美国法学院入学考试LSAT阅读真题11(含答案)

法学院入学考试(LSAT)写作X文集锦1"In some countries, television and radio programs are carefully censored for offensive language and behavior. In other countries, there is little or no censorship."In your view. To what extent should government or any other group be able to censor television or radio programs? Explain, giving relevant reasons and/or examples to support your position. (技术进步对人类影响)The extent to which the broadcast media should be censored for offensive language and behavior involves a conflict between our right as individuals to freely express ourselves and the duty of government to protect its citizenry from potential harm. In my view, our societal interest in preventing the harm that exposure to obscenity produces takes precedence over the rights of individuals to broadcast this type of content.First of all, I believe that exposure to obscene and offensive language and behavior does indeed cause similar behavior on the part of those who are exposed to it. Although we may not have conclusive scientific evidence of a cause-effect relationship, ample anecdotal evidence establishes a significant correlation. Moreover, both common sense and our experiences with children inform us that people tend to mimic the language and behavior they are exposed to.Secondly, I believe that obscene and offensive behavior is indeed harmful to a society. The harm it produces is, in my view, both palpable and profound. For the individual, it has a debasing impact on vital human relationships; for the society, it promotes a tendency toward immoral and antisocial behavior. Both outcomes, in turn, tear apart the social fabric that holds a society together.Those who advocate unbridled individual expression might point out that the right of free speech is intrinsic to a democracy and necessary to its survival. Even so, this right is not absolute, nor is it the most critical element. In my assessment, the interests server by restricting obscenity in broadcast media are, on balance, more crucial to the survival of a society. Advocates of free expression might also point out difficulties in defining "obscene" or "offensive" language or behavior. But in my view, however difficult it may be to agree on standards, the effort is worthwhile.In sum, it is in our best interest as a society for the government to censor broadcast media for obscene and offensive language and behavior Exposure to such media content tends to harm society and its citizenry in ways that are worth preventing, even in light of the resulting infringement of our right of free expression.法学院入学考试(LSAT)写作X文集锦2"There is only one definition of success-to be able to spend your life in your own way. "To what extent do you agree or disagree-with this definition of success? Support your position by using reasons and examples from your reading, your own experience, or your observation of others. (少数和多数)Some people define success simply as the ability to choose how to spend one's life. Under this definition, people who have the freedom to do whatever they want at any time they choose would presumably be the most successful ones, while those who have no such freedom would be the biggest failures. Viewing the definition in this light reveals three serious problems with it.The chief problem with this definition of success is that by the definition nearly all people would be regarded as failures. The reason for this is simple. Most people have extremely limited choices in what they can do and when they can do it. In other words, unrestricted freedom of choice is a luxury only a few people-perhaps a handful of tyrannical dictators and ultra-wealthy individuals-can afford.Secondly, people who have a high degree of freedom in choosing their lifestyle often acquire it through means that would not earn them the accolade of being successful. For example, lottery winners or people who inherit a great deal of money may be able to spend their life in any way they choose, but few people would regard them as successful merely due to their financial fortune.A third reason why this definition of success is unacceptable is that it repudiates some of our basic intuitions about success. For most people, success is related to achievement. The more you achieve, the more successful you are: conversely, the less you achieve the less successful you are. Defining success in terms of freedom of choice ignores this intuition.In sum, the proposed definition of success is far too limited, and it belies our intuition about the concept. I think most people would agree with me that success is better defined in terms of the attainment of goals.法学院入学考试(LSAT)写作X文集锦3A few points to bear in mind：Drop a coin and choose whichever side the coin suggestsDont keep pondering over it. You dont have the time to ponder, and the result of pondering will be no better than a random choice.Use the three-part and five-paragraph formatFirst tell people what you want to say, then say it, and finally tell people what you have just said.Give each of the main paragraphs a topic sentenceThe topic sentence tells the reader pointedly what you think. Remember that a topic sentence embodies a debatable statement that calls for support, development or elaboration. It expresses some sort of judgment rather than states hard facts.Put each option through both of the tests法学院入学考试(LSAT)写作X文集锦4The English department at a university must choose a text for its first-year composition course. Write an argument in favor of selection either of the following texts with these. Considerations in mind：The department has a strong commitment to teaching basic writing skills, such as grammar and essay organization The department wants to increase the students enthusiasm for and interest in writing.During the three years that the department has used The Standard Textbook of English, instructors in other departments have reported significant improvement in students writing skills. Nicknamed "The Best and the Dullest" the text contains classic essays from both ancient andmodern authors and is organized to illustrate the various forms of the essay- such as narration, exposition, and persuasion. The essay average more than 10 pages and almost all are written in a formal style. While students find some of the subjects foreign, they feel the materials covered are often useful in their other coursework.A new text, The Modern Writer, contains both an introductions describing the basics of grammar and a number of journalistic essays by contemporary authors. The pieces are typically short (only 2 to 3 pages) and explore topics of interest to most college students, such as popular music and career planning. The style of the essays tends to be informal, even colloquial. Each chapter contains several essays on a given topic and exercises designed to aid students in developing essays of their own. Although the introduction provides an adequate overview of basic grammar, the text does not discuss the essay form.