LSAT Center Reading Comprehension Introduction

8/13/2019 LSAT Center Reading Comprehension Introduction

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LSAT Center Reading Comprehension Introduction

This is a breakdown of how to read in an effective manner. You can find out what the author is reall

b reading between the lines while looking for implied statements.

A tpical LSAT test will include three Reading Comprehension passages that are straightforward ess

b !uestions and one pair of "dual passages"# also called "comparitive reading".

$ual passages feature two passages on a similar or related sub%ect. The passages ma agree with eachma take different sides of an issue. &r# passage pairs ma have comple' relationship where one pass

articulates a set of principles while another applies those principles.

Introduction to Reading Comprehension

Video Courtesy of Kaplan

Reading Comprehension Strategies

(ideo Courtes of )aplan

The Challenge

View reading comprehension passages as if they were a reality TV show where you are

dropped in a rain forest with no clues about where you are or how to proceed.&n the LSAT# a

reading passage will be dropped in front of ou and ou will have no background on it whatsoever.

1.You don*t know who the author is.

2.You don*t know what the title is.

3.You don*t have enough time to full read it.

4.You can*t see the paragraphs before or after the essa.

5.You don*t know when or where it was published.

.The content is dense# boring# esoteric and %argon+filled.

,.And our master of these - words will determine our future law school and career.

You*re going to need a compass/
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!eading for a "urpose

The passages are intentionall %argon+filled and dense. In school ou were taught to read for detail#

but on the LSAT ou would run out of time doing that. This means that ou have to re+learn how toread.

Financial-market analysis studies ignore deficiencies because of analysts' inherent preferences for

perfect rationality.

You will have to process through sentences like that whilepreparing for the !uestions that follow. If

ou know what to look for# what to cue in on# and what to ignore in a passage# ou sta in controland not get think clearl. You are not reading the passages for en%oment or ac!uisition of

knowledge0 ou are reading for the purpose of answering the the 11 !uestion tpes 2below3 as

efficientl and accuratel as possible.

#acro $uestions%general issues 2macrois 4reek for large or "big picture"3

1. 5ain idea

6. 7urpose of the passage-. Tone

8. &rgani9ation of the passage

:. Categor of ;riting 2Advanced3. $etail of the passage

?. $efinition of a term or phrase

@. Support for a premise ;hereBs the proof

1. Dunction of part of the passage 2Advanced3

#acroicro
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11. Inference

A: Reading Comp IntroductionB: The Five StepsC: Question TypesD: Tips for Finding the Right Answer

EF The Dive Steps

'ere are the 5 steps you should ta(e while reading a passage to prepare for the )uestions.

1. Classif the 7assage

Is it science or humanities Is

this a persuasive essa or a

descriptive one

6. *rea( down each

paragraph

Look for tone# main idea and

transitions.

3.+ee the ,rgani-ation5ake roadmap of essa andGor

draw out map structure on ourscratch paper.

4.ind the *ig /dea7a more attention to first and

last paragraphs. Look forunusual language that makes an

important point.

5.0iagnose the authors

purpose

Look for intention in the essa.
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1. 7assage Classification

#ost passages fall into one of three categories +cience *usiness&aw and Cultural +tudies.

. +cience

These passages deal with such topics as chemistr and astronom. Although these passages can

often be dull# they are also often straightforward and thus manageable. You are not likel to see

an inference !uestions here. Instead# ou will most likel see several factual !uestions that can be

answered b direct# accurate reading of the passage. So long as ou don*t allow ourself to beburied b %argon# science passages should be eas reading comprehension !uestions.

Example Passage: $iscussion in an engineering maga9ine on a new plan for solar power.

Science is often sub%ective;e tend to think of scientists as clear and logical# like Spock on

Star Trek# and scientific fact as static. The realit is that science is

full of conflict and contains controversial ideas. Science essas onthe LSAT will often fora into controvers and it*s our %ob as the

reader to see the points of view# the bias# and the conflict.

