Argument Structure - Basics Flashcards Preview

LSAT - Logical Reasoning Fundamentals > Argument Structure - Basics > Flashcards

Flashcards in Argument Structure - Basics Deck (19)
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1

DEFINE:

Argument

A set of statements consisting of a conclusion and at least one premise.

2

DEFINE:

Conclusion

The statement in an argument that is designed to be supported by another statement.

3

DEFINE:

Premise

A statement that is designed to provide support for another statement.

4

DEFINE:

Valid argument

An argument in which the conclusion MUST be true IF the premises are true.

5

DEFINE:

Invalid argument

An argument in which the conclusion does NOT have to be true even if the premises are true.

6

DEFINE:

Subsidiary conclusion

A statement that has support from another statement, but also provides support to another statement.

7

DEFINE:

Main conclusion

In an argument with multiple conclusions, it's the conclusion that does not provide any support to another statement. You can think of it as the final destination in the author's reasoning.

8

TRUE OR FALSE:

The conclusion of an argument is almost always the last sentence in the stimulus.

FALSE

The conclusion can appear anywhere in the stimulus, and you shouldn't assume that it's almost always at the end.

9

What argument part does this indicate?

SINCE

Premise (or a supporting statement)

10

What argument part does this indicate?

BECAUSE

Premise (or supporting statement)

11

What argument part does this indicate?

FOR

Premise (or a supporting statement)

12

What argument part do these words indicate?

THUS

THEREFORE

HENCE

Conclusion

Remember that you may need to distinguish between a main conclusion and subsidiary conclusion.

13

What argument part does this phrase indicate?

AFTER ALL

Premise (or supporting statement)

14

IDENTIFY THE (MAIN) CONCLUSION

Although some people think that listening to classical music as a baby will lead to increased intelligence, there is no valid study that supports this view. True, there is a correlation between listening to classical music while one was a baby and higher intelligence. However, this is probably due to the fact that parents who play classical music for their children tend to also read more to their children. After all, we know that reading is important for developing a child's intelligence, and the kind of parent who plays classical music for their children is probably the kind of parent who likes to read to their children.

Although some people think that listening to classical music as a baby will lead to increased intelligence, there is no valid study that supports this view. True, there is a correlation between listening to classical music while one was a baby and higher intelligence. However, this is probably due to the fact that parents who play classical music for their children tend to also read more to their children. After all, we know that reading is important for developing a child's intelligence, and the kind of parent who plays classical music for their children is probably the kind of parent who likes to read to their children.

15

IDENTIFY THE (MAIN) CONCLUSION:

The best way to get to the castle is through the forest. If we go through the forest, we can avoid the enemy army's patrols. In addition, we can also hide our tracks more easily with branches and leaves.

The best way to get to the castle is through the forest. If we go through the forest, we can avoid the enemy army's patrols. In addition, we can also hide our tracks more easily with branches and leaves.

16

IDENTIFY THE (MAIN) CONCLUSION:

Our school should strongly consider dismantling its badminton program. We cannot recruit the best badminton players, and therefore do not have a high chance to win important badminton competitions.

Our school should strongly consider dismantling its badminton program. We cannot recruit the best badminton players, and therefore do not have a high chance to win important badminton competitions.

17

IDENTIFY THE ROLE OF THE BOLDED STATEMENT:

Many teachers subscribe to the idea that different students have different "learning styles". However, there is no evidence supporting this notion. Clearly, schools should stop wasting time exploring different ways to teach.

 

Premise

18

IDENTIFY THE ROLE OF THE BOLDED STATEMENT:

Many teachers subscribe to the idea that different students have different "learning styles". However, there is no evidence supporting this notion. Clearly, schools should stop wasting time exploring different ways to teach.

 

Other person's view

 

It's important to distinguish between the author's argument and other views in the stimulus.

19