法学院入学考试(LSAT)写作X文集锦5English writing textbookI would urge the English Department to change its English composition textbook from The Standard Textbook of English to The Modern Writer. By helping to make the students more enthusiastic about writing, the new textbook should ultimately boost the students writing skills in general.To give credit where credit is due, we must acknowledge that The Standard Textbook of English is not a bad book. This textbook has shown itself to be somewhat effective in helping to improve the students basic writing skills, and it presents a variety of essay forms, exposing the students to different types of essays they have to either write or understand late on. It would be a safe choice for the department to continue its use of this time-tested book.But the past glories of the old textbook cannot hide its problems, particularly its dullness. The essays in this textbook are obviously too long for first-year students to appreciate their beauty. While various essay forms are illustrated in this textbook, they are often illustrated with content that students find very hard to relate to. Students using The Standard Textbook of English may have improved their writing skills in the past three years, but if that is true, they must have had a hard time doing so, to the possible detriment of their performance in other areas. Such problems can only be solved with a new textbook like The Modern Writer.The Modern Writer is such that it should generate a lot more enthusiasm in students for learning English writing. The essays in this book are much shorter and therefore easier for university beginners to grasp. Moreover, these essays explore topics that are of interest to most college students such as popular music and career planning. Given the built-in appeal in this new textbook, just no student will have to be compelled to read and learn from it. With this book, the students can be expected to learn while they are having fun or at least thinking of issues that they care about. In all likelihood, the enthusiastic student will be a better student than the bored student.The Modern Writer should be able to reach students basic writing skills at least as well as, if not better than,The Standard Textbook of English. The new textbook contains not only a good description of the basics of grammar but also carefully designed exercises to aid students in developing their own essays. In contrast, the old textbook may load the students with too much grammar but give them little chance to actually use it. With their enthusiasm and opportunitiesto practice, students should be able to pick up writing skills fairly easily, even those skills that are not fully covered by the textbook. The interested students can, for example, do their own research on essay forms.Although The Standard Textbook of English is okay as a writing textbook, The Modern Writer should now be preferred. The new textbook can match the old one in strength bur does not have its problems. Besides, the new textbook contains qualities that are not only lacking in the old one but also fundamentally important to the learning students.法学院入学考试(LSAT)写作X文集锦6"If the primary duty and concern of a corporation is to make money, then conflict is inevitable when the corporation must also acknowledge a duly to serve society." From your perspective, how accurate is the above statement? Support your position with reasons and/or examples from your own experience, observations, or reading.We take for granted that a primary objective and obligation of a corporation is to maximize profits. But does this mean a corporation cannot also fulfill its obligations to society? The speaker claims mat the two duties necessarily conflict. In my view, however, a corporation's duties to maximize shareholder wealth and to serve society will at times coincide and at times conflict; and when they do conflict, neither takes automatic precedence over the other.Beyond the obvious duty to maximize shareholder wealth, corporations indeed owe a duty to serve society, especially the immediate community, which permits corporation to operate in exchange for an implied promise that the corporations will do no harm and will bring some benefit to the community These duties can often be fulfilled together. For example, a successful corporation brings jobs and elated economic benefit to the community. And, by contributing to community activities and charities in other ways, the corporation gains a reputation for social responsibility that often helps it become even more successful.However, at times these duties do conflict. Consider, for instance, a company that unknowingly leaks into the ground a toxic substance that threatens to contaminate local groundwater. While the company may favor an inexpensive containment program, community leaders may want the company to go further by cleaning up and restoring their environment-even if the expense will force the company to leave and take jobs from the community. Whatever the company decides, it should not assume that protecting profits automatically outweighs social obligation. In many instances it does not, as highly-visible tobacco, automobile safety, and asbestos liability cases aptly illustrate. Such examples reveal a limit as to how far a corporation can ethically go in trading off the well-being of the community for the sake of its own profits,In sum, corporations have duties both to do well and to do good. Although conflict between these duties is not inevitable, it does occur. Determining which duty takes precedence in time of conflict requires careful consideration of all the ethical ramifications of each alternative.法学院入学考试(LSAT)写作X文集锦7"In this age of automation, many people complain that humans are becoming subservient to machines. But, in fact, machines are continually improving our lives. " Discuss the extent to whichyou agree or disagree with the opinion expressed above. Support your point of view with reasons and/or examples from your own experience, observations, or reading. (技术进步对人类的影响) In this age of automation, many people complain that humans are becoming subservient to machines. In my point of view, in some respects humans serve machines, while in other respects machines serve us by enhancing our lives. While mechanical automation may have diminished our quality of life on balance, digital automation is doing more to improve our lives than to undermine our autonomy.Consider first mechanical automation, particularly assembly-line manufacturing. With automation came a loss of pride in and alienation from one's work. In this sense, automation both diminished our quality of life and rendered us slaves to machines in our inability to reverse "progress." Admittedly, mechanical automation spawned entire industries, creating jobs, stimulating economic growth, and supplying a plethora of innovative conveniences. Nevertheless, the sociological and environmental price of progress may have outweighed its benefits.Digital automation has brought its own brand of alienation. Computer automation, and especially the internet, breeds information overload and steals our time and attention away from family, community，and coworkers. In these respects, digital automation tends to diminish our quality of life and create its own legion of human slaves. On the other hand, by relegating repetitive tasks to computers, digits technology has spawned great advances in medicine and physics, helping us to better understand the world, to enhance our health, and to prolong our lives. Digital automation has also emancipated architects, artists, designers, and musicians, by opening up creative possibilities and by saving time. Perhaps most important, however, information technology makes possible universal access to information, thereby providing a democratizing influence on our culture.In sum, while mechanical automation may have created a society of slaves to modern conveniences and unfulfilling work, digital automation holds more promise for improving our lives without enslaving us to the technology.