LSAT India 2014 Sample Question Paper 3

8/13/2019 LSAT India 2014 Sample Question Paper 3

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THE OFFICIAL LSATINDIA

Form U -OLSI49

Actua l 2010 LSATIndia

LSAT India : All You Need Is Reason

LSAC.org

Sam ple Question Paper No 1
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Introduction to the Law School Admission TestIndia.................................................... ..................................... ...................1

Scoring ..................................... ..................................... ...................................... ..................................... ................................1

The Question Types ................................... ..................................... ..................................... ...................................... .............1 Reading Comprehension Questions .................................... ..................................... ...................................... ...................1 Analytical Reasoning Questions ..................................... ..................................... ..................................... ..........................2 Logical Reasoning Questions .................................. ...................................... ..................................... ................................3

Taking the PrepTest Under Simulated Conditions............ ..................................... ..................................... ..........................4

Answer Sheet ...................................................................................................................................................... .........................5

The PrepTest . ...................................................................................................................................................... .........................7

Answer Key.... ...................................................................................................................................................... .......................38

TABLE OF CONTENTS

The Law School Ad mission Council (LSAC) is a nonprofit corporation whose members are more than 200 law schools in the UnitedStates, Canada, an d Australia. Headquartered in Newtown, PA, USA, the Council was founded in 1947 to facilitate the law schooladmission process. The Council has grown to provide numerous products and services to law schools and to more th an 85,000 lawschool applicants e ach year.

All law schools app roved by the American Bar Association (ABA) are LSAC members. Canadian law schools recognize d by aprovincial or territo rial law society or government agency are also members. Accredited law schools outside of the Un ited Statesand Canada are eli gible for membership at the discretion of the LSAC Board of Trustees; Melbourne Law School, the University of Melbourne is the fi rst LSAC-member law school outside of North America.

LSAC does not eng age in assessing an applicants chances for admission to any law school; all admission decisions ar e made byindividual law schools.

Law School Admission TestIndia, LSATIndia : All You Need Is Reason, and Law School Admission Council are trademarks of the LawSchool Admission Council, Inc.

2012 by Law School Admission Council, Inc.

All rights reserved. No part of this work, including information, data, or other portions of the work published in electronic form, maybe reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by anyinformation storage and retrieval system, without permission of the publisher. For information, write: Communications, Law SchoolAdmission Council, 662 Penn Street, PO Box 40, Newtown PA 18940-0040, USA.
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INTRODUCTION TO THE LAW SCHOOL ADMISSION TESTINDIA

The LSATIndia is a test of acquired, high-level reading,informal reason ing, and deductive reasoning skills,developed spec ically for use by law schools in India.Although mode led on the Law School Admission Test(LSAT), it is adapted to the specic needs of Indianlegal education .

Critical-thinking skills are key to success in the practiceof law througho ut the world. The education of successfullawyers begins with assessing critical thinking skills duringthe law school a dmission process.

This PrepTest is a valuable tool for preparing for theLSATIndia. It is the actual 2010 LSATIndia. It consistsof four, 35-minu te sections of multiple-choice questionsone Analytical R easoning section, one ReadingComprehension section, and two Logical Reasoningsections. You ca n use this practice test most effectively bytaking it under t imed conditions as outlined in Taking thePrepTest Under Simulated Conditions on page 4 and onthe reverse side of the sample answer sheet.

We wish you g reat success with the test and your pursuitof a law degree.

SCORINGCredit is given f or each question a test taker answerscorrectly, and al l questions count equally. There is nonegative markin g or penalty for guessing, so a candidateshould answer e ach and every question. Test scores arereported on a p ercentile basis, comparing eachcandidates per formance to that of the others within hisor her candidat e group (Five-Year Integrated LL.B.Programme or Two-Year LL.M./ Three-Year LL.B.Programme). Sc ores for one candidate group cannot becompared to th ose for the other candidate group sincethey are based on group performance. So, for example, an

undergraduate candidate earning an LSATIndia score of 82.5 has performed better on the test than 82.5 percent of the total undergraduate candidate pool. This score doesnot indicate what the candidates standing would be withinthe post-undergraduate candidate pool. Note also thatthis score does not mean that the candidate answered 82.5percent of the LSATIndia questions correctly. Thus,LSATIndia scores tell law schools the relative strength of

the critical-thinking skills measured by the test for eachcandidate in comparison to the others in h is or hercandidate pool.

THE QUESTION TYPES

The multiple-choice questions that make u p the LSATIndia reect a broad range of academic di sciplines and areintended to give no advantage to candida tes from aparticular academic background. The LSA TIndia doesnot include questions requiring the maste ry of any specicdiscipline or set of facts. For example, it d oes not test acandidates knowledge of history, political theory, or evengeneral knowledge. Rather, it is a test of i mportant critical-thinking skills that a student has acquired over his or hereducational lifetime. Thus, the LSATIndi a is differentfrom other legal-education admission test s used in India. Itmeasures a different set of skills and, even for thoseadmission tests that do partially address c ritical thinking,it measures those skills in different ways.

The four sections of the test contain thre e differentquestion types. The following material pres ents a general

discussion of the nature of each question ty pe and somestrategies that can be used in answering th em.

Reading Comprehension Questions

The purpose of LSATIndia Reading Com prehensionquestions is to measure the ability to read , withunderstanding and insight, examples of le ngthy andcomplex materials similar to those commo nly encounteredin law school. The Reading Comprehensio n section of theLSATIndia contains four sets of reading questions, eachset consisting of a selection of reading ma terial followedby ve to eight questions. The reading selection in three of

the four sets consists of a single reading passage; theother set generally contains two related shorter passages.Sets with two passages are a variant of ReadingComprehension called Comparative Reading.

