage will be correct.

Question 225

Paraphrased Answers are answers that

Answer 225

restate a portion of the passage
in different terms.

Question 225

Incorrect Answers in Must Be True Questions

Answer 225

1. Could Be True or Likely to Be True Answers
2. Exaggerated Answers
3. “New” Information Answers
4. The Shell Game
5. The Opposite Answer
6. The Reverse Answer
7. The Wrong View
8. Hidden References

Question 226

Non-Must Be True Questions appear approximately

Answer 226

12% of the time.

Question 227

Percentage of passages containing a Strengthen Question:

Answer 227

8%

Question 228

Strengthen questions ask you to identify the answer choice that best

Answer 228

supports a section of the passage or a particular view from the passage.

Question 229

In strengthen the correct answer choice does not necessarily

Answer 229

prove the argument beyond a
shadow of a doubt, nor is the correct answer choice necessarily an
assumption of the argument. The correct answer choice simply helps the argument in some way.

Question 230

“Which one of the following would, if true, most strengthen the
author’s position regarding the practical applicability of the theory
presented in the passage?”

Answer 230

Strengthen

Question 231

“Which one of the following would, if true, most strengthen the claim
made by the author in the last sentence of the passage (lines 54-58)?”

Answer 231

Strengthen

Question 232

How to Strengthen an Argument

Answer 232

1. Identify what you are trying to strengthen!
2. Personalize the argument.
3. Look for weaknesses in the argument.
4. Remember that the correct answer can strengthen the argument just a little or a lot. This variation is what makes these questions difficult.

Question 232

“Which one of the following, if true, would lend the most support to the claims of critics discussed in lines 9-17?”

Answer 232

Strengthen

Question 233

Strengthen three Incorrect Answer Traps

Answer 233

1. Opposite Answers.
2. Shell Game Answers.
3. Out of Scope Answers.

Question 234

Weaken questions require you to

Answer 234

select the answer choice that undermines a
position as decisively as possible.

Question 234

Percentage of passages containing a Weaken Question:

Answer 234

14%

Question 235

LSAT can use a variety of words to indicate
that your task is to weaken the argument:

Answer 235

weaken, attack, undermine, refute, argue against, call into question, cast doubt, challenge, damage, counter

Question 235

“Which one of the following, if true, would most weaken Hart’s
argument regarding the recently excavated fossils?”

Answer 235

Weaken

Question 236

“Which one of the following, if true, would most seriously challenge the position of the critics mentioned in line 34?”

Answer 236

Weaken

Question 237

Parallel Reasoning questions ask you to

Answer 237

identify the answer choice that
contains reasoning most similar in structure to the reasoning in a section of the passage.

Question 237

When approaching Weaken questions, always remember to:

Answer 237

1. Isolate and assess the position you are attacking. Only by
   understanding the structure of the position can you gain the
   perspective necessary to attack that position.
2. Know the details of what was said in the passage.
3. Accept the answer choices as given, even if they include “new”
   information

Question 238

The typical Reading Comprehension
Parallel Reasoning question asks you to

Answer 238

parallel the structure of a section or
paragraph, and thus you usually need only understand the basic outline of what occurred in the section. Then, select the answer choice that contains the same structure. If you find yourself choosing between two or more answer choices, then simply compare some of the other elements in the passage—intent of the author or group, force and use of premises, the relationship of the premises to a conclusion, and the soundness of the argument.

Question 239

“Which one of the following is most analogous to the artistic
achievements that the author attributes to Mangino?”

Answer 239

Parallel Reasoning

Question 240

“As described in the passage, the approach suggested by the
Modernists is most similar to which one of the following?”

Answer 240

Parallel Reasoning

Question 241

“Based on the passage, the relationship between attorney and client is most analogous to the relationship between:”

Answer 241

Parallel Reasoning

Question 242

Percentage of passages containing a Cannot Be True Question:

Answer 242

16%

Question 243

Question types that appear infrequently, such as Cannot Be True (which occur in about 3% of all questions), tend to

Answer 243

consume more time because students are not
used to seeing those types of questions.

Question 244

When you encounter a Cannot Be True question, you must mentally prepare yourself to

Answer 244

eliminate answers that could be true or that are possible, and select the one answer choice that cannot be true or that is impossible.

Question 245

Percentage of passages containing a Principle Question:

Answer 245

13%

Question 246

Principle questions (PR) are not a separate question type but are instead an

Answer 246

“overlay” that appears in a variety of question types.

Question 247

The word “proposition” or “precept” can be used in place of

Answer 247

“principle.”

Question 248

“Given the information provided in the second paragraph, the author
can most reasonably be said to use which one of the following
principles to support the scientists’ claims?

Answer 248

“principle.”