法学院入学考试(LSAT)写作X文集锦8"Clearly, government has a responsibility to support the arts. However, if that support is going to produce anything of value, government must place no restrictions on the art that is produced. "To what extent do you agree or disagree with the opinion expressed above? Develop your position by giving specific reasons and/or examples from your own experience, observations, or reading. (国家和艺术的关系)The speaker argues that government must support the arts but at the same time impose no control over what art is produced. The implicit rationale for government intervention in the arts is that, without it, cultural decline and erosion of our social fabric will result. However, I find no empirical evidence to support this argument, which in any event is unconvincing in light of more persuasive arguments that government should play no part in either supporting or restricting the arts.First, subsidizing the arts is neither a proper nor necessary job for government. Although public health is generally viewed as critical to a society's very survival and therefore an appropriate concern of government, this concern should not extend tenuously to our cultural"health" or well-being. A lack of private funding might justify an exception: in my observation; however, philanthropy is alive and well today, especially among the new technology and media moguls.Second, government cannot possibly play an evenhanded role as arts patron. Inadequate resources call for restrictions; priorities, and choices, it is unconscionable to relegate normative decisions as to which art has "value" to a few legislators and jurists, who may be unenlightened in their notions about art. Also, legislators are all too likely to make choices in favor of the cultural agendas of those lobbyists with the most money and influence. Third, restricting artistic expression may in some cases encroach upon the constitutional right of free expression. In any case, governmental restriction may chill creativity, thereby defeating the very purpose of subsidizing the arts.In the final analysis, government cannot philosophically or economically justify its involvement in the arts, either by subsidy or sanction. Responsibility lies with individuals to determine what art has value and to support that art.法学院入学考试(LSAT)写作X文集锦9"Schools should be responsible only for teaching academic skills and not for leaching ethical and social values."Discuss the extent to which you agree or disagree with the opinion expressed above. Support your point of view with reasons and/or examples from your own experience, observations, or reading.(理想和现实)Many people assert that schools should teach only academic skills, and not ethical or social values. I agree with them insofar as instruction on certain moral issues is best left to parents and churches. However, in my view it is in the best interests of a democratic society for schools to teach at least the values necessary to preserve freedom and a democratic way of life, and perhaps even additional values that enrich and nurture asociety and its members.We all have in interest in preserving our freedom and democratic way of life. At the very least, then, schools should provide instruction in the ethical and social values required for our democracy to survive-particularly the values of respect and tolerance. Respect for individual persons is a basic ethical value that requires us to acknowledge the fundamental equality of all people, a tenet of a democratic society. Tolerance of differences among individuals and their viewpoints is required to actualize many of our basic constitutional rights-including life, liberty, pursuit of happiness, and freedom of speech and religion. While respect and tolerance are the minimal values that schools should teach, the list should ideally go further-to include caring, compassion, and willingness to help one another. A democracy might survive without these values, but it would not thrive. Respect and tolerance without compassion, it seems to me, breed a cool aloofness that undermines our humanity, and leaves those in the worst position to suffer more and suffer alone-an unhealthy state for any society.Admittedly, schools should avoid advocating particular viewpoints on controversial moral issues such as abortion or capital punishment. Instruction on issues with clear spiritual or religious implications is best left to parents and churches. Even so, schools should teach students how to approach these kinds of issues-by helping students to recognize their complexity and to clarify competing points of view. In doing so, schools can help breed citizens who approachcontroversy in the rational and responsible ways characteristic of a healthy democracy.In sum, schools should by all means refrain from indoctrinating our young people with particular viewpoint on controversial questions of morality. However, it is in a democratic society's interest for schools to inculcate the democratic values of respect and tolerance, and perhaps even additional values that humanize and enrich a society.法学院入学考试(LSAT)写作X文集锦10"A powerful business leader has far more opportunity to influence the course of a community or a nation than does any government official. " Discuss the extent to which you agree or disagree with the opinion stated above. Support your views with reasons and/or examples from your own experience, observations, or reading. (人民和政府的关系) Historical examples of both influential public officials and influential business leaders abound. However, the power of the modern-era business leader is quite different from that of the government official. On balance, the CEO seems to be better positioned to influence the course of community and of nations.Admittedly the opportunities for the legislator to regulate commerce or of the Jurist to dictate rules of equity are official and immediate. No private individual can hold that brand of influence. Yet official power is tempered by our check-and-balance system of government and, in the case of legislators, by the voting power of the electorate. Our business leaders are not so constrained, so their opportunities far exceed those of any public official. Moreover, powerful business leaders all too often seem to hold de facto(actual) legislative and judicial power by way of their direct influence over public officials, as the Clinton Administration's fund-raising scandal of 1997 illuminated all too well.The industrial and technological eras have bred such moguls of capitalism as Pullman, Rockefeller, Carnegie, and Gates, who by the nature of their industries and their business savvy, not by force of law, have transformed our economy, the nature of work, and our very day-to-day existence. Of course, many modem-day public servants have made the most of their opportunities, for example, the crime-busting mayor Rudolph Giuliani and the new-dealing President Franklin Roosevelt. Yet their impact seems to pale next to those of our modem captains of industry.In sum, modem business leaders by virtue of the far-reaching impact of their industries and of their freedom from external constraints, have supplanted lawmakers as the great opportunists of the world and prime movers of society.