*. *usiness&aw

These essas ma also be %argon intensive# but ou ma have some background knowledge in this

area. This is usuall beneficial# as it makes the passage easier to read0 %ust remember that specific


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outside knowledge will never be called upon to answer an essa !uestion. All the answers can be

found in the essa itself.

Example Passage: Yale Law Review evaluation of modern labor law and its impact on productivit.

C. Cultural +tudies

A large number of these essas will focus on historicall+oppressed identit groups 2their art#culture and histor3. Drom the standpoint of test+taking strateg# ou can be assured that an essa

about a historicall+oppressed group will have a positive and smpathetic tone. The author*spurpose will alwas present the group*s cultural contribution in a favorable manner.

Example Passage:Commentar on the political achievements of the Iro!uois Confederac.

#ost passages fall into one of three categories of purpose describe e6aluate and persuade.

Author*s main purpose is to conve information and clearl present a situation or idea. These essas

present themselves as being ob%ective# but often in%ect some opinion and bias as well.

Example Author: ewspaper !eporter

Author describes a phenomenon situation 6iewpoint or theory and analy-es it. The author is

giving ou the pros and cons# strengths and weaknesses of the topic in a methodical# detached

manner.


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Example Author: !esearcher " Academic

The author ad6ocates a particular positionoften against another point of view. Think of this

author as an idea salesman who wants ou to become a True Eeliever and re%ect opposing opinions.

Example Author: #ebater$ Politician

$on*t argue with the essa

5abe ou don*t think 7eruvian weaving is as nice as the authorthinks it is. If our personal understanding or view of the issue

happens to contradict that of the author in a 7ersuade essa# this

could inhibit our abilit to comprehend the author*s point of view.

Leave our opinions out and tr to enter the same point of view asthe author.

6. Ereaking $own Hach 7assage

7ach paragraph is the basic unit of the essay.E breaking down an unwield and cumbersome

essa into smaller pieces# it is easier to comprehend ideas# intentions# and follow the organi9ationalstructure.

;hen reading a paragraph and after finishing it# make a mental note or write down three things to

help ou answer the !uestionsF

. #ain /dea of each paragraph

The first sentence in a paragraph will often be a topic sentence or transition sentence. It should tellou the main idea of the paragraph or the paragraph*s relation to the preceding one.

*. Tone of each paragraph

Recogni9ing an author*s tone is ver important to understanding the structure and purpose of anessa. aving a strong grasp on the author*s tone will go a long wa in answering main idea and

author purpose !uestions.


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'eres the last paragraph from a passage about artistic concepts8 see if you can cue in to the

authors tone to more easily discern his point

The "mimetic" theor holds that art reproduces realit# but although amateurs* photographs

reproduce realit# most artists and art critics do not consider them art. 5uch of what is recogni9ed as

art conforms to the definition of art as the creation of forms# but an engineer and the illustrator of ageometr te'tbook also construct forms. The inade!uac of these definitions suggests a strong

element of irrationalit# for it suggests that the wa in which artists and art critics talk and think

about works of art does not correspond with the wa in which the actuall distinguish those things

that the recogni9e as works of art from the things that the do not so recogni9e.

The words "inade!uac" and "irrationalit" establish an attitude of frustration over the current

method of defining art. ;e can sense that the author is e'asperated b the current practice of critics.

C. !elation to preceding paragraph

A good writer will make a smooth transition to a new paragraph with a new idea. After eachparagraph# mentall note its relation to the preceding paragraph. The paragraph is the main structural

unit of an passage. To find a paragraph*s purpose# ask ourselfF

1.;h did the author include this paragraph

2.;hat shift did the author have in mind when transitioning to this paragraph3.;hat bearing does this paragraph have on the main idea of the passage so far

Tone can shift suddenl in a new paragraphF

There are increasing indications that academic research has separated itself from practical concerns

to such an e'tent that# in man academic arenas# the transition from theor to practice has vanishedentirel. Indeed# public and private institutions alike are awakening to the need to infuse scholarship


