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Messages - Pithypike

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1
Studying for the LSAT / Re: Pithypike's Complete LSAT Study Guide
« on: September 24, 2008, 03:52:47 PM »
It is purple, and I think you get in the class.  I wouldn't know.  I do know you can find either on Amazon and Ebay for very cheap though (like $8)

2
Studying for the LSAT / Pithypike's Complete LSAT Study Guide
« on: September 22, 2008, 05:38:06 PM »
Edit: I guess I should say why I think this plan is effective.

My PT scores before using this plan: 166 163 166 167 167
My PT scores after following this guide: 172 176 180 176 174 176 177

I have been getting a lot of requests for my study plan, so I thought I would post a truncated version here.

You will need to have:
Kaplan Mastery or Kaplan's Big Orange Book
Powerscore Logic Games Bible
Powerscore Logical Reasoning Bible
All 3 of the '10 More LSAT" series
PTs 45-54 (10)
Official LSAT SuperPrep
3 months (more or less - adjust to your rate of progress but do not try to cram)

LG:
You will need to divide LG into specific types (Grouping, Linear, and various subtypes) and work on them one after another in order to master the game.
1) Make 3 photocopies of every LG
2) Separate them using the classification method of choice - Blueprint, Kaplan, etc. will all work but I prefer Powerscore
3) Do each LGB section in order and work on the respective game types as you progress, for this I usually do 2-3 new ones and 3 old ones every day, but it doesn't matter as long as you get it done.

Repetition is crucial - after you have done a lot of games a lot of times anything they throw at you will seem elementary and routine.

LR:
Pretty simple really. Do the appropriate LRB section and then work through the corresponding chapter in Kaplan Mastery/Big Orange Book. I generally reviewed the LRB section thoroughly the first time, and then just read the summary of points and strategies at the start of the question set to refresh myself. Do up to 10 problems at each sitting and monitor which question types give you the most trouble. Review those questions heavily.

RC:
This is the most difficult section to improve on. You have to develop a feel for what the passage as a whole is conveying while making sure not to miss small details that you could be tested on. I suggest developing a set of symbols that help you refer to specific points in the passage. For example, I place a 'C' next to the line in which a critical viewpoint is mentioned and underline the part of the passage indicating this viewpoint is critical. It doesn't matter what you use, as long as it helps you refer back to the passage. Many people suggest writing short summaries at the end of each paragraph, which can also be effective.

The only surefire way to improve on RC is to do as many as possible and develop your own personal system as you progress. Reading dense material, like science journals, The Economist, etc. can help as well, but working through as many passages is possible is undoubtedly the most effective tool.

Month 1:LG: (# of game type through PT 45)
Basic Linear - Balanced (23)
Basic Linear - Overloaded (5)
Basic Linear - Underfunded (5)
Advanced Linear - Balanced (25)
Advanced Linear - Overloaded (4)
Advanced Linear - Underfunded (7)
Write down the exact time and your score at the top of each LG. Push yourself to finish faster the next 2 times you complete that LG. DO NOT sacrifice speed for accuracy though.

LR:
Follow the guide set out above for these question types

Assumption
Strengthen/Weaken
Flaw

RC:
Complete all 10 RC sections from the first (or second, if you didn't buy one) '10 LSAT' book you have (untimed)
Three-Day Cycle:
1) RC Section
2) Review
3) Review

Remember, you have to be focusing on developing your own method for identifying relevant sections of the passage. When reviewing wrong answers, focus on what referents or symbols would have helped you find the correct answer within the passage. When reviewing correct answers, look for what helped you pick that choice out and find out what strategies are effective. This is just as important as reviewing wrong answers.

At this end of this month take PrepTest 'A' from the SuperPrep series - timed. Review the test heavily and read the explanation for every single question, not just the ones you got wrong. Hearing it straight from the horse's mouth can often be very useful and helps you get in the test maker's head.

Month 2
LG:
Grouping - Defined - Fixed - Balanced (10)
Grouping - Defined - Fixed - Overloaded (11)
Grouping - Defined - Fixed - Underfuned (5)
Grouping - Defined - Moving - Balanced (14)
Grouping - Defined - Moving - Overloaded (2)
Grouping - Partially Defined (9)
Grouping - Undefined (6)
Rare Game Types:
Grouping/Linear Combination (8)
Pattern Games (6)
Pure Sequencing (6) Note-much more common in modern games - pay attention
Mapping (3)
Circular Linearity (2)

LR:
Inference
Principle
Parallel
Paradox
Method of Argument
Main Point
Role of a Statement
Point at Issue

You should take at least 10, maybe a few more, timed LR sections during this month to start getting comfortable with timing. Don't use any of the SuperPrep tests or any test beyond 44, as you will be taking these in their entirety.

RC:
10 timed sections from the most recent '10 LSAT' book you bought. Use the same three day routine for month 1. Continue to develop your style of marking passages.