Reading selections for reading comprehension questionsare drawn from subjects such as the humanities, the socialsciences, the biological and physical sciences, and issuesrelated to the law. Reading comprehension questions

LSATINDIA : ALL YOU NEED IS REASON

The LSATIndia is a test of reasoning and reading skills, not a test to see whether you happened to have memorizedthe right facts or equations. You can also be assured that each LSATIndia question will have a single answer that isclearly best. Before you ever see the questions, each is subjected to exacting reviews by at least 10 professionals withadvanced degrees in elds such as logic, English, and linguistics.
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require you to read carefully and accurately, to determinethe relationships among the various parts of the readingselection, and to draw reasonable inferences from thematerial in the selection. The questions may ask about thefollowing characteristics of a passage or pair of passages:

the main idea or primary purpose;

the meaning or purpose of words or phrases used;

information explicitly stated;

information or ideas that can be inferred;

the organizatio n or structure;

the application of information in a passage to a newcontext; and

the authors att itude as it is revealed in the tone of apassage or the language used.

Suggested Appr oachSince reading sel ections are drawn from many differentdisciplines and so urces, you should not be discouraged if you encounter m aterial with which you are not familiar. It isimportant to rem ember that questions are to be answeredexclusively on the basis of the information provided in theselection. There i s no particular knowledge that you areexpected to brin g to the test, and you should not makeinferences based on any prior knowledge of a subject thatyou may have. Yo u may, however, wish to defer working on aset of questions t hat seems particularly difcult or unfamiliaruntil after you hav e dealt with sets you nd easier.

Strategies. In preparing for the test, you shouldexperiment with different strategies and decide which workmost effectively f or you. These include:

reading the sel ection very closely and then answeringthe questions;

reading the qu estions first, reading the selection closely,and then return ing to the questions; or

skimming the s election and questions very quickly,then rereading the selection closely and answeringthe questions.

Remember that your strategy must be effective for youunder timed conditions.

Reading the selection. Whatever strategy you choose,you should give the passage or pair of passages at leastone careful reading before answering the questions. Try todistinguish main ideas from supporting ideas, andopinions or attitudes from factual, objective information.

Note transitions from one idea to the next and examinethe relationships among the different ideas or parts of apassage, or between the two passages in comparativereading sets. Consider how and why an author makespoints and draws conclusions. Be sensitive to implicationsof what the passages say.

You may nd it helpful to mark key parts of passages.For example, you might underline main ideas or importantarguments, and you might circle transitional words

although, nevertheless, correspondingly, and thelikethat will help you map the structure of a passage.Moreover, you might note descriptive words that will helpyou identify an authors attitude toward a particular ideaor person.

Answering the Questions Always read all the answer choices before selecting the

best answer. The best answer choice is th e one thatmost accurately and completely answers t he questionbeing posed.

Respond to the specific question being a sked. Do not

pick an answer choice simply because it is a truestatement. For example, picking a true st atement mightyield an incorrect answer to a question in which you areasked to identify an authors position on a n issue, sincehere you are not being asked to evaluate the truth of theauthors position but only to correctly ide ntify what thatposition is.

Answer the questions only on the basis of the informationprovided in the selection. Your own views, interpretations,or opinions, and those you have heard fro m others, maysometimes conflict with those expressed in a readingselection; however, you are expected to w ork within thecontext provided by the reading selection. You should notexpect to agree with everything you encou nter in readingcomprehension passages.

Analytical Reasoning Questions

Analytical reasoning items are designed to m easure yourability to understand a structure of relationsh ips and to drawlogical conclusions about the structure. You are asked tomake deductions from a set of statements, r ules, orconditions that describe relationships among entities suchas persons, places, things, or events. They simulate thekinds of detailed analyses of relationships that a law studentmust perform in solving legal problems. For example, apassage might describe four diplomats sitting around atable, following certain rules of protocol as to who can sitwhere. You must answer questions about the implications of the given information, for example, who is sittingbetween diplomats X and Y.
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The passage used for each group of questions describesa common relationship such as the following:

Assignment: Two parents, P and O, and their children, Rand S, must go to the dentist on four consecutive days,designated 1, 2, 3, and 4;

Ordering: X arrived before Y but after Z;

Grouping: A manager is trying to form a project teamfrom seven staff membersR, S, T, U, V, W, and X. Eachstaff member has a particular strengthwriting,planning, or facilitating;

Spatial: A cer tain country contains six cities and each cityis connected to at least one other city by a system of roads, some o f which are one-way.

Careful reading and analysis are necessary to determinethe exact natur e of the relationships involved. Somerelationships are xed (e.g., P and R always sit at the sametable). Other rel ationships are variable (e.g., Q must be

assigned to eith er table 1 or table 3). Some relationshipsthat are not stat ed in the conditions are implied by and canbe deduced fro m those that are stated (e.g., if onecondition about books on a shelf species that Book L is tothe left of Book Y, and another species that Book P is tothe left of Book L, then it can be deduced that Book P is tothe left of Book Y).

No formal tra ining in logic is required to answer thesequestions corre ctly. Analytical reasoning questions areintended to be answered using knowledge, skills, andreasoning abilit y generally expected of college studentsand graduates.

Suggested Ap proachSome people m ay prefer to answer rst those questionsabout a passage that seem less difcult and then those thatseem more dif cult. In general, it is best not to start anotherpassage before nishing one begun earlier, because muchtime can be lost in returning to a passage andreestablishing fa miliarity with its relationships. Do notassume that bec ause the conditions for a set of questionslook long or co mplicated, the questions based on thoseconditions will n ecessarily be especially difcult.

Reading the passage. In reading the conditions, do notintroduce unwarranted assumptions. For instance, in a setestablishing relationships of height and weight among themembers of a team, do not assume that a person who istaller than another person must weigh more than thatperson. All the information needed to answer eachquestion is provided in the passage andthe question itself.

The conditions are designed to be as clear as possible;do not interpret them as if they were intended to trick you.

For example, if a question asks how many people could beeligible to serve on a committee, consider only thosepeople named in the passage unless directed otherwise.When in doubt, read the conditions in their most obvioussense. Remember, however, that the language in theconditions is intended to be read for precise meaning. It isessential to pay particular attention to words that describeor limit relationships, such as only, exactly, never,always, must be, cannot be, and the like.

The result of this careful reading will be a clear picture of the structure of the relationships involved, including thekinds of relationships permitted, the participants in therelationships, and the range of actions or attributesallowed by the relationships for these participants.