Question 249

“Which one of the following principles can be most clearly said to
underlie the author’s arguments in the third paragraph?”

Answer 249

“principle.”

Question 250

A principle is a broad rule that specifies

Answer 250

what actions or judgments are
correct in certain situations.

Question 251

Because a principle is by definition a broad rule

Answer 251

(usually conditional in
nature), the presence of the Principle indicator serves to broaden the scope of the question. The question becomes more abstract, and you must analyze the problem to identify the underlying relationships. Functionally, you must take a broad, global proposition and apply it in a specific manner, either to the answer choices (as in a Must or Parallel question) or to the passage (as in a Strengthen or Weaken question).

Question 252

One of the most effective techniques for quickly finding correct answer choices and avoiding incorrect answer choices is

Answer 252

prephrasing.

Question 253

Prephrasing an answer involves

Answer 253

quickly speculating on what you expect the correct answer will be based on the information in the passage.

Question 254

Prephrasing is the LSAT version of the old adage,

Answer 254

“An ounce of prevention is
worth a pound of cure.”

Question 255

Global Reference questions will almost always have incorrect answers that then refer to

Answer 255

attitudes or ideas from only one or two paragraphs (in
other words, answers that capture only part of the overall attitude
being expressed). This Global/Specific distinction can often trap
unwary test takers who don’t realize the scope of what they are being
asked about.

Question 256

A favorite tactic is to have an answer that perfectly captures the ideas or viewpoint of a group in the passage, but not

Answer 256

the group the question specifies.

Question 257

As you examine the passages, remember that they will

Answer 257

relate to each other in some way, and will almost always have at least one or two points of both conflict and agreement.

Question 258

As you examine the passages, remember that they will relate to each other in some way, and will almost always have at least one or two points of both conflict and agreement:

Answer 258

authors are never in complete accord, however
even in instances where the authors seem fiercely opposed, some common ground is all but guaranteed. Thus, finding moments of overlap and uniqueness is the key to performing well in Comparative Reading.

Question 259

Difficulty of the subject matter is the same for single and dual
passages, and the subject matter will be drawn from the same disciplines: humanities, social sciences, biological and physical
sciences, and issues related to law

Answer 259

Similarities between Comparative Reading Passage Sets and Single
Passages

Question 259

General reading strategy remains the same

Answer 259

Similarities between Comparative Reading Passage Sets and Single
Passages

Question 259

The primary goal for Comparative Reading is to identify

Answer 259

the main point and purpose of each passage and then to relate those ideas to each other, focusing on the passages’ similarities and differences.

Question 260

Dual passage length and the number of accompanying questions
are comparable to those of a single passage, so the total amount of
reading is similar

Answer 260

Similarities between Comparative Reading Passage Sets and Single
Passages

Question 260

Question difficulty is roughly equivalent for single and dual
passages

Answer 260

Similarities between Comparative Reading Passage Sets and Single
Passages

Question 261

Question types are generally similar to those seen in the single
passages, however the emphasis is more on global questions (main
point, author’s attitude, function) and passage relationship
questions (as we’ll soon see) in comparative reading

Answer 261

Similarities between Comparative Reading Passage Sets and Single
Passages

Question 262

The same reading challenges, sources of difficulty, and trap
answers appear in all passages types

Answer 262

Similarities between Comparative Reading Passage Sets and Single
Passages

Question 263

Questions should be answered exclusively on the basis of the
information provided in the selection(s); no specific, subject-based
knowledge is necessary

Answer 263

Similarities between Comparative Reading Passage Sets and Single
Passages

Question 264

Single and dual passages can all be diagrammed in the same ways

Answer 264

Similarities between Comparative Reading Passage Sets and Single
Passages

Question 265

There are two related passages in Comparative Reading as
opposed to a single passage

Answer 265

Differences between Comparative Reading Passage Sets and Single Passages

Question 265

The majority of the Comparative Reading questions deal with the
relationship between the two passages, while single passage
questions tend to have a higher percentage of local questions

Answer 265

Differences between Comparative Reading Passage Sets and Single Passages

Question 266

Two authors contribute to the reading selection in comparative
reading, while single passage selections are drawn from only one
author

Answer 266

Differences between Comparative Reading Passage Sets and Single Passages

Question 267

The theme or main point of the Comparative Reading passages
will often change from passage A to passage B, as opposed to the
more consistent, singular purpose of an author in a single passage

Answer 267

Differences between Comparative Reading Passage Sets and Single Passages

Question 268

The complexity of argumentation in each of the dual passages
tends to be less than the complexity developed in a single passage.
This is logical because there are fewer words in each of the
individual dual passages

Answer 268

Differences between Comparative Reading Passage Sets and Single Passages

Question 268

The ability to compare and contrast is paramount to success in
Comparative Reading; success in singular passage reading
comprehension is largely dependent upon a reader’s ability to
identify passage structure and organization

Answer 268

Differences between Comparative Reading Passage Sets and Single Passages

Question 269

Comparative Reading questions are generally the same
as

Answer 269

single passage set questions, with the difference that the emphasis is
on how well you can understand the similarities and differences between the two passages.