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with an "ear" for the practicall useful. Yet# the problem appears intractable# with a chasm between

academics and practitioners that grows onl wider. &nl radical change will steer academia back

toward collaboration with practical concern. *ut who could de6ise such a radical yet effecti6e

strategy9

/ can. / ha6e the answer.All academic research must seek private funding. Scholarship without

funding has no %ustification for e'istence.:ou naturally thin( my idea is preposterous.Surel I

understand that commercial value is separate from scholarl significance :et it is you who are

mista(en.You do not understand that the market is the most efficient measure of worth# be it

commercial or scholarl. You again ob%ect# this time almost in a panic# that I speak nonsense. Eut

ou are merel afraid of what ou know to be the one viable path for modern academia. Dollow orbe left behind in our blind fear of the most fundamental economic truths. This is the only way.

The first paragraph sets up the problemF academics have lost touch with real life. The second

paragraph signals a tone shift from e;planatory to aggressi6e persuasion# reflecting a shift in

purpose from e'plaining a problem to forcefull advocating a solution.

-. See the &rgani9ation

ere we will uncover the author*s organi9ation and develop a roadmap of the te't. roadmap

essentially paraphrases the main point of each paragraph.


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introductor paragraph that introduces background information# with little description of the author*s

point of view3. If it is a backgrounder# then the second paragraph takes primar importance.

Eackgrounders are one wa the LSAT writers make the essas longer.6. Read the last paragraph with second to highest priorit.

-. Skim most of the content of secondar paragraphs 2all others3.

#apping

"rimary

Spend more time understanding the function of the first paragraph 2or second# if the first is a

backgrounder3 and last paragraph.

+econdary

In skimming secondar paragraphs# ou should focus entirel on understanding tone# main idea# andrelation to preceding paragraph. This sstem keeps ou focused on getting the important secondar

content without wasting time on details. Remember to look for slam+on+the+brakes or an other

conspicuous language.

or e;ample a science essay might ha6e the format

"1Eackground

"25ain ideaF stem cell therap faces man problems

"37roblems in stem cell research

"45ore problems in stem cell research

"5 Conclusion about future

'ere is a sample long passage bro(en down paragraph by paragraph

"aragraph ,ne

Jearl twent ears ago# biochemistsfound that a separable constituent of the

cell deo'ribonucleic acid 2or $JA3

appeared to guide the cell*s protein+

snthesi9ing machiner. The internalstructure of $JA seemed to represent a set

of coded instructions which dictated the

pattern of protein+snthesis. H'perimentsindicated that in the presence of

appropriate en9mes each $JA moleculecould form a replica# a new $JAmolecule# containing the specific guiding

message present in the original. This idea#

when added to what was alread known

about the cellular mechanisms of heredit2especiall the knowledge that $JA is

locali9ed in chromosomes3 appeared to

What is going on?

The first paragraph here isactually mostly fluff. This is ascientific background that

prepares the reader for thematerial ahead. Don't getintimidatedskim over it anddon't panic if you are unableto understand all the jargon

the first time through.


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establish a molecular basis for inherence.

"aragraph Two

7roponents of the theor that $JA was a"self+duplicating" molecule# containing a

code that b itself determined biological

inheritance# introduced the term "central

dogma"into scientific literature in orderto describe the principles that were

supposed to e'plain $JA*s governing

role. The dogma originall involved anadmittedl unproven assumption that

whereas nucleic acids can guide the

snthesis in other nucleic acids and of

proteins# the reverse effect is impossible#that is# proteins cannot guide the snthesis

of nucleic acids. Eut actual e;perimental

obser6ationsden the second and crucialpart of this assumption. &ther test+tube

e'periments show that agents besides

$JA have a guiding influence. The kindof protein made ma depend on the

specific organism from which the

necessar en9me is obtained. It alsodepends on the test tube*s temperature# the

degree of acidit# and the amount ofmetallic salts present.


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of the interactions of molecular

processes that go on in a cell.

"aragraph our

Consider an e'ample from another field.