Questions are independent. Each que stion should beconsidered separately from the other que stions in its set;no information, except what is given in the originalconditions, should be carried over from on e question toanother. In some cases, a question will sim ply ask forconclusions to be drawn from the conditio ns as originallygiven. Some questions may, however, add information tothe original conditions or temporarily susp end one of the

original conditions for the purpose of that question only.For example, if Question 1 adds the inform ation if P issitting at table 2 ..., this information shou ld NOT becarried over to any other question in the g roup.

Highlighting the text; using diagrams. Many peoplend it useful to underline key points in the passage and ineach question. In addition, it may prove ve ry helpful todraw a diagram to assist you in nding the solution tothe problem.

In preparing for the test, you may wish t o experimentwith different types of diagrams. For a sch edulingproblem, a calendar-like diagram may be helpful. For aspatial relationship problem, a simple map can be auseful device.

Even though some people nd diagram s to be veryhelpful, other people seldom use them. A nd among thosewho do regularly use diagrams in solving t hese problems,there is by no means universal agreement on which kind of diagram is best for which problem or in w hich cases adiagram is most useful. Do not be concern ed if a particularproblem in the test seems to be best appr oached withoutthe use of a diagram.

Logical Reasoning Questions

Logical reasoning questions evaluate your ability tounderstand, analyze, criticize, and complete a variety of arguments. The arguments are contained in shortpassages taken from a variety of sources, including lettersto the editor, speeches, advertisements, newspaperarticles and editorials, informal discussions andconversations, as well as articles in the humanities, thesocial sciences, and the natural sciences.
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Each logical reasoning question requires you to readand comprehend a short passage, then answer one ortwo questions about it. The questions test a variety of abilities involved in reasoning logically and thinkingcritically. These include:

recognizing the point or issue of an argument ordispute;

detecting the assumptions involved in an argumentationor chain of reasoning;

drawing reasonable conclusions from given evidence orpremises;

identifying and applying principles;

identifying the method or structure of an argument orchain of reason ing;

detecting reas oning errors and misinterpretations;

determining ho w additional evidence or argumentationaffects an argu ment or conclusion; and

identifying exp lanations and recognizing resolutions of conflicting fact s or arguments.

The questions do not presuppose knowledge of theterminology of fo rmal logic. For example, you will not beexpected to know the meaning of specialized terms such asad hominem o r syllogism. On the other hand, you willbe expected to u nderstand and critique the reasoningcontained in argu ments. This requires that you possess, at aminimum, a colle ge-level understanding of widely usedconcepts such as argument, premise, assumption, andconclusion.

Suggested Appr oachRead each questi on carefully. Make sure that youunderstand the m eaning of each part of the question. Makesure that you und erstand the meaning of each answerchoice and the w ays in which it may or may not relate to thequestion posed.

Do not pick a r esponse simply because it is a truestatement. Altho ugh true, it may not answer the questionposed.

Answer each question on the basis of the information thatis given, even if you do not agree with it. Work within thecontext provided by the passage. The questions do notinvolve any tricks or hidden meanings.

TAKING THE PREPTEST UNDER SIMULATEDCONDITIONS

One important way to prepare for the LSATIndia is tosimulate the day of the test by taking a practice test underactual time constraints. Taking a practice test under timedconditions helps you to estimate the amount of time youcan afford to spend on each question in a section and todetermine the question types on which you may need

additional practice.Since the LSATIndia is a timed test, it is important touse your allotted time wisely. During the test, you may workonly on the section designated by the test supervisor. Youcannot devote extra time to a difcult section and make upthat time on a section you nd easier. In paci ng yourself,and checking your answers, you should think of each sectionof the test as a separate minitest.

Be sure that you answer every question on the test. Whenyou do not know the correct answer to a que stion, rsteliminate the responses that you know are in correct, thenmake your best guess among the remaining choices. Do notbe afraid to guess, as there is no penalty for incorrect

answers.Please note that in the LSATIndia, some sections may

consist of questions with four answer choices , while theother sections consist of questions with veanswer choices.

When you take the practice test that follow s, abide by allthe requirements specied in the directions and keepstrictly within the specied time limits. Work without a restperiod. When taken under conditions as mu ch like actualtesting conditions as possible, the practice t estprovides very useful preparation for taking th e LSATIndia.

Ofcial directions are included in this pra ctice test sothat you can approximate actual testing con ditions as youpractice. To take the test:

Set a timer for 35 minutes. Answer all the q uestions inSECTION I. Stop working on that section w hen the 35minutes have elapsed.

Repeat, allowing yourself 35 minutes each for sections II,III, and IV.

An answer key is provided so that you can evaluate yourperformance on the PrepTest.
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Please Note: The answer sheet in thi s PrepTest is not an exact r eplica of the answer sh eet used w ith t he actual test.
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Analytical Reasoning.......................................SECTION I

Logical Reasoning ..................................... ......SECTION II

Reading Comprehension................................SECTION III

Logical Reasoning ..................................... ......SECTION IV

THE PREPTEST

7


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SECTION I

Time35 minutes

22 Questions

Directions: Each group of questions in this section is based on a set of conditions. In answering some of the questions, it may beuseful to draw a rough diagram. Choose the response that most accurately and completely answers each question and blacken

the corresponding space on your answer sheet.

Questions 15

Each of five expertsa lawyer, a naturalist, anoceanographer, a physicist, and a statisticianindividuallygives exactly on e presentation at a conference. The five presentations are given consecutively. Each presentation is inexactly one of th e four following languages: French, Hindi,Japanese, or Ma ndarin. Each expert speaks exactly one of thelanguages. The f ollowing conditions must hold:

Exactly two of the presentations are in the same languageas each oth er.

The statistic ian gives the second presentation in Hindi.The lawyer gives the fourth presentation in either Mandarin o r French.

The oceanog rapher presents in either French or Japanese;the same is true of the physicist.

The first pre sentation and the last presentation are inJapanese.

1. Which one of the following could be the order in whichthe experts give their presentations, from first to last?

(A) the physicist, the statistician, the lawyer, thenaturalist, the oceanographer

(B) the physicist, the naturalist, the oceanographer,the lawyer, the statistician

(C) the oceanographer, the statistician, the naturalist,the lawyer, the physicist

(D) the oceanographer, the statistician, the lawyer, thenaturalist, the physicist

2. Which one of the following is a complete and accuratelist of the e xperts any one of whom could be one of thetwo who pr esent in Japanese?