During this month you should take PrepTest 'B' and 'C' (both timed) and review them heavily. I suggest taking B in the middle of the month and C at the end.

Month 3:
During this month you will focus exclusively on full , 5-section PrepTests.

Make 3 photocopies of each LG type for these tests as well. The style of games changed significantly after the June 2005 exam, and it is beneficial to repeat these newer LGs to get a feel for the new ways of phrasing rules and various other differences versus older games. Note: while new LG are easier, it is best to practice with the older ones so that you can truly master the appropriate concepts and be prepared for whatever they throw at you on test day.

Take PTs 45-54, in whatever order you prefer. Since the real exam will be 5 sections, you should add a fifth section (whichever you are weakest on) from older exams both to provide you with extra material and to build up endurance for the real thing.
Repeat this cycle:

1) PT
2) Review
3) Review

Until you have done all ten PTs. On the review days, redo the LGs and monitor which types of questions are tripping you up. Review the Bibles as needed.

HTH


3
No....why would it?  You will lose time though.  Which can be just as dangerous as losing comprehension.

You need to be fast and accurate, thus you shouldn't sacrifice speed for comprehension or vice versa.  IMO reading the stimulus first is a waste of time in 90% of cases, which adds up quickly.  Hence my strategy of only reading the stimulus first in very specific instances, thus maximizing my time instead of losing it. 


4
Quote
for example, if it's a necessary question, I just mark N and move on to the questions. I think this is effective. I usually never read the question again.

This is a fantastic way to miss all those "EXCEPT" or "CANNOT" questions. Just read the whole thing, you don't need to read the stem first to see if it's a parallel reasoning question, and those are the only ones you should legitimately skip for time's sake. Also, the LR stimuli for the last few tests have been getting shorter and shorter. There's no excuse to not finish in time.

Whether or not you read the prompt first or last, you need to read every single word.  The LSAT authors will take you apart if you don't pay attention to details.

I generally finish LR sections in about 26 or 27 minutes, giving me 8 or so minutes to do the 1-2 questions I usually have left over, check circled questions and go over bubbling.  A big part of picking up time has been my strategy of skipping PR by reading the prompt first.  I am not saying it will work for everyone, just that it has been effective for me. 

5
If the stimulus is longer I generally read the prompt first.  I do this for two reasons; 1) parallel reasoning questions are usually longer and I save these for the end and 2) if the stimulus is lengthy I like to approach it with an idea for what is relevant.  Many lengthy LR questions scatter in a lot of debris to distract you from what the prompt asks, so this saves a bit of time and helps improve accuracy.


6
Whites and asians would universally respect the achievements of URM's.  No URM achievements would be stigmatized.  Truly disadvantaged URMs (and whites, asians, etc.) could he assisted in a non-racist manner.  People would be in positions where they belonged, and could handle the work.  Employers could trust that a degree meant exactly what it was supposed to mean.

What a harmonious world it would be!

Yeah.....or you could just respect people based on the fact that they are people, not what you perceive to be their qualifications for their status in life. That might work too.

 ::)

7
I think Galt's point is that the class will be all white.

To answer Galt's question, though, the chances are the same as any group of 3 from the pool. That would be the point of race-blindness. It's not a relevant factor in picking.

Correct. The chances, under my hypo, of a black person getting selected initially are 3/50; while the chances of a white person getting selected are 47/50. That's a 6 percent likelihood versus a 94 percent likelihood. Since each selection is independent of the next, at least with respect to race, the odds that the next person selected would be 3/49 black and 46/49 white - (6.1% and 93.8 percent, respectively)

Although race blind in policy, under my hypo it virtually ensures an all white class. Is that the purpose of race blind? Answer this question and I'll ask another.

Also, remember the question posed in the thread is not the benefits of a race-blind system, but rather why qualified minorities might not want it.

Like I posted above, why should one of the URMs be the one to luck out and be selected?  What is so inherently bad about an all white class, if all of them deserve to be there and were selected on the basis of their qualifications?

I understand that diversity improves the educational setting, but how much more diverse is a rich URM from the burbs versus a white guy that grew up in the inner city and had to scrap for everything they have?  I think there are better ways to take into account diversity of opinion and thought than race. 

But if a URM writes a really bitchin diversity statement or PS about how growing up as a minority has influenced them and made them more prepared to contribute in a classroom setting, then I see no reason why that shouldn't be taken into account.  I just don't think race should automatically qualify someone as having diverse life experiences.

8
It was a rhetorical question. 

I just wonder why Galt wants one of the URMs to be the one chosen over a similarly qualified white applicant.  It makes no sense to me. 


9
Galt, what is your point? 

I really don't understand.  Why should a URM be the one to win the Yale lottery just because they are a URM? 

10
Studying for the LSAT / Re: LGB
« on: June 25, 2008, 12:50:53 PM »
Is the updated LG Bible worth buying? 

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