The categorization of LSAT questions and the “READ” objective
The categorization of LSAT questions is the “rage” in LSAT preparation books and LSAT courses. The prep industry behaves as though the goal is to complicate the LSAT. The “National Anthem of LSAT Prep” is:
“The more categories of questions you can identify the higher your LSAT test score.”
According to conventional wisdom (much of it reinforced by the official LSAT publications) there are:
– four categories of LSAT Logic Games.
– a large number of specific types of LSAT Logical Reasoning questions including: assumptions (both necessary and sufficient condition types), inferences, parallel reasoning (conditional statement based and others), flawed arguments, verbal exchanges, necessary and sufficient conditions, etc.
– approximately six categories of Reading Comprehension questions
Does the categorization of questions help students perform better? After many years of classroom LSAT teaching experience I would say:
“Not necessarily, It depends on the student.”
You DON’T get credit for being able to categorize the question.
You DO get credit for identifying the best answer in a multiple choice context.
Therefore, the real questions are:
Does the categorization of LSAT questions improve ones chances of answering the question more accurately, more quickly or both?
Does the categorization of LSAT questions further the “READ” objective?
Does the categorization of LSAT questions assist you with:
“Reading Effectively And Deducing”?
I advise you to experiment. Some people are helped by categorizing and some are most definitely hurt. It is clear that the categorization of LSAT questions is (to use the language of some question categories) neither a “necessary” nor “sufficient” condition for answering the questions. Remember:
“It’s the READ test!”
If you are thinking about what category of question it is, you may not be thinking about what you are being told!