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The Law School Admission Test is the preliminary requirement ahead of getting into law school in North America, as well as a few other countries. The test is designed to evaluate your abilities based on three types of questions: reasoning logically and analytically, and reading comprehension skills. There are five total sections with multiple-choice questions that evaluate your abilities based on those critical concepts. You are given complex, dense, and intricate passages that you need to be able to understand, and use for or against an argument. Lawyers need to be able to make sense of these complicated texts, particularly when they are helping a client comprehend the jargon. Whether you need top LSAT tutors in New York, LSAT tutors in Chicago, or top LSAT tutors in Los Angeles, working with a pro may take your studies to the next level. Varsity Tutors’ Learning Tools also offer you a variety of materials to use to prepare for the LSAT Reading section. You can get free test practice daily through the Question of the Day alone.
The questions you may be asked throughout the LSAT Reading section typically focus heavily on how newly introduced evidence and information can impact the argument at hand. These questions take skill to trace out the author’s claims and what implications they have, along with what is presented as the basis for the information. You may need to predict the author’s stance on a topic, or determine the purpose behind a passage. Varsity Tutors also offers resources like free LSAT Reading Practice Tests to help with your self-paced study, or you may want to consider an LSAT Reading tutor.
When you use the Question of the Day, you are given a variety of questions that come straight from the LSAT Reading practice tests. These cover a wide range of concepts. You need to be able to analyze comparisons between reading passages, effects of new information on previously read content, and extrapolate conclusions from these comparisons. You will need to be able to analyze humanities passages, such as main ideas, details, phrasing and vocabulary based on context, authorial tones and attitudes, organization and structures, identifying purpose, new information that strengthens, weakens or otherwise effects arguments, parallel reasoning, inferences based on information, and analogous cases. You may be given law-oriented questions, such as analyzing law passages for main idea, details, vocabulary comprehension, tone and attitude, purpose, structure, and organization, as well as information that affects passages, drawing inferences, parallel reasoning, and analogous cases. You will also work with science and social science passages. In addition to the LSAT Reading Question of the Day and LSAT Reading tutoring, you may also want to consider using some of our LSAT Reading Flashcards.
To maximize your performance on the LSAT Reading section, you need to take the time to diligently prepare for it by taking advantage of free LSAT Reading practice. You can effectively practice your skills to ensure they are fine tuned for the test. There are numerous Learning Tools to choose from that are designed to supplement your studies, refresh your mind, and provide valuable study aid. The Question of the Day offers you daily practice for the test. You can also take full-length practice tests to evaluate your progress, preparation, and weak points. These can be great for identifying the concepts that you need to work with the most. Then you can use the Learn by Concept tool to delve deeper into those concepts.
With Varsity Tutors’ Learning Tools, you can work with concepts on a deeper level. Whether you use the practice tests, Learn by Concept, Question of the Day, or all of them, you can get valuable practice before you take the LSAT.
Question of the Day: LSAT Reading
Adapted from History of Egypt, Chaldea, Syria, Babylonia, and Assyria in Light of Recent Discoveries by L. W. King and H. R. Hall (1906)
The killing and entombment of the royal servants is of the highest anthropological interest, for it throws a vivid light upon the manners of the time. The king was dead. But yet how could one really die? Shadows, dreams, and all kinds of phenomena which the primitive mind could not explain induced the belief that, though the outer man might rot, there was an inner man which could not die and still lived on. And where should this inner man still live on but in the tomb to which the outer man was consigned? And here, doubtless it was believed, in the house to which the body was consigned, the ghost lived on. And as each ghost had his house with the body, so no doubt all ghosts could communicate with one another from tomb to tomb; and so there grew up the belief in a tomb-world, a subterranean Egypt of tombs, in which the dead Egyptians still lived and had their being. Over this dread realm of dead men presided a dead god, Osiris of Abydos.
Now none could live without food, and men living under the earth needed it as much as men living on the earth. The royal tomb was thus provided with an enormous amount of earthly food for the use of the royal ghost. Royal slaves were needed to take care of all this provision, and to serve the ghost of the king. Ghosts only could serve ghosts, so that of the slaves ghosts had to be made. That was easily done; they died when their master died and followed him to the tomb. No doubt it seemed perfectly natural to all concerned, to the slaves as much as to anybody else. But it shows that an animate thing was hardly distinguished at this period from an inanimate thing. The most ancient Egyptians buried slaves with their kings as naturally as they buried jars of wine and bins of corn with them. Both were buried with a definite object. Of the sanctity of human life as distinct from other life, there was probably no idea at all. The royal ghost needed ghostly servants, and they were provided as a matter of course.
But as time progressed, the ideas of the Egyptians changed on these points, and in the later ages of the ancient world they were more humane, far more so than the Greeks, in fact. The cultured Hellenes murdered their prisoners of war without hesitation. Who has not been troubled in mind by the execution of Mkias and Demosthenes after the surrender of the Athenian army at Syracuse? When we compare this with Grant's refusal even to take Lee's sword at Appomattox, the difference is striking. But the Egyptians of Gylippus's time were probably more humane than the Greeks as well. When Amasis had his rival Apries in his power, he did not put him to death, but kept him as his coadjutor on the throne. Apries fled from him, allied himself with Greek pirates, and advanced against his generous rival. After his defeat and murder at Momemphis, Amasis gave him a splendid burial. When we compare this generosity to a beaten foe with the lack of it shown by the Assyrians, for instance, we see how far the later Egyptians had progressed in developing a respect for the lives of others.
Which of the following, if true, would most greatly contradict the author's opinions?
When the pharaoh died, his or her pets were also killed and entombed with his or her remains.
The Ancient Egyptians killed more of their prisoners of war than the contemporary Ancient Greeks did.
Amasis wrote a eulogy for Apries praising his prowess in battle.
The Ancient Greeks who lived at the same time as the Ancient Egyptians discussed also had a belief system that involved an afterlife.
Neither the Ancient Egyptians nor their Ancient Greek contemporaries practiced human sacrifice.
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