At ordinar temperatures# electricitflows onl so long as a driving force

from a batter or generator is imposed on

the circuit. At temperatures near absolute9ero# metals e'hibit superconductivit0 a

uni!ue propert that causes an electric

current to flow for months after the

voltage is cut off. Although independentelectrons e'ist in a metal at ordinar

temperatures# at ver low temperatures

the interact with the metal*s atomicstructure in such a wa as to lose their

individual identities and form a

coordinated# collective sstem whichgives rise to superconductivit.

ow here is a simple roadmap of the passage

"1$JA is the molecular basis of inheritance

"2$JA is not the onl game in town. The realit is more complicated.


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"3A cell is e'tremel complicated and all the parts work together

"4In case ou don*t get the idea of complication# here is another e'ampleF metals are complicated

and the parts work together.

"5&ka# one more timeF cells are complicated# highl coordinated sstems.

8. Dind the Eig Idea


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ere is a first paragraph of an essaF

&ne of the most persistentl troubling parts of national domestic polic is the development and use

of water resources.Eecause the technolog of water management involves similar construction

skills# whether the task is the building of an ocean %ett for protection of shipping or the constructionof a river dam for flood control and irrigation# the issues of water polic have mingled problems of

navigation and agriculture. A further inherent comple'it of water polic is the fre!uent conflicts

between flood control and irrigation and between re!uirements for abundance and those for scarcitof water. *oth problems e;ist in merica often in the same ri6er basins8 one is most typically

the problem of the lower part of the basin and the other the problem of the upper part.

This is a clear topic sentence."Troubling"# in the conte't of water management# is rather strong

language. ;e know# from the start# that there is a serious problem with water management and thatthe author is going to e'plain what it is.

ere is the final paragraph of the essaF

>e6ertheless the most startling fact about the history of water pro?ects in the @nited +tates is

the degree to which their shortcomings ha6e been associated with administrati6e failures.

Again and again these shortcomings have proved to be the conse!uences of inade!uate stud of

water flow# of soil# of factors other than construction technolog# and of fault organi9ation. In

1@:@# the Senate Select Committee on Jational ;ater resources found that twent different national

commissions or committees charged with e'amining these problems and seeking solutions had

emphasi-ed with remar(able consistency the need for coordination among agencies dealing

with water.

This closes in ver specificall on the author*s opinion=the failure of government agencies toeffectivel deal with water management. The first paragraph introduces the general idea and this

paragraph focuses in on the area for correction =the government*s lack of administrative

coordination.

oo( at the $uestions for the *ig /dea

If# as we have said# man 5acro !uestions revolve around the Eig

Idea# then isn*t it possible to get clues about the main idea fromsample 5acro !uestions from the essa If all fails# look at the

first !uestion and mabe it will give ou a clue about what theLSAT considers important about the essa. In addition# as ou getto the second and third !uestion on the essa# this will help tighten

our understanding of the essa.

*. +lam on the *rea(s anguageis another signpost. These are tone signals that should compel


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you to slow down your reading pace and start reading 6ery closely. There is a good chance the

author is about to reveal a central point and his opinion. It is like a lie detector test when the pen

starts %ittering.

'ere are some common +lam on the *ra(es words

ama9ing

successfulimpressive

remarkable

greatness

inade!uateinvalid

unfortunatel

inefficientleadership

competitionstartlingsurprising

/n that final paragraph loo( at how the +lam on the *rea( words emphatically signal the

authors point

Jevertheless# the most startlingfact about the histor of water pro%ects in the nited States is the

degree to which their shortcomings have been associated with administrative failures. Again and

again these shortcomings have proved to be the conse!uences of inade)uatestud of water flow# of

soil# of factors other than construction technolog# and of fault organi9ation. In 1@:@# the SenateSelect Committee on Jational ;ater resources found that twent different national commissions or

committees charged with e'amining these problems and seeking solutions had emphasi9ed with

remar(ableconsistenc the need for coordination among agencies dealing with water.

E focusing on these triggers# we can see how the author consigns the problem of water

management to the government*s failings. This gives us access to the Eig Idea.


