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Course: LSAT > Unit 1
Lesson 6: Logical Reasoning – Articles- Getting started with Logical Reasoning
- Introduction to arguments
- Catalog of question types
- Types of conclusions
- Types of evidence
- Types of flaws
- Identify the conclusion | Quick guide
- Identify the conclusion | Learn more
- Identify the conclusion | Examples
- Identify an entailment | Quick guide
- Identify an entailment | Learn more
- Strongly supported inferences | Quick guide
- Strongly supported inferences | Learn more
- Disputes | Quick guide
- Disputes | Learn more
- Identify the technique | Quick guide
- Identify the technique | Learn more
- Identify the role | Quick guide
- Identify the role | learn more
- Identify the principle | Quick guide
- Identify the principle | Learn more
- Match structure | Quick guide
- Match structure | Learn more
- Match principles | Quick guide
- Match principles | Learn more
- Identify a flaw | Quick guide
- Identify a flaw | Learn more
- Match a flaw | Quick guide
- Match a flaw | Learn more
- Necessary assumptions | Quick guide
- Necessary assumptions | Learn more
- Sufficient assumptions | Quick guide
- Sufficient assumptions | Learn more
- Strengthen and weaken | Quick guide
- Strengthen and weaken | Learn more
- Helpful to know | Quick guide
- Helpful to know | learn more
- Explain or resolve | Quick guide
- Explain or resolve | Learn more
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Types of conclusions
Types of conclusions
You might find it helpful to categorize the kind of conclusion you're dealing with as you approach passages that contain arguments. Your success in analyzing arguments—passages with a conclusion and supporting evidence—starts with knowing how to identify their parts.
One reason it can be useful to distinguish conclusion types is that they carry different implications, and this can inform how you answer the question—here are two examples:
- When an arguer's conclusion is a recommendation for something, he or she often will provide one good reason to do that thing. One thing to be aware of here is the assumption that the benefits outweigh the drawbacks.
- When an arguer's conclusion is a prediction, the arguer may be assuming that the current evidence will remain unchanged in the future.
There are many types of conclusions in the arguments on the Logical Reasoning section of the LSAT, but here are some of the most common ones to look out for on Test Day:
Comparisons
This type of conclusion compares two elements with each other or compares one element with itself.
Examples
- It’s clear that this year’s candidate is stronger than last year’s candidate.
- It’s clear that this year’s candidate understands the public’s wishes better than she did a year ago.
Top tip: Common indicators Comparative words (better than, healthier than, more useful than) can help you identify a conclusion as a comparison.
Causation
When one thing (such as an event, action, phenomenon) directly affects another, it's a causal relationship.
Examples
- Last night, I took cough medicine and today I feel much better. So that cough medicine is really effective. (Cause: cough medicine; effect: feeling better)
- Jonathan gets good grades without trying very hard, and his teachers have said multiple times how much they like him. The only possible way that Jonathan maintains his good grades is because of how much his teachers like him. (Cause: teachers liking Jonathan; effect: good grades)
Top tip: Not so fast! If someone believes something to be true because of certain facts being true, that isn't necessarily a causal relationship. Example: My friend always calls me on Wednesdays. Therefore, she's definitely going to call me tomorrow. There is no direct cause and effect here because there isn't something that is directly affecting something else.
Assessments
When an arguer assigns a certain subjective attribute to something, you might call it an assessment.
Examples
- The flower is beautiful.
- This policy is very helpful.
- The outcome will be important.
Note: Scientific facts aren't assessments “The sun is made up of several gases” is a fact; “The sun is a joyful sight” is an assessment.
Recommendations
This type of conclusion asserts the best method or course of action (or, in its negative form, recommends against a certain method or course of action).
Examples
- In treating this disease, then, physicians should favor Treatment X.
- It’s likely that extending the warranty is the only way to gain new customers.
Top tip: look out for common indicators Often, a keyword such as “should” or “ought to” will signal a recommendation to you, but sometimes the recommendation is implied (such as in the example about the warranty).
Predictions
A prediction asserts the arguer’s opinion about something that will take place in the near or distant future.