法学院入学考试(LSAT)X文集锦11"Because businesses use high-quality advertising to sell low-quality products, schools should give students extensive training in how to make informed decisions before making purchases." Discuss the extent to which you agree or disagree with the opinion expressed above. Support your point of view with reasons and/or examples from your own experience, observations, or reading.(GRE无类似题目)Some people claim that since high-quality ads are used to promote low-quality products, schools should teach students about consumerism. In my opinion, undue attention by schools toconsumerism is [unnecessary and inappropriate, especially for younger students.Regarding the first reason, empirical evidence does not suggest that high-quality advertising is used to remote low-quality products. To the contrary, companies that produce low-quality products seem to osort to low-budget, poor-quality ads, especially in broadcast media. Firms that take pride in the quality of their products are far more likely also to produce ads they can be proud of. Furthermore, high-quality products are more likely to succeed in the marketplace and thereby generate the revenues needed to ensure high production value in advertising.As for the second reason, it is not the job of our schools to breed legions of smart shoppers. Teachers should devote class time to examining the marketplace of ideas, not that of consumer goods and services, which students spend sufficient time examining outside the classroom. Admittedly, consumerism arid advertising may be appropriate topics for college-level marketing and psychology courses. However, undue focus on media and materialism may give younger students a distortedly narrow view of the world as little more than a flea market. Additionally, revealing the deceptive side of the advertising business may breed unhealthy cynicism among youngsters, who need positive messages; not negative ones during their formative years.In sum, the premise that high-quality ads tout low-quality products is specious at best. In any event, for schools to provide extensive training in consumerism would be to assign them an inappropriate role and to foster in impressionable minds a distortedly narrow and unhealthy view of the world.法学院入学考试(LSAT)X文集锦12"Because businesses use high-quality advertising to sell low-quality products, schools should give students extensive training in how to make informed decisions before making purchases." Discuss the extent to which you agree or disagree with the opinion expressed above. Support your point of view with reasons and/or examples from your own experience, observations, or reading.(GRE无类似题目)Some people claim that since high-quality ads are used to promote low-quality products, schools should teach students about consumerism. In my opinion, undue attention by schools to consumerism is [unnecessary and inappropriate, especially for younger students.Regarding the first reason, empirical evidence does not suggest that high-quality advertising is used to remote low-quality products. To the contrary, companies that produce low-quality products seem to osort to low-budget, poor-quality ads, especially in broadcast media. Firms that take pride in the quality of their products are far more likely also to produce ads they can be proud of. Furthermore, high-quality products are more likely to succeed in the marketplace and thereby generate the revenues needed to ensure high production value in advertising.As for the second reason, it is not the job of our schools to breed legions of smart shoppers. Teachers should devote class time to examining the marketplace of ideas, not that of consumer goods and services, which students spend sufficient time examining outside the classroom. Admittedly, consumerism arid advertising may be appropriate topics for college-level marketing and psychology courses. However, undue focus on media and materialism may give younger students a distortedly narrow view of the world as little more than a flea market. Additionally, revealing the deceptive side of the advertising business may breed unhealthy cynicism among youngsters, who need positive messages; not negative ones during their formative years.In sum, the premise that high-quality ads tout low-quality products is specious at best. In any event, for schools to provide extensive training in consumerism would be to assign them an inappropriate role and to foster in impressionable minds a distortedly narrow and unhealthy view of the world.法学院入学考试(LSAT)X文集锦13"People are likely to accept as a leader only someone who has demonstrated an ability to perform the same tasks that he or she expects others to perform. "Discuss the extent to which you agree or disagree with the opinion stated above. Support your views with reasons and/or examples from your own experience, observations, or reading. （少数和多数之以身作那么）People are more likely to accept the leadership of those who have shown they can perform the same tasks they require of others. My reasons for this view involve the notions of respect and trust. It is difficult for people to fully respect a leader who cannot, or will not, do what he or she asks of others. President Clinton's difficulty in his role as Commander-in-Chief serves as a fitting and very public example. When Clinton assumed this leadership position, it was well-known that he had evaded military service during the Vietnam conflict. Military leaders and lower-level personnel alike made it clear that they did not respect his leadership as a result. Contrast the Clinton case with that of a business leader such as John Chambers, CEO of Cisco Systems, who by way of his training and experience as a computer engineer earned the respect of his employees.It is likewise difficult to trust leaders who do not have experience in the areas under their leadership. The Clinton example illustrates this point as well. Because President Clinton lacked military experience, people in the armed forces found it difficult to trust that his policies would reflect any understanding of their interests or needs. And when put to the lest. He undermined their trust to an even greater extent with his naive and largely bungled attempt to solve the problem of gays in the military. In stark contrast, President Dwight Eisenhower inspired nearly devotional trust as well as respect because of his role as a military hero in World War II. In conclusion, it will always be difficult for people to accept leaders who lack demonstrated ability in the areas under their leadership. Initially, such leaders will be regarded as outsiders, and treated Accordingly. Moreover, some may never achieve the insider status that inspires respect and trust from those they hope to lead.法学院入学考试(LSAT)X文集锦14"Businesses and other organizations have overemphasized the importance of working as a team. Clearly, in any human group, it is the strong individual, the person with the most commitment and energy, who gets things done. "Discuss the extent to which you agree or disagree with the opinion stated above. Support your views with reasons and/or examples from your own experience, observations, or reading. (个体和整体)The relationship between teamwork and individual strength, energy, and commitment is complex; whether they operate in a complementary or antagonistic manner depends on: (1) the goals toward which the traits are directed, (2) the degree of emphasis on teamwork, and (3) the。