(A) the oceanographer, the physicist(B) the naturalist, the oceanographer, the physicist(C) the naturalist, the oceanographer, the statistician(D) the naturalist, the oceanographer, the physicist,

the statistician

3. If the naturalist presents in French, which one of thefollowing could be true?

(A) The oceanographer presents thir d.(B) The oceanographer presents fifth .(C) The lawyer presents in French.(D) The oceanographer presents in F rench.

4. Which one of the following is a complet e and accuratelist of the languages any one of which c ould be thelanguage of the third presentation?

(A) French(B) Mandarin(C) French, Hindi(D) French, Mandarin

5. Suppose the condition that the statisticia n gives thesecond presentation in Hindi is replaced with thecondition that the statistician gives either of the presentations given in Japanese. If all th e other originalconditions remain in effect, which one o f the followingcould be the order, from first to last, in w hich the experts present?

(A) the naturalist, the oceanographer , the physicist,the lawyer, the statistician

(B) the oceanographer, the statisticia n, the naturalist,the lawyer, the physicist

(C) the physicist, the oceanographer, the lawyer, thenaturalist, the statistician

(D) the statistician, the oceanographe r, the naturalist,the lawyer, the physicist

GO ON TO TH E NEXT PAGE.

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Questions 610

Shanti interviews exactly five out of a total of seven jobapplicantsGopi, Irfan, Lata, Nasser, Oscar, Rohit, andTarun. She interviews the five one at a time, once each.Interviewing must meet the following conditions:

Lata is interviewed second or third. Nasser or Tarun is interviewed last.Gopi, if interviewed, is interviewed first.Irfan is interviewed immediately after Rohit if both areinterviewed.

Oscar is inte rviewed immediately after Rohit if bothare intervie wed.

Tarun is inte rviewed immediately after Nasser if bothare intervie wed.

6. Which one of the following could be a complete andaccurate lis t of the applicants interviewed, listed in theorder in wh ich they are interviewed?

(A) Go pi, Lata, Irfan, Nasser, Tarun

(B) Go pi, Rohit, Oscar, Lata, Tarun(C) Irfa n, Gopi, Lata, Oscar, Tarun(D) Osc ar, Rohit, Lata, Nasser, Tarun

7. Which one of the following is a complete and accuratelist of the a pplicants each of whom must be interviewed?

(A) Go pi(B) Lat a(C) Go pi, Lata(D) Go pi, Lata, Tarun

8. If Irfan is interviewed fourth, then which one of thefollowing must be true?

(A) Gopi is interviewed.(B) Oscar is interviewed.(C) Rohit is interviewed.(D) Nasser is interviewed last.

9. If Gopi is interviewed first and Oscar is interviewedsecond, each of the following could be true EXCEPT:

(A) Irfan is interviewed fourth.(B) Rohit is interviewed fourth.(C) Nasser is interviewed last.(D) Both Nasser and Tarun are inter viewed.

10. Suppose the condition that Nasser or Tar un isinterviewed last is replaced with the con dition thatneither Nasser nor Tarun is interviewed l ast. If allthe other initial conditions remain in effe ct, then whichone of the following must be true if Roh it is

interviewed last?(A) Exactly one of Irfan and Oscar i s interviewed.(B) Exactly one of Nasser and Tarun is interviewed.(C) Irfan is interviewed fourth.(D) Tarun is interviewed fourth.


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Questions 1116

An industrial electrician attaches exactly seven components designated S, T, V, W, X, Y, and Zto a circuit board inexactly seven consecutive steps; exactly one component isattached per step. Each component is attached exactly once,and each is attached either by hand or by machine, but not both.

X is the fourth component attached.Exactly two components are attached by hand at sometime before X is attached.

No compone nt is attached by hand before T is attached.W is attache d at some time before T.Y is attached at some time after both Z and S.The sixth co mponent attached is attached by hand.

11. Which one of the following could be an accurate list, inorder, of th e first three components attached?

(A) W, T, S(B) X, Y, Z

(C) Y, W, T(D) Y, Z, S

12. Which one of the following components must beattached by machine?

(A) S(B) W(C) Y(D) Z

13. If V is the seventh component attached, each of thefollowing c omponents could be attached by machineEXCEPT:

(A) S(B) V(C) X(D) Y

14. Which one of the following is a complete and accuratelist of the components, any one of which could be thesixth component attached?

(A) S, W, Z(B) S, T, Y, Z(C) S, V, Y, Z

(D) S, W, Y, Z

15. Which one of the following components must beattached by hand?

(A) T(B) V(C) X(D) Z

16. If S is attached by machine, which one o f the followingmust be true?

(A) Z is attached by hand.(B) X is attached by hand.(C) V is attached by hand.(D) Y is the seventh component atta ched.


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Questions 1722

The Darshan Advertising Agency has exactly sevenrepresentativesFaizal, John, Lekha, Monica, Pooja, Qadir,Shobhit. Its new campaign is presented to exactly one client by one or more of the representatives in accordance with thefollowing conditions:

If Faizal presents, then so do Monica and Pooja.If John presents, then Qadir does not.If Qadir does not present, then Pooja does.If Lekha presents, then either John, Shobhit, or both present.If both Lekh a and Shobhit present, then Monica does not.

17. Which one of the following could be a complete andaccurate lis t of the representatives who present?

(A) Mo nica, Shobhit(B) Fai zal, Monica, Qadir (C) Fai zal, Lekha, Monica, Pooja(D) Mo nica, Pooja, Qadir, Shobhit

18. If Lekha an d Qadir both present, then which one of thefollowing c ould be true?

(A) Fai zal presents.(B) Mo nica presents.(C) Exa ctly two of the seven representatives present.(D) Exa ctly three of the seven representatives present.

19. Which one of the following representatives could be theonly repres entative who presents?

(A) Fai zal(B) Joh n(C) Qa dir (D) Sho bhit

20. Which one of the following CANNOT be true?

(A) Faizal and Qadir both present.(B) John presents but Pooja does not.(C) Neither John nor Qadir presents.(D) Only Monica and Pooja present.

21. If exactly two of the representatives present, thenwhich one of the following representatives CANNOT be one of the two who present?