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C. "olish @p the *ig /dea

&k# ou*ve finished reading the essa# ou think ou know the Eig Idea# and ou have an idea about

structure. Take a moment to review everthing and double check that ou have the Eig Ideanarrowed down. ;rite a sentence+long summar of the big idea on our white board.

:. $iagnose Author*s 7urpose

Ask ourselfF ;h is the author telling me this ;h does the author select certain facts and drawcertain conclusions ;hat is the author*s agendaThere is always some reason why the author

wrote the passage.&ften essas will have a polic idea or suggestion to fi' a problem described.

Sometimes# the author might simpl want to educate people about a sub%ect or correct a

misconception. And sometimes# there will be a more politicalGideological motive for the claimsmade.

;riters tr to sound ob%ective# but there is alwas something the author wants to convince ou of# or

at least# get ou to learn from the passage.

*e careful to distinguish fact from opinion. Though the ma look like facts# some statements inthe essa ma be false claims or unsupported opinions loaded with bias. 7a close attention to the

language in order to distinguish fact from opinion. The author*s purpose for writing the essa and his

or her convictions are found in these subtle statements of opinion.

Take these e'cerpts from a passage on water management# for e'ample. Some of the author*sstatements are fact# but man are opinion.

=/n the arid parts of the

land it has recently become

clear that climate 6aries

o6er time with irregular

periods of serious drought

followed by wet periods

mar(ed by occasional

floods.=

CTThis statement is a review

of recent scientific findings aboutclimate. Jo opinion here.

owever# the author is using data

regarding drought periods to backup later claims about water being

mismanaged.

=,ne of the mostpersistently troubling parts

of national domestic policy

is the de6elopment and use

of water resources.=

,"/>/,>"The most troubling"indicates feeling# not fact. The

author*s opinion is that thedevelopment of water resources is

one of the most troubling parts of

national domestic polic. This isnot necessaril the ultimate truth.

Some people ma not think that


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development of water resources is

problematic.

=/n 1A5A the +enate +elect

Committee on >ational07 T'7 #C!, $@7+T/,>+


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The Dive Muestions are an effective means for answering macro !uestions because the enable ou

to focus on the essa*s "big issues."

Muestion 1. ;hat is the passage tpe

Muestion 6. ;hat is each paragraph aboutMuestion -. ;hat is the organi9ation 2Create a mental roadmap.3

Muestion 8. ;hat is the big idea

Muestion :. ;hat is the authorBs purpose

As ou read the passage# look for answers to the Dive Muestions. &nce ou*ve done this# ou should

be able to answer the macro !uestions without referring back to the passage. You will then haveplent of time for answering the micro !uestions.


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Section 8F Muestion Tpe 1=5ain Idea

Some tpical phrasings for 5ain Idea !uestions areF

&hat is the main point of the passage

&hat argument is the author making

/he author is primarily concerned with adancing which of the following points

&hat is the main idea

&hich of the following best summari0es the author1s argument

)eep an ee out for words like main#general#summari0e# and argument.

'ow to tac(le them If ou follow the Dive Steps strateg# ou should easil be able to locate the

main idea. Then# translate our conception of the main idea into something that matches one of the

answer choices. 7assages on the LSAT are relativel short. Therefore# the answer to a main idea!uestion cannot be too general or too specific. 5ain ideas tend toward medium focus. If stuck#

eliminate the options that are at the e'tremes of specificitF either ver general or ver detailed. This

ma leave ou with one probabl# the right answer0 if it leaves ou with more than one# ou havestill improved our chances of guessing correctl.


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Section 8F Muestion Tpe 6= 7urpose of the passage

'ow to identify "urpose of the passage )uestionsLook for snonms for purposeF ob%ective#

goal# main strateg.

&hat is the purpose of the passage

&hy did the author write the passage

For which of the following reasons did the author write the passage

&hat was the author1s primary ob3ectie

/he oerall ob3ectie of the passage is which of the following

'ow to tac(le them &ften the answer choices will also start with verbs.

