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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 The Common Law by Oliver Wendell Holmes, Jr. (1881)
If it were necessary to trench further upon the field of morals, it might be suggested that the dogma of equality applied even to individuals only within the limits of ordinary dealings in the common run of affairs. You cannot argue with your neighbor, except on the admission for the moment that he is as wise as you, although you may by no means believe it. In the same way, you cannot deal with him, where both are free to choose, except on the footing of equal treatment, and the same rules for both. The ever-growing value set upon peace and the social relations tends to give the law of social being the appearance of the law of all being. But it seems to me clear that the ultima ratio, not only regum, but of private persons, is force, and that at the bottom of all private relations, however tempered by sympathy and all the social feelings, is a justifiable self-preference. If a man is on a plank in the deep sea that will only float one, and a stranger lays hold of it, he will thrust him off if he can. When the state finds itself in a similar position, it does the same thing.
The considerations that answer the argument of equal rights also answer the objections to treating man as a thing, and the like. If a man lives in society, he is liable to find himself so treated. The degree of civilization which a people has reached, no doubt, is marked by their anxiety to do as they would be done by. It may be the destiny of humanity that the social instincts shall grow to control our actions absolutely, even in anti-social situations. But they have not yet done so, and as the rules of law are or should be based upon a morality that is generally accepted, no rule founded on a theory of absolute unselfishness can be laid down without a breach between law and working beliefs.
If it be true, as I shall presently try to show, that the general principles of criminal and civil liability are the same, it will follow from that alone that theory and fact agree in frequently punishing those who have been guilty of no moral wrong, and who could not be condemned by any standard that did not avowedly disregard the personal peculiarities of the individuals concerned. If punishment stood on the moral grounds that are proposed for it, the first thing to be considered would be those limitations in the capacity for choosing rightly that arise from abnormal instincts, want of education, lack of intelligence, and all the other defects which are most marked in the criminal classes. I do not say that they should not be, or at least I do not need to for my argument. I do not say that the criminal law does more good than harm. I only say that it is not enacted or administered on that theory.
It can be inferred from the passage that most people view criminal law as being based on __________.
equality and fairness
a desire to remove criminals from society
severe punishment
rehabilitation of criminals
doing more harm than good
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