Logical Reasoning Approach: 

1. Gap Approach - Question Stem Approach -> MasterLSAT
2. Method of Reasoning Approach - Stimulus Approach -> Powerscore

Logic Games Approach:

1. Hypocentric Approach - Specific Question (Ifs) -> MasterLSAT
2. Inference Approach - Order Approach -> Powerscore

On a residential street there are exactly four houses on each side of the street.  Each house is constructed from exactly one type of building material--brick,wood, or adobe. Each Ouse has exactly one building style--split-level, ranch, or Tudor. On the north side of the street, from west toast, are houses 1, 2, 3, and 4. On the south side of the street, from west to east,  are houses 5, 6,7, and 8. The houses on the north side of the street face the houses on the south side of the street, such that house 1 faces house 5, house 2 faces house 6, house 3 faces house 7, and house 4 faces house 8. The following conditions also apply:

   On each side of the street, there must be at least one house of each style and material.

   A house cannot be of the same style or material as a house that is next to it or directly across from it.
There is exactly one brick house on each side of the street.
   House 3 is a ranch.
   House 8 is a Tudor.
   House 5 is made of brick.

SOLUTION:
1 b on each side
BWA - material
srt - style

1.   2.  3.  4 

            r.  s

--- ---- --- ---

B

             s  t   

--- --- --- ---

5.  6.  7.  8.

22. If there are exactly three ranch houses, then which one of the following must be true?

rrr

1. 2. 3. 4

r t r. s

--- ---- --- ---

B

s t

--- --- --- ---

5. 6. 7. 8.

(A) House 2 is a Tudor.

House 2 must be Tudor because of the rule 1, i.e., there must be at least one house and material on each side of the street.

23. If the house 2 is made of wood, for how many of the eight houses can be the exact building material determined?

BWA - material

  1. 2. 3. 4

             r. s 

--- --- --- --- 

 A   W

B.  A. W. A

           s t 

--- --- --- --- 

5. 6. 7. 8.

1, 2, 5, 6, 7, 8= 6 houses can be determined

(C) six

Note: Pay attention to the interplay of rules aka sudoku style. 

Six students must participate in a committee-either the dance committee or the parade committee-to organize the homecoming weekend activities. Each of the six students-Quinton, Robert, Sutall, Tijkman, Valse, and Xi-will be on one of the committees. The participation of the students will be in accordance with the following conditions:

   If Quinton is on the parade committee, Tijkman is on the dance committee.
   Valse is on the parade committee if Tijkman is on the parade committee.
   Xi and Valse are always on different committees.
   Sutall is on the dance committee if Tijkman is on the dance committee.

   At least two students must participate in each committee.

SOLUTION: 
1. Qp->Td
Tp->Qd
2. Tp-> Vp
Vd->Td
3. Never XY.
4. Td->Sd

Sp->Tp
Sp->Tp->Qd
         Tp->Vp

Qp->Td->Sd
Vd->Td


NOTE: Proper sketch is the key to the game. In this case, the combination of formal logic chain plus a table (to keep track of variables) proved to be a promising remedy in solving this type of game, i.e., Distribution.

Question Order:

1)         Acceptability
2)         Ifs – which are non-negative and not too-open ended
3)         Negative Ifs
4)         Open-Ended Ifs
5)         Must Be True
6)         Could Be True
7)         Except Question
8)         Min/Max Questions
9)         Rule Changers

In each of six consecutive classrooms numbered 1-6, students will demonstrate exactly one of three science projects-astronomy, biology, and chemistry-and exactly one of three art projects-dance, etching, and folk music. The following requirements are the only ones used in making the assignment of projects to classroom:

   1. No project is demonstrated in two consecutive rooms.

  2. No project that is demonstrated in room 1 is also demonstrated in room 5.

  3. Biology is demonstrated in room 1, but not in room 6.

  4. Only etching is demonstrated in exactly three rooms.

  5. Astronomy and etching are never demonstrated in the same room.


  1.    2.   3.    4.  5.    6. 

_B_ __ __ __  _A_  _C_

          ~B.     ~A   ~B.    ~B

                               ~C.    ~A

___  __  __ __  ___    _E_

  X.                           ~e

Note: Proper sketch and understanding of the rules should be the top priority at mastery of Logic Games.

Repetition, repetition, and repetition.

A grade-school teacher will assign students to a single row of consecutive worktables, numbered 1 through 5. Two of the students are morning-schedule students and five of the students are day-schedule students. Three of the students are boys, and four of the students are girls. The teacher will assign the children to tables in accordance with the following conditions:

1.     Each student must be assigned to exactly one table, and no more than two students are assigned to a table.

2.     Each morning student must share a table with a day student.

3.     A boy cannot sit at a table with another boy.

4.     Day students cannot be at three adjacent tables.

Solution:

bbbgggg

mmddddd

___ ___ ___ ___ ___

1     2    3    4   5

1. 2 students max per table. Either 0, 1, or 2.

2. m->m d

3. bbbgggg

4. mmddddd

5. never _d_  _d_  _d_

Therefore:

___ ___  X __ ___


Number #3 must be empty in order to follow rule #5

NOTE: You should train your sketch skills in order to be able to identify and not to miss such important inferences as number #3 that must be empty. Otherwise, the game is virtually impossible to solve.