Look for the one that fits.

Dor e'ample# if the passage is a description of a new species of bird# look for words that mean

"describe"F e'plain# discuss# etc.

;hich of the following is the authorBs main purpose

A3 7resent . . .

E3 Argue . . .

C3 7ersuade . . .

$3 Lament . . .H3 7raise. . .

The answer must be 2A3 because it is the closest snonm to "describe." Jotice how "present"2choice A3 is similar to "a description of a new species". The other choices don*t match up with the

"description of a new species" essa topic.


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Section 8F Muestion Tpe -= Tone

'ow to identify Tone )uestions Tone is feeling# not thinking. Look for emotion and attitude.

&hat is the author1s attitude toward . . .

&hich of the following best describes the author1s feelings toward . . .

'ow to tac(le them Look for ad%ectives in the passage that describe attitudes# such as "%ubilant"#

"depressed"# "e'traordinar"# etc. Also# remember that the tone must be consistent with the main

idea.

;hich of the following best describes the authorBs feelings towards gentrification

A3 &utrage

E3 Suspicion

C3 Indifference$3 Acceptance

H3 H'hilaration

The author is probabl not outraged or e'hilarated about the sub%ect. Eoth of these ad%ectives aree'treme and would warrant much stronger language than that which commonl appears on LSAT

essas.

Section 8F Muestion Tpe 8= 7assage &rgani9ation

'ow to identify "assage ,rgani-ation )uestionsLook for !uestions asking about organi9ation.

&hich of the following correctly describes the organi0ation of the passage

n which of the following ways is the passage organi0ed

n the third paragraph$ the author does which of the following

'ow to tac(le them)nowing the function of each paragraph is ke to being able to answer

organi9ation !uestions. Remember the Dive Steps. 6tep 78: &hat is the organi0ationsaid to look

out for each paragraphBs main points and function in the essa as a whole. If ou make a mentalroadmap of the essa as ou read# ou will alread know how the passage is organi9ed when ou

reach the !uestions. Then# answering an organi9ation !uestion is simpl a matter of referring back to

our roadmap.

Section 8F Muestion Tpe := Categor of ;riting 2Advanced3


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LSAT passages represent some form of writing in the real world. Is it a letter to a newspaper An

e'cerpt from a book A lobbist*s position paper

'ow to identify Category )uestionsLook for !uestions asking about the origin of the passage*swriting.

n what type of publication would this passage most likely appear

&hich of the following best describes the passage

From which of the following sources was the passage most likely excerpted

'ow to tac(le them As alwas with macro !uestions# it comes back to main idea and purpose.

;ho is the author and wh did he or she write the passage If ou know that# ouBll know where the

passage should appear.

Dor e'ample# ou decide that the purpose of the passage is to discredit a politician and its official

language lets ou know it was meant for the public to read. You can assume the writer is a reporter

or %ournalist.

Drom which of the following sources is the passage e'cerpted

A3 A nationall distributed newspaperE3 A press release from a big compan

C3 The diar of a senator

$3 A governmental budgetar reportH3 An encclopedia

if the writer is a %ournalist# then ou know the answer must be A.


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Section 8F Muestion Tpe 07 #/C!, $@7+T/,>+

1B ind the section of the passage that is rele6ant to the )uestion often this is highlighted for

youB.

2B @se information in the rele6ant section to select the correct answer choice.

'ow to find the rele6ant section of the passage

suall the LSAT writers help ou out and highlight the relevant te't of the essa. ;hen there is no

highlighted te't# micro !uestions will contain words that help ou find the relevant section of the

passage.


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Section 8F Muestion Tpe >=$etail of the 7assage

'ow to identify itThe !uestion will use comple' language to askF ";hat does the author sa"

&hich of the following is mentioned in the passage

&hich of the following is stated by the author

&hat does the author say about . . .

'ow to tac(le itLearn the skill of paraphrasing. YouBll have to refer to the passage and find theanswer that sas the same thing in different words. These !uestions onl ask for ou to find

information that is contained within the passage. All ou need to do is match what ou read with an

answer choice that has a similar meaning.