Question 270

You must be aware of how the passages are

Answer 270

similar and how they differ.

Question 270

You must be aware of how the passages are

Answer 270

similar and how they differ.

Question 271

since many of the questions that follow dual passages test
your compare and contrast abilities, we cannot

Answer 271

overstress the importance of
keeping track of precisely where the authors are alike and where they
differ.

Question 272

since many of the questions that follow dual passages test
your compare and contrast abilities, we cannot overstress the importance of

Answer 272

keeping track of precisely where the authors are alike and where they
differ.

Question 273

Comparative Reading questions are generally the same
as

Answer 273

single passage set questions, with the difference that the emphasis is
on how well you can understand the similarities and differences between the two passages.

Question 274

After reading Passage A, pause briefly to organize your thoughts about what you have just read and then go and

Answer 274

complete each question that is focused solely on Passage A. Then go back and read Passage B with the intention of
both understanding B on its own and establishing the relationship between the two authors. After completing Passage B, attempt each question that focuses solely on Passage B (again, there will likely be at least one).

Question 275

You must know with a reasonable degree of certainty what each speaker believes strictly from what is written. Success relies on

Answer 275

choosing answers about which the views of the sources are both known and in direct opposition of one another.

Question 276

“The authors would be most likely to disagree over whether”

Answer 276

Point at Issue

Question 277

“On the basis of their statements, the authors of Passage A and Passage B are committed to disagreeing over whether”

Answer 277

Point at Issue

Question 278

Finding the correct answer in most Point at Issue questions involves

Answer 278

examining the conclusion of each speaker.

Question 279

When a pair of passages address an issue that is ethical (or motivation, behavioral, etc.) in nature,

Answer 279

answer choices that are strictly factual cannot be correct.

Question 280

Dual Agreement or Dual Disagreement

Answer 280

Often, incorrect answer choices will supply statements that both
authors agree with, or that both authors disagree with.

Question 280

Disagreements over facts occur infrequently because they are

Answer 280

generally easy for students to spot, so be prepared for disputes to
largely center on the interpretation of facts, rather than the strict
circumstances or events described.

Question 281

Another crafty trick used by the test makers is to offer an answer
where the view of only one of the authors is known. In these instances one passage did not address the issue in the answer choice, or at least failed to do so clearly enough that the author’s opinion on it can be known. Since the correct answer must contain a point of disagreement, these “one unknown” answers are

Answer 281

always incorrect since there is no way to determine the feelings of both speakers.

Question 282

Agree/Disagree Test

Answer 282

The correct answer must produce responses where one speaker would say, “I agree, this statement is correct” and the other speaker would say, “I agree, this statement is incorrect.” If those two responses are not produced, then the answer is incorrect.

Question 283

The Agree/Disagree Test crystallizes the

Answer 283

essence of Point at Issue questions by forcing you to concretely identify both speakers’ position on an answer choice.

Question 284

Point of Agreement questions are thus the

Answer 284

opposite of Point at Issue questions, where instead of being
asked to identify a disagreement, you are asked to identify the point of agreement between two authors.

Question 285

Point of Agreement questions require you to

Answer 285

identify the issue or statement with which the two authors would both agree.

Question 286

Note that, as with Point at Issue, this is an active task:

Answer 286

You are looking for
the answer choice about which both speakers have the same view (they might agree that the statements are correct, or they might both agree that the statements are incorrect).

Question 286

Point of Agreement questions are also closely related to

Answer 286

Point at Issue questions, in that both require a comparison of the views of two speakers.

Question 287

Point of Agreement questions appear roughly as often as

Answer 287

Point at Issue questions in Comparative Reading passage sets.

Question 288

“ The authors of the passages would be most likely to agree with which one of the following statements?”

Answer 288

Point of Agreement

Question 289

“Borges and the author of Passage B would be most likely to agree with which one of the following statements?”

Answer 289

Point of Agreement

Question 290

“It can be inferred that each author would agree that if judges conduct independent research, that research”

Answer 290

Point of Agreement

Question 291

The Blending of the Old and New…Why is this theme used frequently in Diversity passages?

Answer 291

Because the ability to adapt and synthesize information and ideas is an extremely advanced and beneficial skill, and to attribute such a skill to any group is seen as a compliment (which is why in almost all instances the ability to blend elements is praised).