(A) Lekha(B) Monica(C) Pooja(D) Qadir

22. If Faizal presents, then which one of the following must be true?

(A) At least three of the representati ves present.(B) At most four of the representativ es present.(C) Neither John nor Qadir presents.(D) Exactly one of Lekha or Shobhit presents.

S T O PIF YOU FIN ISH BEFORE TIME IS CALLED, YOU MAY CHECK YOUR WORK ON THIS SECT ION ONLY.

DO NOT WORK ON ANY OTHER SECTION IN THE TEST.

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SECTION II

Time35 minutes

26 Questions

Directions: The questions in this section are based on the reasoning contained in brief statements or passages. For somequestions, more than one of the choices could conceivably answer the question. However, you are to choose the best answer; that

is, the response that most accurately and completely answers the question. You should not make assumptions that are bycommonsense standards implausible, superfluous, or incompatible with the passage. After you have chosen the best answer, blacken the corresponding space on your answer sheet.

1. For the average person who needs a transfusion, bloodfrom a rela tive is more likely to be infected withhepatitis th an is blood from a blood bank. Therefore, therisk of con tracting hepatitis from a transfusion is higher for people receiving blood from relatives than for peoplereceiving b lood from blood banks.

Which one of the following, if true, most seriouslyweakens th e argument?

(A) Peo ple receiving blood transfusions often specifythat blood from their relatives be used.

(B) Blo od transfusions only rarely result in therecipient being infected with hepatitis.

(C) Blo od taken from a relative is highly likely tomatch a transfusion recipients blood type.

(D) Do nors to blood banks are always asked whether they have ever been infected with hepatitis.

(E) Blo od that is to be used in a transfusion is alwaysscreened for hepatitis.

2. Herons mu st eat large numbers of fish to survive.Therefore, according to naturalists, when many heronsnest near e ach other in a marsh, large numbers of fish

must be av ailable to them. But many herons successfullynest in the Pahargaon marsh, and that marsh has beennearly emp ty of fish for many years.

Which one of the following, if true, most helps toreconcile th e apparent discrepancy described above?

(A) Pes ticides used on nearby farms have seeped intothe waters of the Pahargaon marsh and killedmost of the fish.

(B) The Pahargaon marsh has been growing saltier over the years, killing off much of the vegetationthat the fish needed to eat.

(C) The herons in the Pahargaon marsh have beensuccessfully raising unusually large families,with an average of almost two offspringsurviving from each nesting.

(D) Herons nesting in the Pahargaon marsh normallyfeed on fish living in nearby marshes.

(E) The large heron population in the Pahargaon marsh placed so great a strain on the fish populationthat the number of fish declined dramatically.

3. Journalist: Until recently, doctors enjoyed high statusin Canada. Although once admire d as altruistic, inthe last few decades doctors have fallen in publicesteem. While it is acknowledged that doctors areindispensable, they are seen by cri tics as alwayswanting higher fees from the prov incialgovernments, and even shielding i ncompetence insome cases, thereby being more d edicated to self-interest than the public interest.

Which one of the following is most supp orted by the journalists statements?

(A) Doctors in Canada are perceived by critics as being less competent than they used to be.

(B) Without the public esteem docto rs previouslyenjoyed, fewer Canadians will become doctors.

(C) Doctors in Canada are perceived by critics as not being sufficiently devoted to th e interest of others.

(D) Nonmedical professionals in Can ada are perceived as being altruistic an d competent.

(E) In the past, doctors did not acce pt, let alonedemand, high fees from the pro vincial

governments.


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-13-2 2 22Questions 45

Lakshmi: I know that wildflowers are threatened because of the reduced number of suitable spaces where they cangrow and that people should generally leave them wherethey are growing. This large field, however, is full of plants of one wildflower species, and it would be allright for me to take just one plant, since there are somany.

Malini: There will not be many there in the future if many people act on your principle.

4. Malinis cr iticism proceeds by

(A) arg uing that if a resource can be used on asustainable basis and not depleted, no harm isdone

(B) con tending that Lakshmi is presupposing that anexception can properly be made for her but notfor anyone else

(C) poi nting out that apparently insignificantindividual acts of a certain kind can have a largecumulative effect

(D) acc using Lakshmi of improper motives instead of responding to Lakshmis argument

(E) rely ing on the principle that a selfish act is wrongeven when it has no harmful effect

5. Which one of the following, if true, is the strongestresponse La kshmi can make to counter Malinis criticism?

(A) Eve n if I took a plant from the field, I would nottell others about the field, so that you would bethe only person who would know about myaction and I would not be advocating my pr inciple to a large number of people.

(B) If everyone, as I would, carefully leaves anabundance of mature plants to reseed the field, afew plants can be removed without detriment tothe species.

(C) If I removed a plant, I would provide it withsuitable conditions for life, including nutrientsand sunlight in amounts similar to those it hasnow, so you cannot presume that it would die.

(D) Eve n though the plant is not necessary to me for my survival, neither is it the only plant in thefield, and it is possible for the species to survivewithout it.

(E) Not everyone is interested in this type of wildflower, and there are many people who willnot wish to go to the trouble of digging up a plant from the field.

6. If one has recently been overwhelmed byoverstimulation, peaceful rest feels pleasant by contrast.Similarly, recent experience of boredom makes mostforms of excitement pleasurable, even dangerous ones. No level of stimulation is intrinsically pleasant or unpleasant.

The statements above, if true, most strongly supportwhich one of the following?

(A) Danger generally appears more pleasurable than boredom.

(B) How pleasant a person finds a si tuation candepend on previous levels of st imulation.

(C) Boredom can be just as overwhe lming asoverstimulation.

(D) A high level of stimulation is nev er pleasant, butit often precedes pleasant relax ation.

(E) One cannot experience pleasure without firstexperiencing boredom.

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11. What defines the offenses of libel, discrimination, andharassment is more the motivation than the act itself.Since finding evidence of motivation in these acts isdifficult, judges must often apply relevant laws withoutspecific guiding criteria. Therefore, public trust in judgesis essential to public satisfaction with the outcome of trials involving these offenses.

Which one of the following most accurately describesthe role played in the argument by the statement thatwhat defines some offenses is more the motivation thanthe act?