2021年美国法学院入学考试LSAT题库和答案
2021年美国法学院入学考试（LSAT）题库【真题精选＋章节题库＋模拟试题】
内容简介
本题库包括真题精选、章节题库和模拟试题三部分。

具体如下：
第一部分为真题精选及详解。

根据试卷结构，精选LSAT阅读理解、逻辑推理、分析推理部分典型考试真题，每题均给出答案及解析。

既可以体验真实考试，也可以测试自己的水平。

通过该部分学习，学员可充分了解出题风格，熟知解题思路，从而能够有针对性地备考。

第二部分为章节题库。

按照试卷结构，共分为阅读理解、逻辑推理、分析推理共三种考试题型。

每种题型精选专项练习，帮助学员加深对解题思路的理解和掌握，并在实战中灵活运用。

专项练习是在参考众多相关考试用书、国内外权威杂志以及优秀论文等大量素材的基础上精心设计而成，具有很强的针对性和实用性。

每题均提供答案及解析。

第三部分为模拟试题及详解。

由圣才辅导名师根据历年命题规律及热门考点进行考前预测，可用于考前冲刺或摸底自测。

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试看部分内容
•第一部分真题精选及详解
•LSAT阅读理解真题精选及详解•LSAT逻辑推理真题精选及详解•LSAT分析推理真题精选及详解•第二部分章节题库
•第1章阅读理解
•第2章逻辑推理（议论）•第3章分析推理（游戏）•第三部分模拟试题
•LSAT模拟试题及详解（一）•LSAT模拟试题及详解（二）。