Examples
- Obviously, the tennis match will be rescheduled.
- Our homeless population may not be reduced by next year.
Top tip for Identify the conclusion questions If the arguer believes something will or will not happen at some point in the future, the chances are good that it’s the argument’s main conclusion.
Simple Beliefs
This name may be somewhat misleading, since you could make the case that all conclusions are a sort of simple belief; however, some students find it useful to characterize any conclusion that isn’t one of the above types as a simple belief. These are conclusions that are plain claims that the arguer believes to be true and that aren't comparisons, assessments, recommendations, or predictions.
Examples
- It’s clear that the student cheated on the test.
- The thief is probably still in the house somewhere.
Degrees of conclusion
If you're short on time, your awareness of not only a conclusion's type but also its degree can help you eliminate choices quickly in "Matching Arguments" and "Matching Flaws" questions because the conclusions in the passages are usually of the same type and similar degree as the conclusions in the answer.
Let's look at two loose categories of degree:
- Definite
- Indefinite
Definite conclusions
Definite conclusions may also be referred to as categorical conclusions. They are often signaled by keywords such as:
- every
- all
- none
- never
- will
Any signal word that indicates that something is true 100% or 0% of the time can be classified as definite.
Top tip: In a match the structure or match the flaws question, the degree of the conclusion of the argument in the correct option will often match the degree of the conclusion of the argument in the passage.
Top tip: In flaw questions, definite conclusions can indicate that the arguer is overlooking other possibilities in drawing that conclusion.
Indefinite conclusions
You may see indefinite conclusions referred to as qualified conclusions. They’re often signaled by keywords:
- Likelihood: likely, unlikely, possible, could, might
- Quantity: some, most, more
- Frequency: rarely, seldom, often, sometimes, usually
- Proximity: almost, nearly
Any signal word that indicates that something isn’t necessarily true 100% or 0% of the time can be classified as indefinite.
Takeaways
It can only help if you practice recognizing the type and degree of conclusions, since you’ll be encountering so many of them on Test Day. Take the time to build this skill, and your ability to analyze arguments will improve.
Want to join the conversation?
Could conclusion types overlap?(10 votes)- Yes they can. It is not uncommon for a conclusion to be considered two or more types. The bottom line is that you know it's a conclusion. Depending on the question type will dictate whether or not you need to zero in on a certain breed of conclusion.(25 votes)
- Is recognizing the argument structure more of a developed skill or something fairly intuitive?-And is answering LR questions a matter of understanding the argument structure or a combination of interdependent skills like: recognizing argument structure, understanding flaws, etc.(8 votes)
Great question - it's more intuitive for some than for others, but it's certainly a learnable skill if you don't find it to be intuitive. It just may take more time, practice, and patience. Answering LR questions is definitely a combination of the interdependent skills that you listed, though I'd add that precision of reading is integral (for example, knowing that "most" can encompass "all").(4 votes)
since english is mostly about context, could a type of conclusion change based on the person? like 'they shouldnt kill the dog.' wouldnt that be a simple belief if it is being adressed to somebody other than 'they'? and if it is being adressed to 'them', it would be along the lines of 'you shouldnt kill the dog'
or are both of these recommendations? if so how?(2 votes)- Following is the example of CAUSATION CONCLUSION given in the article:
Jonathan gets good grades without trying very hard, and his teachers have said multiple times how much they like him. The only possible way that Jonathan maintains his good grades is because of how much his teachers like him. (Cause: teachers liking Jonathan; effect: good grades)
MY QUESTION IS
Why can't the CAUSE BE - good grades EFFECT- teacher liking Jonathan
?(2 votes) - then, should i match the option with definite keywords and dont look at indefinite?(1 vote)
- Any tips for differentiating between context and conclusion?(1 vote)
- do the conclusions in match the arguments always have to be of the same type and degree? i mean it would make sense if they are really matching arguments. just asking because in the first para of degrees of conclusions it is stated uncertainly. the uncertainity i was wondering if it was arising due to the match the flaws mention.(1 vote)
- What is match the structure question ?(1 vote)
