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Topics - dcarealsattaker

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Law School Admissions / Difference between a Hold and a Waitlist
« on: March 26, 2007, 07:16:49 PM »
Any thoughts?  Or is it just a different name for the same circumstance?

Law School Admissions / Northwestern
« on: March 06, 2007, 10:29:26 AM »
Not enough people are talking about Northwestern.  Other T14 schools have tens of pages of people obsessing about their chances.  Yet the school I obsess most over is seemingly left out of the mix.  What gives?

Also, what time do they update the status checker normally?  Anyone know?  I'm dying to find out if I get accepted there.  And yes, one of the primary reasons is so I can go to Cards-Cubs games.  (Okay it's not a primary reason, but it's a pretty big plus in its favor!)

Law School Admissions / UC-Davis Status Checker Question
« on: February 23, 2007, 08:08:46 AM »
Okay so my application finally went complete the other week and the status checker said "Application Complete - Awaiting Evaluation."  Today it reads "Evaluation in Progress."  Does anyone have any sense of how long it has been taking to go from this stage to a decision?

Yes, these are the questions I obsess over on a Friday when I should be researching climate change.  Woo!

Reader(s) needed please for my statement in response to having to answer yes to the "Were you ever put on academic probation, suspension, etc?" questions on every app.  Essentially it's a combo response to the question and traditional GPA addendum.

I really appreciate it.  Thanks!

Law School Admissions / Need Addendum?
« on: August 30, 2006, 09:35:57 AM »
I was absent for the Dec 2004 LSAT (which obviously shows on my LSDAS report).  I then took the June 2006 test and got a 174.  Do I need to explain the absence?  Basically I was working a lot (been out of college for going on 5 years now) and forgot that I had registered.  I much more serious about the process now and didn't realize how this would look long term.  I know that an absence is "frowned upon" according to Ivey.  Any advice?  Do I need to address the absence in an addendum?

Anyone out there using their marriage, engagement, long-term relationship as a backdrop for their PS? (i.e. how my relationship with my sig. other changed my life in some way).  I'm guessing this would mostly apply to folks who have been out of school for a few years.

In my case, I'm getting married about a month before law school would begin to a woman I met my senior year of college (four years ago now).  She helped me tremendously in overcoming a pretty serious depression and I'm a much better person because of her influence.  I'm likely going to put a concise treatment of the depression in an addendum explaining my low GPA, so I'm somewhat hesitant to also address it in the PS.  That said, she has had a HUGE impact on my life, and illustrates an aspect of my personal growth that my resume won't cover.  Any thoughts?

Other possible PS topics I'm considering:
- My experience as a Congressional staffer and how that's led me to consider law school (punched up with anecdotes that show the depth of my involvement on several pieces of legislation).

- My role as the first in my family to attend college, escape the Midwest, and make good elsewhere, despite my family's misgivings.

Studying for the LSAT / Princeton Review Recap of Test
« on: June 15, 2006, 01:50:33 PM »
Got this in my email.  Didn't take a PR course but did take a diagnostic test.  Apologies if this has already been posted but figured some folks on here might be interested.

Review of the June 2006 LSAT Administration

As always, test forms for the June 2006 LSAT included an experimental (unscored) section. On most test forms, the experimental section appeared in Section 2. Be aware, however, that LSAC often administers a few selected forms with identical scored sections, but with their experimental sections in a different location. Ratings of this administration placed its difficulty slightly above that of other recent exams. Princeton Review students report being pleased with their overall performance.

Games (22 questions)

Princeton Review students rated the difficulty of this section as on par with Games sections that have appeared on exams within the past year. In the first game, you had to determine the order in which six foreign language films were shown at a film festival. Twelve films were available, two each in six languages. The second game concerned five types of mail that were delivered to one of three people. The third game asked test takers to determine which of seven courses were offered during a summer term. In the last game, eight computer chips had to be ranked in order from fastest to slowest. Our students found that their familiarity with the games and experience with making deductions helped them set up the games and work the questions efficiently.

Scored Arguments (25 questions in each section)

One scored Arguments section had 26 questions, and the other had 25. Test takers rated the 26-question section as harder than the 25-question section. The 26-question section included an unusually large number of long and densely-worded arguments and answer choices, and it had several challenging questions. Test takers cited careful use of process of elimination (POE) as the most helpful technique. Overall, Princeton Review students found the techniques they had learned in class worked well on the exam. They reported that their ability to spot language shifts, recognize common flaws, and diagram conditional statements were the most useful tools for analyzing arguments. Broad experience with past exams was invaluable to test takers, and smart pacing choices were required to get the best possible results.

Scored Reading Comprehension (28 questions)

The reading comprehension section offered the usual breakdown of topics—science, law, social science, and arts/humanities. Examinees found the law passage easiest and the science passage hardest. The first passage dealt with the use of computer-assisted crime reenactments in the courtroom. The author discussed the benefits, described potential problems, and suggested ways to prevent those problems. The second passage argued that because African artists alter their styles to suit consumers from other ethnic groups and regions, scholars can’t reliably draw conclusions about an object’s origins based on fine style distinctions. The third passage argued that though the historical evidence is limited, source records clearly indicate that ancient Greek and Roman societies had female physicians. The author supported this contention by citing examples of Classical writers who referred to female physicians in a matter-of-fact way. The fourth passage explained why maize’s method of photosynthesis makes it such a productive crop. Overall, this section demanded the skills of mapping the passage well, paraphrasing its contents, searching for specific evidence in support of answers, and eliminating choices judiciously.

If you have any questions about this LSAT administration, or any aspect of the LSAT or any other standardized test, please feel free to give us a call at 410-243-1945 or visit us online at, where you can try a free online LSAT course demo or test. We are, as always, here to help.  Additionally, if you know of any students that would like to be placed on my mailing list, please be sure to let me know.

Best Wishes,
Liz Peacock
Outreach Manager
The Princeton Review

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