/he aian wildlife of the eru ;alley has attracted little scientific attention.

"In other words" could possibl beF

o one has studied the birds of the ehru ;alley.

nterest in studying birds of the ehru ;alley is low.

Cut through the wordiness of the passage and translate the details into simple language. This willhelp ou match the passage to an answer choice.

Section 8F Muestion Tpe ?= $efinition of a Term

You will be asked to define a word or phrase used in the passage. Rel on the conte't because the

authorBs use of a word or phrase ma or ma not coincide with the wa it is normall used ineverda speech. owever# it is %ust as likel that a !uestion will ask ou for a definition of a

commonl used word or phrase# used in an unusual wa.

Conte't clues will help ou decipher the meanings of words.

'ow to identify it Look for !uestions asking about specific terms or phrases in the passage.

&hat does the author mean by negatie pressure


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paragraph >

'ow to tac(le it 5ost of the time# an unusual phrase will be defined somewhere near its use. Readthe sentences before and after the word or phrase in !uestion to get conte't and use that information

to come up with an appro'imate definition of the word.

Section 8F Muestion Tpe @= Support for a 7remise

Sa the author makes an assertion such as# "Small dogs make great pets." $oes the author support it

with an evidence A !uestion ma ask ou to figure out how a premise is defended. Commonforms of evidence includeF

7;amples++The author recounts the devoted poodle he had as a child.

+tatistics++The author surves dog owners and finds that owners of small dogs are more satisfied

with their pets.

ogical rgument=The author presents logical reasons that small dogs must be great pets. TheBre

cute# the donBt eat a lot# their bark isnBt too loud# etc.

'ow to identify it Look for !uestions that ask about evidence.

2ow does the author support his point that . . .

&hich of the following does the author offer in support of his premise that . . .

/he passage proides support for all the following statements E?@EP/:

'ow to tac(le it Look for real evidence# e'amples or logical arguments that reinforce the authorBspoint.


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Section 8F Muestion Tpe 1= Dunction of 7assage 7art

Nust wh does the author sa the things he or she does Hver part of the passage has a purpose#

which is tpicall connected to the main idea.

'ow to identify itThe !uestion will ask wh the author sas something.

For what reason does the author assert that the slae rebellion was highlighted

&hy does the author cite the studies on global warming in paragraph 8

&hat function does the analogy to a military coup in paragraph > sere

'ow to tac(le it 4enerall# the selection of most passage parts in a !uestion functions toF

1. Support a point made elsewhere in the passage 2mabe the main idea3.

2. Show wh two things are similar or different.

3. Clarif a point.

Section 8F Muestion Tpe 11= Inference 2advanced3

These !uestions ask ou to go beond the passage. The answer wonBt be stated directl in the te't#

%ust implied. To answer this !uestion tpe ou must be able to get inside the authorBs mind and

understand how he or she would react to a given situation. Inference !uestions are especialldifficult because the combine both macro and micro elements of the passage.

'ow to identify itint# impl# suggest . . . these are words that signal inference.

&ith which of the following would the author most likely agree

,ased on the details in the passage$ which position would the author find most ob3ectionable

&hat does the author imply about military history

'ow to tac(le itThink about which answer is best supported b the facts of the passage alone. &n

inference !uestions# outside knowledge can confuse our understanding of the intention orimplication of the passage.

(ulcan 5ind 5eld and Reading ComprehensionIn the science+fiction series 6tar /rek# the(ulcan mind meld
http://en.wikipedia.org/wiki/Vulcan_(Star_Trek)#Mind_meldshttp://en.wikipedia.org/wiki/Vulcan_(Star_Trek)#Mind_meldshttp://en.wikipedia.org/wiki/Vulcan_(Star_Trek)#Mind_melds


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occurred when a (ulcan said "our mind to m mind" and pressed

his hand to the sub%ect*s head. The sub%ect*s thoughts were then

transferred.Inference !uestions are often the most challenging reading

comprehension !uestions because the ask ou to make logicalconclusions based on the author*s wa of thinking. Eecause of this#be open the author*s point of view and learn how to "meld" with it.