(A) It i s cited as the reason that not all legal pr oceedings are settled reliably by judges.

(B) It i s specified as a feature of certain offenses thatmakes determination that an offense hasoccurred difficult.

(C) It i s cited to counter the view that trials cansometimes be settled without relying on publictrust in the rulings made by judges.

(D) It i s offered as evidence that some illegal actionscan never be determined to be such.

(E) It i s offered as evidence that a precisespecification of the characteristics of certainof fenses would increase public satisfaction with judges rulings.

12. In seventee nth-century France, many remunerativegovernmen t positions in the provinces were sold by theking and th en passed from father to son. Historians haveconcluded that this system was more effective than a purely meri tocratic system in ensuring not only that mostof the offic ials were competent, but that they were moresympatheti c to the local people than to the king.

Each of the following, if true of seventeenth-centuryFrance, hel ps to support the historians conclusionEXCEPT:

(A) To raise revenues, new offices were often createdand sold by the king.

(B) Peo ple who assumed government positions wereof ten trained from childhood for the performance of their duties.

(C) It w as difficult for the king to oust a disloyalgovernment official from an inherited office.

(D) Mo st government officials had close ties to the people in the provinces in which they held their

positions.(E) Government officials often received financialgratuities from local merchants.

13. Scientists are more likely to consider their experimentswell designed if the results are consistent with their expectations than otherwise. The results of thisexperiment were inconsistent with the expectations of the scientists who conducted it. Therefore, it is morelikely that they consider the experiment poorly designedthan that they consider it well designed.

The reasoning in the argument is flawed because theargument ignores the possibility that

(A) some scientists rarely consider their experimentswell designed even when the re sults areconsistent with their expectatio ns

(B) the results of even those experim ents scientistsconsider poorly designed are us ually consistentwith their expectations

(C) scientists sometimes consider the ir experiments poorly designed for reasons oth er than theinconsistency of the results wit h their expectations

(D) scientists usually consider their e xperiments welldesigned even when the results are inconsistentwith their expectations

(E) scientists sometimes consider the ir experiments poorly designed even when the se experimentsare well designed


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14. Tarang claims not to like Hindi pop music, but thatcannot be true, because Tarangs friends Anjali andLokesh like Hindi pop music. Since Tarang, Anjali, andLokesh are all teenagers, and most teenagers like the samekind of music that their friends like, Tarang must alsolike Hindi pop music.

Which one of the following contains flawed reasoningmost similar to that in the argument above?

(A) Most grandparents see each of their grandchildrenan average of once a year. Venkat and Chitraar e grandparents and did not see any of their gr andchildren this year. Therefore, they will pr obably see all of their grandchildren twicenext year.

(B) Mo st families that have a dog also have at leastone cat. The Chaudary family has a cat, so they pr obably have a dog as well.

(C) In most families with children, each child does adifferent household chore from his or her

siblings. There are four children in the Attawalafamily, so each of the Attawala children pr obably does a different household chore.

(D) In most married couples, both spouses wake upat the same time. Padmini wakes up atseven oclock every morning, so it must bethat Padminis spouse Lamba also wakes upat seven oclock every morning.

(E) In most sets of twins, both twins areap proximately the same height. Tanya is a headtal ler than her brother Rahul. Therefore, it isunlikely that Tanya and Rahul are twins.

15. Naresh: In the near future we will be able to constructmachines capable of conversing as humans do.Teaching computers English syntax is not as problematic as once thought, and we are makinggreat strides in discovering what backgroundknowledge these machines will require.

Ashok: But being able to converse as humans do is notsolely about possessing the correct syntax and background knowledge. It also involves thecapacity to communicate the often emotional andconfused knowledge one has; plainly, no computer will ever be able to do that.

Naresh and Ashok most clearly disagree on whether

(A) computers will become more ad ept atcommunicating emotional and c onfusedknowledge

(B) in the near future humans and m achines will beable to converse with one anoth er

(C) there will ever be a computer ca pable of conversing as humans do

(D) syntax and background knowled ge are importantin teaching computers to conver se as humans do

(E) only humans communicate emot ional andconfused knowledge


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16. In an experiment, Dr. Farouk studied houseplants thathad flourished for years. Over a three-day period hespoke to the plants encouragingly. He then transplantedthem outside into a garden and stopped talking to them.Although he continued watering and fertilizing the plants, they soon wilted. When they had not recoveredafter two days, Dr. Farouk became so concerned thathe started talking to them every hour; the next day they began to recover.

Which one of the following is most strongly supported by the information above?

(A) Tal king to plants enhances their health.(B) Pla nts always need at least two days to adjust to

transplantation.(C) Ch anges in growing conditions can affect the

flourishing of plants.(D) Wa tering plants too much is as hazardous to their

well-being as not watering them enough.(E) The re are many aspects of plant development that

cannot be explained by science.

17. No democr acy should require national identificationcards, for s uch cards are characteristic of totalitariansocieties an d have served only to track and controlcivilians.

The conclu sion drawn above follows logically if whichone of the following is assumed?

(A) Eve ry democracy requiring national identificationcards becomes increasingly totalitarian as aresult.

(B) Nat ional identification cards can serve only totrack and control citizens.

(C) No democracy should track and control itscivilians.

(D) Th ose who propose national identification cardsaim to make society more totalitarian.

(E) No feature characteristic of totalitarian societiesshould be adopted by any democracy.

18. One view of scientific revolutions is that they are brought about by new scientific observations; another isthat they are scientific versions of popular ideas. If popular ideas lead to revolutionary scientific ideas, thenrevolutionary scientific ideas should be immediatelyaccepted by the nonscientific public. However, if thedriving force in the production of revolutionary scientificideas is scientific observations, then similarity betweenthose scientific ideas and popular ideas is coincidence. Nearly all revolutionary ideas in science have met withyears of rejection from the nonscientific community.

Which one of the following is most stro ngly supported by the information above?

(A) Scientific ideas that resemble po pular ideas arerevolutionary.

(B) Popular ideas rarely lead to the development of revolutionary scientific ideas.

(C) Scientific ideas immediately acc epted by thenonscientific community are sci entific versions

of popular ideas.(D) Revolutionary scientific ideas ar e rarely rejected

by the scientific community.(E) New observations made in scien ce are always

rejected by the nonscientific co mmunity.