Question 291

Finally, note that, as with Point at Issue answer choices, if the view of one speaker is unknown, then

Answer 291

that answer is automatically incorrect.

Question 291

Note the similarities in Point of Agreement and Point at Issue question stems:

Answer 291

the only differentiating factor is that with Point of Agreement you’re
seeking to find common ground instead of a dispute.

Question 291

The Agree/Agree Test

Answer 291

The correct answer choice must be one about which both speakers
would say, “Yes, I agree with that statement.” If each speaker does not produce that response, the answer is incorrect.

Question 291

Member of an underrepresented group addresses a member of an
overrepresented group.

Answer 291

These scenarios occur relatively rarely, and thus they are not the focus of this section. When they do occur, it is normally because the member of the overrepresented group was initially critical of the member of the underrepresented group, and then the member of the underrepresented group typically responds somewhat dismissively to the member of the overrepresented group (which is quite reasonable—who wouldn’t be dismissive toward someone who criticized them?).

Question 292

Knowing how the test makers will approach a traditionally
underrepresented group then allows you to

Answer 292

predict the general direction of certain answer choices.

Question 292

In the dozens of passages addressing traditionally underrepresented groups that have appeared on the LSAT in the past 25-plus years, every single passage has

Answer 292

addressed these groups in a positive manner. That is, in each
instance, the attitude of the author toward the person or group under discussion has been positive or encouraging.

Question 293

An analysis of every released LSAT from the modern era (1991 to the present) shows that usually

Answer 293

when the test makers critique an individual or viewpoint, that person or perspective belongs to a historically well-represented group, that of Caucasian male authors.

Question 293

The test makers consistently take a positive attitude towards

Answer 293

traditionally underrepresented
groups.

Question 294

On the LSAT, this criticism most
frequently appears in passages devoted to assessing the work of scholars, who, under the description of the overrepresented group we used earlier, are typically

Answer 294

Caucasian males versed in Western thinking.

Question 295

Member of an overrepresented group addresses a member of an
underrepresented group.

Answer 295

Although here are passages where members of an overrepresented
group criticize members of an underrepresented group, (as outlined in point 1 above), the response in those passages is predictable: that
initial, critical group or individual is then attacked. More interesting—
and the focus of this section—are passages where members of an
overrepresented group praise or commend members of an
underrepresented group.

Question 296

The Blending of the Old and New

Answer 296

These passages feature individuals or groups that adopt old approaches or ideas some “tradition” or past cultural convention, typically and marry them in some fashion to newer, more modern practices, thereby creating something unique and powerful. This “blended” approach bridges the gap between old and new by keeping some elements of the original custom while also adopting elements of the newer approach. The result is a synthesis of the two, producing a new form to be admired. In all cases, the person or
group who does the blending is praised as innovative and inspired.

Question 297

If you encounter any unknown legal terminology while reading a Law-Related passage,

Answer 297

do not be concerned. Any legal terms will be explained in the text.

Question 298

A number of LSAT passages discuss persons or groups that in some way cannot be classified or judged by conventional means:

Answer 298

they confound their critics, or are underappreciated in their time. The message of these passages is that the person or subject under discussion is too unique or pioneering to be appropriately assessed, or is so progressive (ahead of their time, typically) that their contemporaries could not understand the full merit of their work.

Question 299

There are two topics that appear within Law-Related passages that bear further examination

Answer 299

1. Regulation
2. Diversity

Question 300

Regulation

Answer 300

On the LSAT, passages occasionally
appear that address the legal regulation of marketplaces and borders
and in almost every instance the viewpoint presented by the authors is the same: regulation is either needed or should be expanded if already in place. Given that LSAC is an organization that ultimately assists in producing lawyers, and it is the law which regulates our society, the consistency of this pro-regulation viewpoint should come as no surprise.

Question 301

Diversity

Answer 301

When passages concerning Law-Related issues include Diversity elements, that consistency is of course maintained: in almost all cases, the test makers advocate legal remedies and relief for underrepresented groups.

Question 302

Nothing you will encounter in a Science passage (or any other passage) will remain

Answer 302

unexplained, and that you already have the methods in hand to attack Science passages effectively.

Question 303

Handling Scientific Elements

Answer 303

When you encounter scientific terms or phrases, underline or highlight the phrase, or make note of the definition by marking the section with a “DEF” notation on your scratch paper.

Question 303

When you read a science-based passage, focus on

Answer 303

understanding the relationship of the ideas and do not be intimidated by the terminology used by the author.

Question 303

Passages are NOT presented in

Answer 303

order of difficulty.

Question 303

If you encounter an extended section of complex scientific terminology, at most highlight the section and do not worry too much about understanding every single idea within the it. You can

Answer 303

return to the highlighted area if you are asked to do so by a question, and focus on understanding the ideas at that point.