美国法学院入学考试LSAT阅读真题9SECTION IITime 35 minutes 27 QuestionsDirections: 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 extent of a nation’s power over its coastal ecosystems and the natural resources in its coastal waters has been defined by two international law doctrines: freedom of the seas and adjacent state sovereignty. Until the mid-twentieth century, most nations favored application of broad open-seas freedoms and limited sovereign rights over coastal waters. A nation had the right to include within its territorial dominion only a very narrow band of coastal waters (generally extending three miles from the shoreline), within which it had the authority but not the responsibility, to regulate all activities. But, because this area of territorial dominion was so limited, most nations did not establish rules for management or protection of their territorial waters.Regardless of whether or not nations enforced regulations in their territorial waters, large ocean areas remained free of controls or restrictions. The citizens of all nations had the right to use these unrestricted ocean areas for any innocent purpose, including navigation and fishing. Except for controls over its own citizens, no nation had the responsibility, let alone the unilateralauthority, to control such activities in international waters. And, since there were few standards of conduct that applied on the “open seas”, there were few jurisdictional conflicts between nations.The lack of standards is traceable to popular perceptions held before the middle of this century. By and large, marine pollution was not perceived as a significant problem, in part because the adverse effect of coastal activities on ocean ecosystems was not widely recognized, and pollution caused by human activities was generally believed to be limited to that caused by navigation.Moreover, the freedom to fish, or overfish, was an essential element of the traditional legal doctrine of freedom of the seas that no maritime country wished to see limited. And finally, the technology that later allowed exploitation of other ocean resources, such as oil, did not yet exist.To date, controlling pollution and regulating ocean resources have still not been comprehensively addressed by law, but international law—established through the customs and practices of nations—does not preclude such efforts.And two recent developments may actually lead to future international rules providing for ecosystem management. First, the establishment of extensive fishery zones extending territorial authority as far as 200 miles out from a country’s coast, has provided the opportunity for nations individually to manage larger ecosystems. This opportunity, combined with national self-interest in maintaining fish populations, could lead nations to reevaluate policies formanagement of their fisheries and to address the problem of pollution in territorial waters. Second, the internationalcommunity is beginning to understand the importance of preserving the resources and ecology of international waters and to show signs of accepting responsibility for doing so.As an international consensus regarding the need for comprehensive management of ocean resources develops, it will become more likely that international standards and policies for broader regulation of human activities that affect ocean ecosystems will be adopted and implemented.1. According to the passage, until the mid-twentieth century there were few jurisdictional disputes over international waters because.(A) the nearest coastal nation regulated activities(B) few controls or restrictions applied to ocean areas(C) the ocean areas were used for only innocent purposes(D) the freedom of the seas doctrine settled all claims concerning navigation and fishing(E) broad authority over international waters was shared equally among all nations2. According to the international law doctrines applicable before themid-twentieth century, if commercial activity within a particular nation’s territorial waters threatened all marine life in those waters, the nation would have been(A) formally censured by an international organization for not properly regulating marine activities(B) called upon by other nations to establish rules to protect its territorial waters(C) able but not required to place legal limits on such commercial activities(D) allowed to resolve the problem at it own discretionproviding it could contain the threat to its own territorial waters(E) permitted to hold the commercial offenders liable only if they were citizens of that particular nation3. The author suggests that, before the mid-twentieth cen tury, most nations’ actions with respect to territorial and international waters indicated that(A) managing ecosystems in either territorial or international waters was given low priority(B) unlimited resources in international waters resulted in little interest in territorial waters(C) nations considered it their responsibility to protect territorial but not international waters(D) a nation’s authority over its citizenry ended at territorial lines(E) although nations could extend their territorial dominion beyond three milesfrom their shoreline, most chose not to do so4. The author cites which one of the following as an effect of the extension of territorial waters beyond the three-mile limit?(A) increased political pressure on individual nations to establish comprehensive laws regulating ocean resources(B) a greater number of jurisdictional disputes among nations over the regulation of fishing on the open seas(C) the opportunity for some nations to manage large ocean ecosystems(D) a new awareness of the need to minimize pollution caused by navigation(E) a political incentive for smaller nations to solve the problems of pollution in their coastal waters5. According to the passage, before the middle of thetwentieth century, nations failed to establish rules protecting their territorial waters because(A) the waters appeared to be unpolluted and to contain unlimited resources(B) the fishing industry would be adversely affected by such rules(C) the size of the area that would be subject to such rules was insignificant(D) the technology needed for pollution control and resource management did not exist(E) there were few jurisdictional conflicts over nations’ territorial waters6. The passage as a whole can best be described as(A) a chronology of the events that have led up to present-day crisis(B) a legal inquiry into the abuse of existing laws and the likelihood of reform(C) a political analysis of the problems inherent in directing national attention to an international issue(D) a historical analysis of a problem that requires international attention(E) a proposal for adopting and implementing international standards to solve an ecological problem参考答案：1-6 BCACCDThe human species came into being at the time of the greatest biological diversity in the history of the Earth. Today, as human populations expand and alter the natural environment, they are reducing biological diversity to its lowest level since the end of the Mesozoic era, 65 million years ago. The ultimate consequences of this biological collision are beyond calculation,but they are certain to be harmful. That, in essence, is the biodiversity crisis.The history of global diversity can be summarized as follows: after the initial flowering of multicellular animals, there was a swift rise