19. Food cooked in iron pots absorbs signifi cant amounts of iron during cooking, and people whose fo od is cooked iniron pots consume enough iron in this w ay to satisfytheir nutritional requirements for iron. Th erefore, there isno need for these people to eat the kinds of foods thatnaturally contain iron.

Which one of the following is an assum ption on which

the argument depends?(A) Food that has been cooked in iro n pots does not

absorb any non-nutritive elemen ts from the pots.(B) Any essential nutrients other tha n iron in foods

that naturally contain iron can b e obtained fromother foods.

(C) People who prefer to use iron po ts for cookingfood do not use pots made of an y other material.

(D) There are some foods that natura lly contain asmuch iron as can be obtained f rom any other food that has been cooked in a n iron pot.

(E) The iron absorbed into food from iron pots is lesseasily digestible than the iron that occurs

naturally in some foods.

GO ON TO THE NEXT PAGE.

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20. Criminologist: Those who propose a rule mandating alife sentence for any criminal who has multipleconvictions for serious crimes argue that it would be a welcome crackdown on career criminals. Inreality, however, few repeat offenders areconvicted of anything other than minor violations.

The criminologists statements, if true, most stronglysupport which one of the following?

(A) The sentencing of most repeat offenders would beunaffected by the proposed rule if it became law.

(B) Ma ny first-time offenders are convicted of seriouscr imes as well as minor violations.

(C) Peo ple who have never been convicted of minor violations are unlikely to become career cr iminals.

(D) Mo st people who have committed serious crimesar e not convicted of anything other than minor violations.

(E) If the proposed sentencing rule became law, it

would not actually increase the number of lifesentences given.

21. If I borrow a generator from a neighbor, then I ammorally ob ligated to return it when my immediate needfor it is ov er. But suppose, instead, I borrow a car, andwhen I go to return it, the neighbor from whom I borrowed i t is very drunk and wants to drive the car;then the ob ligation to return the car immediately is muchless clear. S o not all cases of borrowing are equivalent.

Which one of the following most accurately expressesthe main p oint of the argument?

(A) Th ough some cases may seem to be exceptions,the rule that one ought to return to others whatone borrowed from them is an exceptionlessrule.

(B) The re is an obligation to refrain from acting in amanner that could result in harm to people, andthis obligation overrides lesser obligations whenthey conflict with it.

(C) Wh en someone that we know is likely to injuresomeone else, it is not altogether clear whether we have an obligation to intervene.

(D) Alt hough having borrowed something gives rise,in an ordinary case, to an obligation to return theitem promptly, it does not so obviously give rise

to such an obligation in every case.(E) Though private property has moral significance,its significance is less than that of human lifeand human health.

22. Political scientist: While voters have a legal right toknow what is being done by those whom theyelect, there must be limits placed on public accessto the detailed workings of the legislative process.Legislators receive little credit for reachingcompromises but much criticism for failing tostick to their principles, and thus become lesswilling to modify their demands so that neededlegislation can be passed.

Which one of the following principles, if valid, wouldmost help to justify the political scientists reasoning?

(A) Legislation should be written so as to benefit thewelfare of all citizens, rather th an only a few.

(B) It is acceptable to restrict some l egal rights if doing so makes the political pr ocess moreefficient.

(C) Compromise between factions w ith equallycompelling interests can only b e effected byunprincipled legislators.

(D) A legislative process should be de signed in a waythat minimizes government secr ecy.

(E) Legislators should be given cred it for reachingcompromises that facilitate the passage of needed legislation.

23. Murali: You are wrong to assert that the question of the paintings authenticity is a fac tual matter. Youmay believe that the painting is au thentic, but thisis an opinion and not a fact. Exper ts disagreeabout whether or not the painting is authentic.

Prakash: Whether a painting is beautiful or not is merelya matter of opinion, but the questi on of who painted it is not. A painting is eith er authentic or not. Thus the authenticity of the p ainting is afactual matter.

Which one of the following most accura tely describesthe role played in Prakashs argument by the claim thatwhether a painting is beautiful or not is merely a matter of opinion?

(A) It is offered as a way of concedin g to Murali thatthe painting may not be authen tic.

(B) It is presented as a refutation of Muralis viewthat whether the painting is auth entic or not is amatter of opinion.

(C) It is used to clarify what Prakash means by

factual matter, by contrasting it with amatter of opinion.

(D) It is the position that Prakashs argument needs torefute in order to establish its conclusion.

(E) It is the conclusion of Prakashs argument.


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24. Advertisement: Every time you use your X card tocharge any purchase, you accumulate credit withWorldwide Airlines in proportion to the cost of the purchase. This credit can then be used to reducethe cost of your Worldwide Airlines tickets. Sowith this new program you can now afford purchases you couldnt afford before: the extramoney you can save on travel is money you canspend on these purchases!

The advertisements argument depends on assumingwhich one of the following?

(A) So me of the destinations to which you would belik ely to travel are serviced by airlines thatcompete with Worldwide Airlines.

(B) The balance on purchases you charge with an Xcard is subject to an interest rate that is belowaverage.

(C) The purchases you normally make are invariablyfr om businesses that accept the X card.

(D) Yo u can accumulate an amount of credit withWorldwide Airlines that is at least as great as thevalue of any of the potential purchases you couldnot afford before.

(E) Yo u are likely to travel to at least one of thedestinations serviced by Worldwide Airlines.

25. Once childr en begin to read they acquire new vocabularymost natura lly as the indirect result of reading difficult,challenging material. The major alternativedirectstudying of new vocabulary itemsis less natural; most people are not so inclined. From age six to age thirteen,children lea rn thousands of new words a year, mostlythrough rea ding; direct studying accounts for less thanone-tenth o f all new words learned. So it is bound to beinefficient f or young students to learn new vocabulary bydirect study ing.

Which one of the following, if true, most seriouslyweakens th e argument?

(A) Ex perts disagree on the estimates of how manywords children typically learn from age six toage thirteen.

(B) Chi ldren can learn new words from listening toadult conversations and to television.

(C) Rea ding difficult material sometimes leaves oneconfused as to the meaning of certain words.