A bank manager must change the four letter security code of the bank vault every day. The same code change cannot be used on consecutive days. Each day after the bank closes the manager must change the code in exactly one of three ways:

   Change 1- Each letter in the code is moved one space to the left, with the far left letter moving to the far right.
   Change 2- The letters Q and T change places, and the letters R and S change places.
   Change 3 - The letters Q and R change places, and the letters S and T change places.

Solution: it is important to work out the possibilities at the initial sketch examination.

Day 1 start- QRST
Day 2 #1 - RSTQ
Day 3 #2 - SRQT

QRST
#1  RSTQ
#2 QTSR

QRST
2 TSRQ
1  SRQT

QRST
2 TSRQ
3 STQR

QRST
3 RQST
1  QTSR

QRST
3 RQTS
2 STQR

Even if the order of the same combos changes, the final result is the same.

Q22. How many different codes could three be after two changes have been made?

(A) 1
(B) 2
(C) 3
(D) 4
(E) 5

(C) correct 3

The trick was that the order of the changes did not matter in this game.

WISDOM OF THE DAY: PRACTICE SLOWLY

Use 7Sage approach with Zen state of mind:

- "Clear water"
- "Mindfulness Meditation"

[source: www.7sage.com]

The Memory MethodTM For Reading CompThese are drills to be done with individual reading comp passages. Do these drills with 6-8 passages.

It may be tough at first, especially the “Check Your Memory” section. But if you stick with it you’ll learn to retain what you read.

Phase I – Improving RetentionMemorize The Passage Structure [3.5 Minutes]

1.Take a passage. Spend 3.5 minutes reading it.
2. At the end of each paragraph, summarize the main point of that paragraph into one line.
3. At the end of the passage, look over each paragraph again and make sure you know the main point. Combine these main points into a narrative.
4. Once you know the point of each paragraph, decide on the main point of the passage.

Gaining command of the passage will speed you up when doing the questions.

Check Your Memory [1.5 Minutes]

1. Turn over the passage – don’t look at it.
2. On a sheet of paper, write down the main point of each paragraph (one line each), and the main point of the passage.

RC tests whether you really retained what you read. If you don’t remember anything at first, don’t worry, and don’t look back at the passage.

Just write down what you do remember, and resolve to do better next time.

Do The Questions – Avoid Time-Traps [3.5 Minutes]

1. Turn the passage over, you can look at it again.
2. If the question involves a specific detail (e.g. lines 17-21, paragraph 2, the statements of Picasso and Braque), reread that section of the passage. This shouldn’t take long, because you memorized where details are located.
3. If there is no specific detail, attempt to answer the question.
4. In either case, if you think one answer is right, use your gut and move on.
5. If you’re not sure, refer back to the passage [but be quick about it].
6. If step 5 doesn’t solve it, flag the question, pick an answer, and move on.

If you waffle between answer choices, then you are spending most of your time on the hardest questions. This is a time-trap. You want to spend your time on questions you can solve.

Give each question an honest shot. But if you aren’t getting it, cut your losses and move on to the other, easier questions.

Eventually, you will get fast enough to come back to the flagged questions with a fresh mind. They’re often significantly easier the second time through.

Phase II – Reading Comprehension MasteryThe second phase of the memory method is exactly the same as the first, with one exception: you only spend 30 seconds on step two (Check Your Memory).

Do this 6-8 times. The first phase teaches you how to retain information. The second phase teaches you to quickly recall and apply it.

Conclusion – Practice, Practice, PracticeGetting good at LSAT Reading Comprehension is a habit. These drills lay the foundation for proper technique, but you’ll have to revisit them from time to time to perfect your method.

If you feel your retention flagging, focus on improving it. A good command of the passage and it’s structure is the key to success on reading comprehension.

The priority is to ALWAYS focus on building a strong foundation and high accuracy over doing timed stuff. Otherwise, you're wasting material.


1) Take PT to gauge performance
2) Read PS bibles
3) Drill, baby, drill! First do untimed drills, focusing on accuracy
4) Now do timed drills, focusing on maintaining accuracy under time pressure
5) Once you are like 95%+ accuracy in all sections, start doing PTs
6) Once you are averaging 4-5 points ahead of your goal score (unless your goal score is 175+ I guess), lower the amount of time you get per section (do 30 min sections instead of 35) and stop giving yourself break
7) Once you are averaging around your goal score with 30 min sections and no breaks, you can lower it to 25 minutes, or you can just be done

Employees of a restaurant are assigned to work shifts for the days  the restaurant is open. The restaurant is open every day but Monday, and there are morning and evening shifts every day except Tuesday, when there is only an evening shift. All assignments of employers must conform to the following conditions:

   All employees must work Friday and Saturday evening.

   All employees must work at least two consecutive morning shifts.

   If an employee works Wednesday morning and evening, the employee does not work Tuesday evening.

   If an employee works too consecutive shifts, the employee must work the evening shift on the next day that the restaurant is open.