$F Tips for Dinding the Right Answer

The correct answers to most +T )uestions will ha6e a middle focus. 0ont choose o6erly

broad answers that the passage cant support and dont choose o6erly narrow choices

because passages usually arent that focused. Ta(e a loo( at this e;ample.

/he author is primarily concerned with:

.7enguin mating patterns

*.Antarctic 7enguins

C.Eirds of the world

0.7enguin behavior and life ccle7.Animals of the southern hemisphere

E is likel to be correct as it is closest to middle scope. It deals with an animal and its habitat# but

is not too narrow and also not too broad. It fits nicel in betweenF

*road

Animals of the southern hemisphere

Eirds of the world

>arrow

7enguin behavior and life ccle

7enguin mating patterns


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Individuals3

Look for answers that use "some# most# or many%. These !ualifiers indicate a limited scope.

0oes e6ery reading comprehension )uestion ha6e one correct answer and four incorrect

answers9

Yes# ou sa ;ell . . . . not e'actl. Rather# there is one best answer and four not+so+good

answers. Dor e'ample# main idea !uestions generall have one of two answers that are partlcorrect# but flawed in some wa. A wrong answer to the !uestion &hat is the main ideamight

summari9e the main idea of onl part of the passage.

:our goal is to pic( the best answer to the )uestion not hunt for the ,ne True nswer.

nless ou are highl pressed for time# alwas read all answer choices before making a decision.An answer that seems basicall right could be rendered incomplete b a better choice. $o not ask

ourself if an answer is correct. Ask ourself if it is better than the other choices.

&hich of the following assertions in the passage is supported by an example

Jow# turn it on its headF

&hich of the following assertions in the passage is / supported by an example

;hat can ou do "racticeDYou have to learn to reverse our thinking. 7ractice assists inac!uiring that skill. &ne pitfall is to overlook the critical reversal word and then wonder wh all

the choices seem correct. J&T# LHAST# AJ$ HKCH7T will be used in caps to indicate ou*re

looking for the reverse answer. Rephrasing the !uestion before ou answer it is helpful.


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Jot at first. You might accidentall skim over the Eig Idea. As a beginner# ou should

concentrate on finding the Eig Idea and using the : steps for working through a passage.Skimming is an advanced skill# as it demands ou !uickl distinguish between the significant

and the e'traneous. If ou skim over the important stuff# ou*ll have to go back# or even worse#

ou*ll get the !uestions wrong# due to misreading.

As ou get the hang of spotting the Eig Idea and mapping the passage# ou*ll approach a point

where ou can begin skimming. Hventuall# the Eig Idea will become so obvious# it will %ump

off the page# signaled by tone shifts passage structure =slam on the bra(es language= and

your understanding of the authors purpose and bias.At that point ou will be able to spotimportant content !uickl enough to skim over everthing else. You will save precious time b

skimming everthing that isn*t centrall related to the Eig Idea or the structure.

Time is a precious commodit on the LSAT. $o ou want to waste it reading the e'traneous

detail of the passages The LSAT writers want ou to trip up doing e'actl that. &ften# theunimportant information contains the most challenging language=complicated technical

e'planations or strange business %argon.

!emember The longer you spend reading the passage the less time you ha6e to answer the

)uestions so getting to the )uestions in the most efficient way is 6ery useful.

+TCenter Tip 'ow do you tell if you are reading too

)uic(ly9

1. If# when ou finish an essa# our first reaction is confusion#then ou probabl read it too !uickl# weren*t reading for the

writer*s idea# got buried in details# or lost in a blur of %argon. ;hen

ou are done with reading an essa# ou should have a general idea

of the content.

6. If ou have to return to the passage e'tensivel for 5acro

!uestions# then ou probabl read it too !uickl. You shouldn*thave too much trouble answering general idea !uestions without

going back.

Documents

LSAT Center Reading Comprehension Introduction