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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 YorkLSAT 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 Criminal Psychology: A Manual for Judges, Practitioners, and Students by Hans Gross (1911)

Socrates, in the Meno, sends for one of Meno's servants, to prove the possibility of absolutely certain a priori knowledge. The servant is to determine the length of a rectangle, the area of which is twice that of one measuring two feet. He is to have no previous knowledge of the matter and is to discover the answer for himself. The servant first gives out an incorrect answer, that the length of a rectangle having twice the area of the one mentioned is four feet, thinking that the length doubles with the area. Thereupon Socrates triumphantly points out to Meno that the servant does as a matter of fact not yet quite know the truth under consideration, but that he really thinks he knows it; and then Socrates, in his own Socratic way, leads the servant to the correct solution.

When we properly consider what we have to do with a witness who has to relate any fact, we may see in the Socratic method the simplest example of our task. We must never forget that the majority of mankind dealing with any subject whatever always believe that they know and repeat the truth, and even when they say doubtfully, “I believe— It seems to me,'' there is, in this diffidence, more meant than meets the ear. When people say “I believe that—‘' it merely means that they intend to ensure themselves against the event of being contradicted by better informed persons; but they certainly have not the doubt their expression indicates. When, however, the report of some bare fact is in question (“It rained,” “It was 9 o’clock,'' or “His beard was brown,”) it does not matter to the narrator, and if he or she imparts such facts with the introduction “I believe,'' then he or she was really uncertain. The matter becomes important only where the issue involves partly-concealed observations, conclusions, and judgments. In such cases another factor enters—conceit; what the witness asserts he or she is fairly certain of just because he or she asserts it, and all the “I believes,'' “Perhapses,'' and “It seemeds'' are merely insurance against all accidents.

Generally, statements are made without such reservations and with full assurance. This holds also and more intensely of court witnesses, particularly in crucial matters. Anybody experienced in his or her conduct comes to be absolutely convinced that witnesses do not know what they know. A series of assertions are made with utter certainty. Yet when these are successively subjected to closer examinations, tested for their ground and source, only a very small portion can be retained unaltered. Of course, one may here overshoot the mark. It often happens, even in the routine of daily life, that a person may be made to feel shaky in his most absolute convictions, by means of an energetic attack and searching questions. Conscientious and sanguine people are particularly easy subjects of such doubts. Somebody narrates an event; questioning begins as to the indubitability of the fact, as to the exclusion of possible deception; the narrator becomes uncertain, recalling that, because of a lively imagination, he or she has already believed him- or herself to have seen things otherwise than they actually were, and finally he or she admits that the matter might probably have been different. During trials this is still more frequent. The circumstance of being in court of itself excites most people; the consciousness that one's statement is, or may be, of great significance increases the excitement; and the authoritative character of the official subdues very many people to conform their opinions to his or hers. What wonder then, that however much a person may be convinced of the correctness of his or her evidence, he or she may yet fail in the face of the doubting judge to know anything certainly?

Now one of the most difficult tasks of the criminalist is to hit, in just such cases, upon the truth—neither to accept the testimony blindly and uncritically, nor to render the witness, who otherwise is telling the truth, vacillating and doubtful. But it is still more difficult to lead the witness, who is not intentionally falsifying, but has merely observed incorrectly or has made false conclusions, to a statement of the truth as Socrates leads the servant in the Meno. It is as modern as it is comfortable to assert that this is not the judge's business—that the witness is to depose, his or her evidence is to be accepted, and the judge is to judge. Yet it is supposed before everything else that the duty of the court is to establish the material truth—that the formal truth is insufficient. Moreover, if we notice false observations and let them by, then, under certain circumstance, we are minus one important piece of evidence pro and con, and the whole case may be turned topsy-turvy. We shall, then, proceed in the Socratic fashion. But, inasmuch as we are not concerned with mathematics, and are hence more badly placed in the matter of proof, we shall have to proceed more cautiously and with less certainty than when the question is merely one of the area of a square. On the one hand we know only in the rarest cases that we are not ourselves mistaken, so that we must not, without anything further, lead another to agree with us; on the other hand, we must beware of perverting the witness from his or her possibly sound opinions. Whoever is able to correct the witness's apparently false conceptions and to lead him or her to discover his or her error of his or her own accord and then to speak the truth— whoever can do this and yet does not go too far, deducing from the facts nothing that does not actually follow from them—that person is a master among us.

As used in this passage, the underlined word “conceit” that appears near the end of the second paragraph most nearly means which of the following?

Haughtiness

Despondency 

Prevalence 

Assuredness 

Deception

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