(D) Children from age six to age thirteen spend vastlymuch more time reading than they spend directlystudying new vocabulary.

(E) Adults who habitually read difficult material tendnot to learn many new words from doing so.

26. Some music theorists argue that music can arouse pity inthe listener. But since pity can be felt only when there issomeone or something to be pitied, and since nothing butthe music is available to be the object of the listeners pity, if anything is pitiable, then it is the music itself. Butit makes no sense to say that a piece of music is pitiable;so music cannot arouse pity in the listener.

The pattern of reasoning in the argument above is mostsimilar to that in which one of the following arguments?

(A) Some people claim that the quality of ones lifecan be estimated by summing a ll the positiveaspects of ones life and subtra cting all thenegative aspects. This implies th at it is possibleto place a numerical value on s uch things ashealth and emotional well-being ; but trying to put a numerical value on such t hings isnonsense. Thus, the quality of a life cannot bemeasured in this way.

(B) Astronomers use color photogra phy to measure

the temperatures of stars. Using color photography implies that the ob ject photographed has color. But it m akes no sense tospeak of the color of stars beca use stars areclouds of gas. Therefore, color photographs of stars must represent something other than thecolor of the stars.

(C) Some statisticians predict future events byobserving past events; this requi res extrapolatingfrom the past. Though it is imp ossible to makecompletely accurate predictions throughextrapolation, many predictions can be madewith at least a reasonable degre e of confidence.Therefore, these statisticians ar e justified inmaking predictions about the fu ture.

(D) People often worry about wheth er science andreligion are compatible with on e another. Thisquestion assumes that science a nd religion dealwith the same questions. But m any people believe that science and religion do not deal withthe same questions, even if sup erficially theyseem to. Therefore, it is possibl e for many people to believe in both scienc e and religion.

(E) Some science writers imagine wh at life would belike if humans could inhabit dis tant planets.Inhabiting these planets, they cl aim, is aninevitable consequence of current research. But

it is absurd to think that humans will actuallylive on other planets. Therefore, it must bewrong to claim that this follows inevitably fromcurrent research.

S T O PIF YOU FINISH BEFORE TIME IS CALLED, YOU MAY CHECK YOUR WORK ON THIS SECTION ONLY.

DO NOT WORK ON ANY OTHER SECTION IN THE TEST.

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SECTION III

Time35 minutes

26 Questions

Directions: Each passage in this section is followed by a group of questions to be answered on the basis of what is stated or implied in the passage. For some of the questions, more than one of the choices could conceivably answer the question.

However, you are to choose the best answer; that is, the response that most accurately and completely answers the question, and blacken the corresponding space on your answer sheet.

The late 1950s and early 1960s were a time of profound growth for the civil r ights movement in theUnited St ates. Although racial segregation in the publicschools h ad been outlawed in 1954, the ruling applied

(5) only to th is one category of discriminatory practice inU.S. soci ety. But it furthered within the African-American community the anticipation of broader changes. It was in this climate that the student sit-indemonstr ations of the early 1960s were born. The

(10) technique of the sit-in was simpleAfrican Americansoccupyin g whites only seats in racially segregatedestablish mentsbut this new type of student activismgalvanize d established civil rights organizations, brought a bout the creation of new ones, and generated

(15) support f or the civil rights movement among many newsegments of the populace.

Initi ated by four students of the North CarolinaAgricultu ral and Technical College, the first sit-inoccurred at a lunch counter in February 1960. Sit-ins

(20) then spre ad rapidly through the southern U.S.,involving over 70,000 participants by August 1961.The sit-in s provided an important model for nonviole nt protest and showed students that theycould aff ect the political process. The influence of

(25) these dem onstrations on the determination of thestudent a ctivists was particularly visible in twoevents: th e formation of the Student NonviolentCoordina ting Committee, and the birth of a secondform of s it-ins called Freedom Rides.

(30) The formation of the Student NonviolentCoordina ting Committee followed the first sit-in by just a few months and not only solidified studentinvolvem ent in the civil rights movement but also placed st udents in leadership roles for the first time. It

(35) operated independently of other civil rightsorganizat ions and relied on strong local leadership,helping t o transform student involvement from participation in small-scale protests into a sustainedeffort to challenge discrimination throughout the U.S.

(40) But the development that marked the clearest turning point for the civil r ights movement was the FreedomRides. The goal of the rides, which were organized in1961 by the already well-established Congress of Racial Equality, was to challenge segregation through

(45) the occupation of whites only seats on interstate buses and in facilities at the various terminals atwhich the buses stopped. Because the rides inspiredviolent reprisals in some regions, the U.S.government began using force to protect the safety of

(50) the Freedom Riders; this was the first governmentaction taken explicitly in support of the cause of desegregation outside the public schoo ls. TheFreedom Rides thus helped take the civ il rightsmovement to a new level by underscor ing to the U.S.

(55) government, and to U.S. society gener ally, the harshrealities of the segregation system, and by providing,for students and their elders alike, exa mples of themethods they might use to achieve a m ore equalsociety.

1. According to the passage, the outlawing of segregationin the U.S. public schools in 1954 had w hich one of thefollowing consequences?

(A) It led directly to the formation o f the Student Nonviolent Coordinating Comm ittee.

(B) It served to encourage African A mericans toexpect similar changes in other parts of society.

(C) It provided a useful example of a method studentsmight use to achieve a more eq ual society.

(D) It galvanized established U.S. ci vil rightsorganizations and led immediat ely to thecreation of new ones.

2. The third paragraph provides informatio n to help answer each of the following questions EXCEPT :

(A) How did the Student Nonviolent CoordinatingCommittee change the scale of student civilrights protest in the U.S.?

(B) How did the actions of the Stud ent NonviolentCoordinating Committee affect t he developmentof the Freedom Rides?

(C) What events led the U.S. govern ment to takeaction to protect participants in the FreedomRides?

(D) What is the significance of the U. S. governments protection of participants in the Freedom Rides?


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3. Which one of the following most completely andaccurately describes the organization of the passage?

(A) The historical backdrop of a protest technique is presented; the technique is described and someof its consequences are listed; two alternativemethods of applying the technique are spelled

out and the consequences of each are discussedin turn; the historical impact of the

LSAT India 2014 Sample Question Paper 3

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