in the number of species in early Paleozoic times (between 600 and 430 million years ago), thenplateaulike stagnation for the remaining 200 million years of the Paleozoic era, and finally a slow but steady climb through the Mesozoic and Cenozoic era s to di versity’s all-time high. This history suggests that biological diversity was hard won and a long time in coming. Furthermore, this pattern of increase was set back by five massive extinction episodes. The most recent of these, during the Cretaceous period, is by far the most famous, because it ended the age of the dinosaurs, conferred hegemony on the mammals, and ultimately made possible the ascendancy of the human species. But the cretaceous crisis was minor compared with the Permian extinctions 240 million years ago, during which between 77 and 96 percent of marine animal species perished. It took 5 million years, well into Mesozoic times, for species diversity to begin a significant recovery.Within the past 10,000 years biological diversity has entered a wholly new era. Human activity has had a devastating effect on species diversity, and the rate of human-induced extinctions is accelerating. Half of the bird species of Polynesia have been eliminated through hunting and the destruction of native forests. Hundreds of fish species endemic to Lake Victoria are now threatened with extinction following the careless introduction of one species of fish, the Nile perch. The list of such biogeographic disasters is extensive.Because every species is unique and irreplaceable, the loss ofbiodiversity is the most profound process of environmental change. Its consequences are also the least predictable because the value of Earth’s biota (the fauna and flora collectively) remains largely unstudied and unappreciated; unlike material and cultural wealth, which we understand because they are the substance of our everyday lives, biological wealth is usually taken for granted. This is a serious strategic error, one that will be increasingly regretted as time passes. The biota is not only part of a country’s heritage, the product of millions of years of evolution centered on that place; it is also a potential source for immense untapped material wealth in the form of food, medicine, and other commercially important substance.7. Which one of the following best expresses the main idea of the passage?(A) The reduction in biodiversity is an irreversible process that represents a setback both for science and for society as a whole.(B) The material and cultural wealth of a nation are insignificant when compared with the country’s biological wealth.(C) The enormous diversity of life on Earth could not have come about without periodic extinctions that have conferred preeminence on one species at the expense of another.(D) The human species is in the process of initiating a massive extinction episode that may make past episodes look minor by comparison.(E) The current decline in species diversity is human-induced tragedy of incalculable proportions that has potentially grave consequences for the humanspecies.8. Which one of the following situations is most analogous to the history of global diversity summarized in lines 10-18 of the passage?(A) The number of fish in a lake declines abruptly as a result of water pollution, then makes a slow comeback after cleanup efforts and the passage of ordinances against dumping.(B) The concentration of chlorine in the water supply of large city fluctuates widely before stabilizing at a constant and safe level.(C) An old-fashioned article of clothing goes in and out of style periodically as a result of features in fashion magazines and the popularity of certain period films.(D) After valuable mineral deposits are discovered, the population of a geographic region booms then levels off and begins to decrease at a slow and steady pace.(E) The variety of styles stocked by a shoe store increases rapidly after the store opens, holds constant for many months, and then gradually creeps upward.9. The author suggests which one of the following about the Cretaceous crisis?(A) It was the second most devastating extinction episode in history.(B) It was the most devastating extinction episode up until that time.(C) It was less devastating to species diversity than is the current biodiversity crisis.(D) The rate of extinction among marine animal species as a result of the crisis did not approach 77 percent.(E) The dinosaurs comprised the great majority of species that perished during the crisis.10. The author mentions the Nile perch in order to provide an example of(A) a species that has become extinct through human activity(B) the typical lack of foresight that has led to biogeographic disaster(C) a marine animal species that survived the Permian extinctions(D) a species that is a potential source of material wealth(E) the kind of action that is necessary to reverse the decline in species diversity11. All of the following are explicitly mentioned in the passage as contributing to the extinction of species EXCEPT(A) hunting(B) pollution(C) deforestation(D) the growth of human populations(E) human-engineered changes in the environment12. The passage suggests which one of the following about material and cultural wealth?(A) Because we can readily assess the value of material and cultural wealth, we tend not to take them for granted.(B) Just as the biota is a source of potential material wealth, it is an untapped source of cultural wealth as well.(C) Some degree of material and cultural wealth may have to be sacrificed if we are to protect our biological heritage.(D) Material and cultural wealth are of less value than biological wealth because they have evolved over a shorter period of time.(E) Material wealth and biological wealth are interdependent in a way that material wealth and cultural wealth are not.13. The author would be most likely to agree with which one of the following statements about the consequences of the biodiversity crisis?(A) The loss of species diversity will have as immediate an impact on the material of nations as on their biological wealth.(B) The crisis will likely end the hegemony of the human race and bring about the ascendancy of another species.(C) The effects of the loss of species diversity will be dire, but we cannot yet tell how dire.(D) It is more fruitful to discuss the consequences of the crisis in terms of the potential loss to humanity than in strictly biological loss to humanity than in strictly biological terms.(E) The consequences of the crisis can be minimized, but the pace of extinctions can not be reversed.参考答案：7-13 EEDBBACWomen’s participation in the revolutionary events in France between 1789 and 1795 has only recently been given nuanced treatment. Early twentieth century historians of the French Revolution are typified by Jaures, who, though sympathetic to the women’s movement of his own time, never even mentions its antecedents in revolutionary France. Even today most general histories treat only cursorily a few individual women, like Marie Antoinette. The recent studies by Landes, Badinter, Godineau, and Roudinesco, however, should signal a much-needed reassessment of women’s participation.Godineau and Roudinesco point to three significant phases in that participation. The first, up to mid-1792, involved those women who wrote political tracts. Typical of their orientation to theoretical issues—in Godineaus’s。

