# Past LSAT Explained/February 2003 LSAT

The February 2003 LSAT

## Summary

Indications are that most test forms of the February 2003 LSAT included an experimental (unscored) first section. Be aware, however, that LSAC often administers a few selected forms with identical scored sections, but with their experimental sections in a different location. Ratings of this administration placed its difficulty on par with other recent exams, and XXX students report being pleased with their overall performance. In general, they found the analytic reasoning and reading comprehension sections a bit easier than usual and the logical reasoning sections a bit harder than usual.

## Games (Analytical Reasoning)

With only 22 questions this was an unusually short games section, and test takers found the games slightly easier than those on other recent exams. XXX students found that all of the games had features similar to those they worked during their courses.

The first game listed four medicines that each had one or more side effects. The game involved deciding which medicines were associated with which side effects and how many medicines had each side effect. Our students reported that they once they had set up the game and made deductions, they were able to work the questions fairly easily.

The second game required test takers to determine in what order seven roller coasters were built and whether each was steel or wooden. The constraints provided definite assignments for a few elements and described the relative position of others.

The third game involved determining which of seven floors in a hospital a doctor visited, and the constraints consisted entirely of conditional statements. Games similar to this one have been an LSAT staple, and those comfortable with interpreting conditional statements had a big advantage.

The last game featured six classes at a gym that began at one of four possible times. Test takes had to decide when each class started, and up to two classes could begin at the same time. The constraints provided information about the relative order of the classes and how many could begin at certain times. Some of the conditions had wording that was difficult to decipher. The placement of multiple classes in some time periods added a twist, but effective use of a diagram rendered this a workable game.

## Arguments (Logical Reasoning)

Test takers reported that both logical reasoning sections contained some tough questions. Those who concentrated their preparation on the basic skills of analyzing arguments and applying a rigorous process of elimination were able to meet the challenges these sections posed. Overall, XXX students found the techniques they had learned in class worked well on the exam. Broad experience with past exams was invaluable to test-takers this February, and smart pacing choices were required to get the best possible results.