   If an employee does not work Sunday morning and evening, the employee must work Friday morning.

   If an employee works either of the shifts on Thursday, the employee does not work Saturday morning.

Matrix game.           <[am]------                

          T.    W.     Th.      F.      Sa.   S. 

Am.  No.  |.      ------------>.     |

                                                      |

Pm. <- --|        ----yes-----yes |


Rules:

1. F and Sat PM must

2. Am Am consecutive must

3. W am and W pm->~T pm

T pm-> ~W am or ~Wpm

4.  Am Am -> Am Am pm

5. ~Sun am- and ~ Sun pm> Fam

~Fam-> Sunam or Sun pm

6. Th am or Th pm-> ~Sa am

Sa am-> ~Th am and ~Th pm

Note: Proper sketch and rule interplay is the key to success of this game.

Logic Games - LG BIBLE + MLSAT APPROACH + KAPLAN QUESTION STRATEGY

Reading Comprehension - VOYAGER'S GUIDE + BIBLE

Logical Reasoning - LOGICAL REASONING BIBLE

Writing Sample - TESTMASTERS

[source:www.top-law-schools.com]

Here's my retake schedule. Whether or not I follow through with it will depend entirely upon my June score.

JUNE: DRILLING

Drilling:
LR - Assumption Family 
• N/A, S/A, Flaw, Strengthen, Weaken, Evaluate the Argument, Principle (Identify)
LG - Ordering 
• Relative Ordering, Simple Ordering, and Complex Ordering
RC - Sections
• Sections from 1- 20

JULY: DRILLING & PTS 

Drilling:
LR - Inference 
• MBT, MSS, Complete the Passage, Cannot be True, Main Conclusion, Point at Issue, Paradox, and Principle (Apply)
LG - Grouping 
• In/Out, Grouping (Distribution), Determined Assignment, Undetermined Assignment
RC - Sections
• Sections from 21 - 30.

PTs – All of the 60s 

AUGUST: DRILLING AND PTS

LR - Structure 
• Method (Argument), Method (Statement), Parallel (Reasoning), Parallel (Flaw) 
LG – Miscellaneous
RC – Sections 
o Sections from 31 - 39

PTs - All of the 40s and 1/2 of the 50s

SEPTEMBER: PTS

PTs – 1/2 of the 50s and redoing the 60s

OCTOBER: REVIEW

Four students-Willam, Xi, Ybarra, and Zoe-cooperate by each typing the lecture notes for the two classes they all share-Anthropology and Biology. Each student types the notes for exactly two class meetings a week. Each class meets once per Monday, Tuesday, Wednesday, and Thursday. The typing of the notes conforms to the following conditions:




A student may type notes for only one class a day.

Xi and Ybarra do not type notes for classes that meet on the same day.

Zoe does not type notes for Anthropology classes.

Williams does not type notes for classes that meet on Thursday.




SOLUTION:

B.                  z

A.                 X/y ~Z

      M. T. W. Th

                   ~W

NOTE: the game proved to be easy even though the setup was not  recorded in my mind right away. The inferences from the general sketch were crucial. Otherwise, if you do not register the inferences right away, then jump right from the first acceptability question, then, to detail "if" scenarios questions.

During a tax year, the county of Oakridge raises revenue through property taxes on building located in at least one of the following special taxing districts- A, B, C, E, J, and R. Buildings may be located in more than one taxing district. The following conditions apply to the location of buildings in the taxing districts:

   No building that is located in district B is also in district A.

   At least some buildings that are located in district E are also located in district B. KEY RULE.

   All buildings that are located in district C are also located in district B.

   If a building is located in district A, then it is also located in district J.

SOLUTION: Quirky Selection Game with formal logic that contains SOME statements.

1. Never AB

B->~A
A-> ~B

2. Esome-> B
~B-> ~Esome

3. C-> B
~B->~C

4. A-> J
~J-> ~A

NOTE: This game proved to be unusually quirky with this surprising SOME modifier, which does not produce applicable contrapositives for the rules.

During a tax year, the county of Oakridge raises revenue through property taxes on building located in at least one of the following special taxing districts- A, B, C, E, J, and R. Buildings may be located in more than one taxing district. The following conditions apply to the location of buildings in the taxing districts:

   No building that is located in district B is also in district A.

   At least some buildings that are located in district E are also located in district B. KEY RULE.

   All buildings that are located in district C are also located in district B.

   If a building is located in district A, then it is also located in district J.

SOLUTION: Quirky Selection Game with formal logic that contains SOME statements.

1. Never AB

B->~A
A-> ~B

2. Esome-> B
~B-> ~Esome

3. C-> B

~B->~C

4. A-> J

~J-> ~A

NOTE: This game proved to be unusually quirky with this surprising SOME modifier, which does not produce applicable contrapositives for the rules.

"Logic Games Mindset Clutch":

- Totally Calm
- 100% Collected
- Not Involved In the Surroundings
- Slightly Hypnotized Type of Effect
- More Creative Than Technical
- 100% Relaxed
- Clear Inner Mental Slide Mirror Without Any Sharpness or Roughness of Emotional Edges