"Zen master" performance curve

LSAT performance curve #6: the “zen master” pattern

This series of articles has covered several under-performing patterns into which test-takers can fall, including:

  • ramp-up pattern
  • dead-battery pattern
  • roller-coaster pattern
  • psyched-out pattern
  • zoned-out pattern

Each of these patterns undermine a person’s LSAT score relative to how that person could have performed if she had taken the entire test at her maximum performance level. Now let’s turn to an ideal pattern.

The “zen master” performance curve

What may be called the “zen master” pattern represents the ideal to which test-takers can aspire.  Here’s what the pattern looks like.

"Zen master" performance curve

“Zen master” performance curve

Notice that, in this ideal pattern, nothing changes.  The test-taker starts the test at maximum performance and maintains that level of performance through all five sections of the LSAT. The hypothetical test-taker—the “zen master”—does not lose focus, does not get discouraged, does not get overly excited, and does not let the test rattle her in any way.

Emulating the “zen master”

Obviously, the hypothetical zen master is just an ideal; it’s unlikely that anyone can attain such an ideal in practice. But it’s useful to have this ideal in front of our eyes so that we can consider what would go into such mastery.

For instance, the hypothetical zen master hits the ground running.  She does not waste time by getting off to a slow start, as does someone who falls prey to the ramp-up pattern.  She also finishes strong.  She does not let the sight of the finish line cause her to start coasting, as does someone who gets caught in the dead-battery pattern.

In order to avoid these traps, the zen master would, first, take note that these under-performing patterns exist.  Second, the zen master would recognize that, as a fallible human being, she is potentially susceptible to falling into one of these patterns, just like everyone else, and identify those to which she herself is particularly vulnerable.  Third, the zen master would consciously take measures to protect herself against these vulnerabilities.  To avoid the ramp-up pattern, for instance, she might warm up before the test got started.

You can improve your test score by following the hypothetical zen master’s example: recognize the risks—particularly those to which you yourself are most vulnerable—and take counter-measures.

The next article will wrap up this series of articles with a look at the performance curve that results when we do our best to emulate the “zen master” pattern:  the “great test-taker” pattern.

LEX Tutoring

LSAT Intensity

Original posting date: August 1st, 2011

While the SAT, GRE, MPRE, bar exam and numerous other standardized tests are difficult in their own ways, the LSAT offers some challenges that set it apart from most standardized tests.

One such distinction is that the LSAT does not test your memory, at least not in an overt way. For instance, the bar exam requires that you memorize many rules of law and then competently reproduce these rules of law when writing your bar exam essays. The LSAT requires no such recall.

It should be noted, however, that the LSAT does require a great deal of memory in the form of a highly developed command of the English language and vocabulary. But this reality is true of any exam that has a reading comprehension component.

Instead of testing memory, the LSAT tests one’s ability to reason through problems on the spot in real time. In other words, the test selects for people who are good at what we might call colloquially “thinking on their feet.”

Given this emphasis on real-time thinking, the LSAT calls for test-takers to prepare in the way that a performing artist or an athlete prepares. Cultivating the ability to maintain a high level of concentration or intensity of thought for the duration of the test is, in short, a key aspect of effective LSAT prep.

Tags: bar exam, LSAT, lsat prep, lsat preparation, memorization, memory, prep, reading comprehension, standardized test, standardized testing, test prep, thinking

LEX Tutoring

Test-Taking Mandatory “Tip”: Do Not Count on Time Warnings

Original posting date: August 3rd, 2011

The Dangers of Time Warnings

Many test preparation companies—whether for the LSAT, bar exam, or other standardized test—provide proctors who call out or write on the board how much time is left in a given section of the test. These proctors are a pretty standard part of the landscape for diagnostic tests and timed practice exams. Unfortunately, students tend to learn to rely on these warnings, and that’s dangerous, because there might be no such warning on test day.

Thus, while professionalism may argue in favor of test prep companies providing this service, students must heed the following advice.

On the actual day of the test—LSAT, bar exam, MPRE, SAT, or whatever—, you cannot, cannot, cannot, cannot rely upon the test proctors to keep track of time for you.

If these employees of the given test-maker make a mistake and forget to warn you that there are “five minutes remaining” or “thirty seconds remaining,” you will get no sympathy from the test-makers themselves. In other words, you will not be able to get additional points on the test for this oversight.

The Bottom Line

If you lose points that you could have gotten if you’d been apprised of the time remaining, those points are lost for good. Don’t take that risk. ALWAYS keep track of the time yourself, and be sure to get in the habit of doing so by practicing accordingly.

LEX Tutoring

More on First-Year Outlines

Original posting date: August 17th, 2011

The Downside

If outlines on the major first-year topics—contracts, torts, criminal law, and so on—were dependably useful, “obsession” would not be the right word to describe the extensive efforts that many first-year (1L) law school students pour into their law school outlines. Unfortunately, for most students, the word is appropriate.

Here are some of the reasons. These reasons are, of course, no secret to anyone, but students often lose sight of these facts during the rush of first year.

  • — you get no points and no course credit whatsoever for your outline
  • — you are not in the publishing business and probably won’t ever be
  • — you can create a 100-page outline and still have virtually no understanding of the law
  • — if you are not allowed to use materials such as your outline during the exam for the given subject, then you won’t even have your outline physically available to you when you need it
  • — those students who are allowed to use their outlines during an exam generally report that they never actually did use their outlines during the exam because outlines don’t really help one’s analysis of or writing about an issue

Consider Your Goals

In light of the above, the amount of time and effort that goes into the production of extensive first-year outlines is often a bad investment. Certainly, at least a few students do benefit from their outlines, but, as will be discussed in an upcoming article, there’s usually a lot more going on than mere production of an outline when the outline endeavor actually pays off.

Thus, students are advised to consider what their real goals are—learning and understanding the law, succeeding in law school, for instance—before they choose to invest a large portion of their first semester and first year of law school in outlining.

LEX Tutoring

The “Rage to Master”

Original posting date: August 23rd, 2011

The Development of Mastery

Psychologists report that some children have an innate, self-driven desire to learn and know all there is to know about a field.  These children lock onto and pursue a topic with unusual tenacity, pouring hours of unbroken concentration into exploring this topic.  The results of this kind of concentration are not surprising:  a very high competency in the chosen field.

One phrase that is apparently in current usage as a label for this type of drive is the “rage to master.”

Not Just for Kids

While “child prodigies” appear to have attracted the most study so far, the “rage to master” is not something that is unique to children—or child prodigies.  College and law students can also catch fire with an internal desire to know, dominate, master a field.  These students are, of course, great at test preparation.

Finding the “rage to master” within oneself for a topic such as the logical reasoning or reading comprehension that is tested on the LSAT or the contracts, torts, evidence, or other law topics that are tested on the bar exam may require some soul-searching.  But it’s worth going on this journey, because that fire—the rage to master—is an incredibly powerful mechanism for improvement.  More discussion on the rage to master coming soon. . . .