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Course: LSAT > Unit 1
Lesson 10: Reading Comprehension - Worked Examples- Law passage overview | Cosmic Justice (paired passages)
- Main point | Law passage | Cosmic Justice
- Recognition | Law passage | Cosmic Justice
- Inferences about views | Law passage | Cosmic Justice
- Inferences about info | Law passage | Cosmic Justice
- Principles | Law passage | Cosmic Justice
- Analogies | Law passage | Cosmic Justice
- Law passage overview | Copyright
- Main point | Law passage | Copyright
- Purpose of reference | Law passage | Copyright
- Applying to new contexts | Law passage | Copyright
- Humanities passage overview | Music (paired passages)
- Main point 1 | Humanities passage | Music
- Main point 2 | Humanities passage | Music
- Recognition | Humanities passage | Music
- Inferences about views | Humanities passage | Music
- Principles and analogies | Humanities passage | Music
- Additional evidence | Humanities passage | Music
- Primary purpose | Humanities passage | Music
- Science passage overview | The Sun
- Recognition 1 | Science passage | The Sun
- Recognition 2 | Science passage | The Sun
- Organizing info | Science passage | The Sun
- Inferences about views 1 | Science passage | The Sun
- Inferences about views 2 | Science passage | The Sun
- Inferences about views 3 | Science passage | The Sun
- Inferences about info | Science passage | The Sun
- Social science passage overview | Wool
- Main point | Social science passage | Wool
- Recognition 1 | Social science passage | Wool
- Recognition 2 | Social science passage | Wool
- Inferences about info | Social science passage | Wool
- Inferences about attitudes | Social science passage | Wool
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Analogies | Law passage | Cosmic Justice
Watch a demonstration of one way to approach an analogy question on a LSAT reading comprehension law passage. Created by Dave Travis.
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- Is there a way we can have RC work throughs like in AR and LR? With the prof. from those sections? The gentleman in these videos does a very poor job explaining.(3 votes)
Video transcript
- [Instructor] Which one
of the following is most analogous to the kind of
approach both authors criticize? Okay, an analogy question. In order to get this right,
we really need to nail down in our head like what is the approach that both authors criticize. You know, the approach to
both authors criticize is cosmic justice. So we really should make
sure we understand what we mean when we say cosmic justice. Passage A and passage B,
discussed this justice that they're criticizing,
as being the kind of justice that tries to have us be
omniscient as a judge and a jury, have to take in every factor, all the inputs before
a crime was committed, in order to consider what
the punishment should be. So the approach for both
authors criticize is one that attempts to be omniscient
and attempts to deal with individual factors there
might be, you know, unique to the story of a criminal. So that's what we're
looking for in a choice. It's really important on
questions like this to get a sense and lock down in your head
what you're looking for. The kind of approach is this
cosmic justice approach. So let's see what we
have at the choice of A. A local library charges
children lower fines for overdue materials and lost
books than it charges adults. So that's, that's children
versus adults, having, you know, different rules. The approach that we're
looking that criticize is one that attempts to
re-implement cosmic justice. B, in assigning grades, a
teacher takes into account not only written assignments
and class performance but also background factors
unique to individual students. So background factors,
that sounds a lot like, that sounds a lot like
what we're talking about. It's a lot like the example
that Thomas Saw uses in passage B. I really like choice B. Let's see whether C, D and E
sort of disqualify themselves for their own reasons. C, in assigning employee parking spaces, management takes into account
an employee's rank within and years of experience to the company. So that's, you know, that's
sort of like a seniority thing. So now is seniority a problem here? Is that cosmic justice? No, it seems, you know, it is taking
into account something but that doesn't make
this relevant to the, to what we're looking for. C is out. Again, we're looking for cosmic justice. D. An employer with a proven
history of age discrimination is forced by a court to hire
qualified older employees. That might, you know, seem
fair, but is that an example of cosmic justice? No, it is not. E. A university admits
students based not just on academic achievement,
but also on documented extracurricular activities
and community service. Okay, documented is
pretty, pretty key here. You know, documented
extracurricular activities and community service
are very specific things that are knowable. And the approach that's
being critiqued or criticized for the passage A and passage B, are all those things that are unknowable. So I don't like E either. And B really comes out shining. It is exactly what we're
looking for in this would-- you know. The approach as described here is saying "I'm gonna give you a grade based on stuff that you didn't do in class." In the same way that
cosmic justice would say, "We're going to sentence you
or convict you or acquit you based on stuff that is not
related to the grade itself, to the crime itself. So B is definitely looking really good.