lsat试题随着全球教育的普及，考试成为评估学生学习水平的重要手段之一。

作为美国法学院入学考试的一部分，LSAT（Law School Admission Test，美国法学院入学考试）对于申请法学院的学生来说是至关重要的。

本文将深入探讨LSAT试题的特点和相关信息。

一、LSAT概述LSAT作为全球顶级法学院的招生考试，对考生的逻辑推理、分析能力、阅读理解和写作能力进行评估。

它被广泛认为是法学院入学考试的“黄金标准”，在申请过程中扮演着关键的角色。

二、LSAT试题的种类LSAT试题共分为五个部分，其中包括逻辑推理、分析推理、阅读理解和写作任务。

逻辑推理部分主要考察考生的逻辑思维和推理能力，要求考生通过阅读短文和问题，选择正确的推理结论。

分析推理部分则要求考生根据给定的信息，解决具体问题。

阅读理解部分主要考察考生的文本理解和分析能力，要求考生在有限的时间内阅读并回答问题。

写作任务要求考生在规定的时间内完成一篇准确、清晰的文章。

三、LSAT试题的难度和策略LSAT试题难度较高，要求考生具备扎实的基础知识和高水平的思维能力。

为了应对这一挑战，考生可以采取一些策略来提高应试效果。

首先，练习做题是提高成绩的关键，可以通过模拟考试来熟悉题型和节奏。

其次，理解题目要求和选项的关系，并根据题目特点灵活运用解题技巧。

最后，合理安排时间，避免因时间不足而影响整体成绩。

四、备考建议备考LSAT考试需要全面准备，以下是一些建议供考生参考。

首先，要充分了解考试内容和考试要求，制定合理的备考计划。

其次，通过解题技巧和策略的学习，提高应试能力。

此外，参加模拟考试，熟悉考试环境和时间管理，对提高备考效果至关重要。

最后，注重阅读和写作能力的培养，注重积累词汇和阅读材料扩展视野。

五、总结LSAT试题作为美国法学院入学考试的一部分，对考生的能力进行全面评估。

考生需要准备逻辑推理、分析推理、阅读理解和写作任务等多个方面的知识和能力。

通过合理的备考策略和充分的准备，考生可以有效提高应试成绩，增加录取机会。

使用说明 (1)GMAT阅读117篇 (1)一、GMAT新题63篇 (1)Passage 1 (1/63) (1)Passage 2 (2/63) (4)Passage 3 (3/63) (6)Passage 4 (4/63) (9)Passage 5 (5/63) (11)Passage 6 (6/63) (14)Passage 7 (7/63) (17)Passage 8 (8/63) (20)Passage 9 (9/63) (23)Passage 10 (10/63) (26)Passage 11 (11/63) (29)Passage 12 (12/63) (32)Passage 13 (13/63) (35)Passage 14 (14/63) (38)Passage 15 (15/63) (41)Passage 16 (16/63) (44)Passage 17 (17/63) (47)Passage 18 (18/63) (50)Passage 19 (19/63) (53)Passage 20 (20/63) (56)Passage 21 (21/63) (59)Passage 22 (22/63) (62)Passage 23 (23/63) (65)Passage 24 (24/63) (68)Passage 25 (25/63) (70)Passage 26 (26/63) (73)Passage 27 (27/63) (76)Passage 28 (28/63) (78)Passage 29 (29/63) (81)Passage 30 (30/63) (84)Passage 31 (31/63) (87)Passage 32 (32/63) (90)Passage 33 (33/63) (92)Passage 34 (34/63) (95)Passage 35 (35/63) (97)Passage 36 (36/63) (100)Passage 37 (37/63) (103)Passage 38 (38/63) (105)Passage 39 (39/63) (107)Passage 40 (40/63) (109)Passage 41 (41/63) (112)Passage 43 (43/63) (117)Passage 44 (44/63) (120)Passage 45 (45/63) (122)Passage 46 (46/63) (125)Passage 47 (47/63) (127)Passage 48 (48/63) (129)Passage 49 (49/63) (131)Passage 50 (50/63) (134)Passage 51 (51/63) (137)Passage 52 (52/63) (140)Passage 53 (53/63) (142)Passage 54 (54/63) (144)Passage 55 (55/63) (146)Passage 56 (56/63) (149)Passage 57 (57/63) (151)Passage 58 (58/63) (153)Passage 59 (59/63) (155)Passage 60 (60/63) (157)Passage 61 (61/63) (159)Passage 62 (62/63) (161)Passage 63 (63/63) (163)二、GMAT补充22篇 (165)Passage 64 (1/22) (165)Passage 65 (2/22) (168)Passage 66 (3/22) (171)Passage 67 (4/22) (173)Passage 68 (5/22) (176)Passage 69 (6/22) (179)Passage 70 (7/22) (182)Passage 71 (8/22) (185)Passage 72 (9/22) (187)Passage 73 (10/22) (190)Passage 74 (11/22) (193)Passage 75 (12/22) (196)Passage 76 (13/22) (199)Passage 77 (14/22) (202)Passage 78 (15/22) (205)Passage 79 (16/22) (208)Passage 80 (17/22) (211)Passage 81 (18/22) (213)Passage 82 (19/22) (216)Passage 83 (20/22) (219)Passage 84 (21/22) (222)三、GMAT考古题15篇 (227)Passage 86 (1/15) (227)Passage 87 (2/15) (231)Passage 88 (3/15) (234)Passage 89 (4/15) (237)Passage 90 (5/15) (240)Passage 91 (6/15) (244)Passage 92 (7/15) (246)Passage 93 (8/15) (250)Passage 94 (9/15) (253)Passage 95 (10/15) (256)Passage 96 (11/15) (259)Passage 97 (12/15) (262)Passage 98 (13/15) (264)Passage 99 (14/15) (267)Passage 100 (15/15) (269)四、OG新增17篇 (272)Passage 101 (1/17) (272)Passage 102 (2/17) (274)Passage 103 (3/17) (277)Passage 104 (4/17) (279)Passage 105 (5/17) (282)Passage 106 (6/17) (283)Passage 107 (7/17) (285)Passage 108 (8/17) (287)Passage 109 (9/17) (290)Passage 110 (10/17) (292)Passage 111 (11/17) (293)Passage 112 (12/17) (295)Passage 113 (13/17) (297)Passage 114 (14/17) (298)Passage 115 (15/17) (300)Passage 116 (16/17) (301)Passage 117 (17/17) (304)GRE阅读(No. 2—No. 9) (306)No. 2-1 (306)SECTION A (306)SECTION B (309)No. 2-2 (313)SECTION A (313)SECTION B (317)No. 2-3 (321)SECTION A (321)No. 3-1 (328)SECTION A (328)SECTION B (332)No. 3-2 (336)SECTION A (336)SECTION B (340)No. 3-3 (344)SECTION A (344)SECTION B (347)No. 4-1 (351)SECTION A (351)SECTION B (355)No. 4-2 (359)SECTION A (359)SECTION B (363)No. 4-3 (367)SECTION A (367)SECTION B (371)No. 5-1 (375)SECTION A (375)SECTION B (379)No. 5-2 (382)SECTION A (382)SECTION B (386)No. 5-3 (390)SECTION A (390)SECTION B (394)No. 6-1 (398)SECTION A (398)SECTION B (401)No. 6-2 (405)SECTION A (406)SECTION B (410)No. 6-3 (414)SECTION A (414)SECTION B (417)No. 7-1 (421)SECTION A (421)SECTION B (425)No. 7-2 (429)SECTION A (429)SECTION B (433)No. 7-3 (437)SECTION B (441)No. 8-1 (446)SECTION A (446)SECTION B (450)No. 8-2 (454)SECTION A (454)SECTION B (458)No. 8-3 (462)SECTION A (462)SECTION B (466)No. 9-1 (469)SECTION A (469)SECTION B (473)No. 9-2 (478)SECTION A (478)SECTION B (481)No. 9-3 (485)SECTION A (485)SECTION B (489)No. 9-4 (493)SECTION A (493)SECTION B (497)No. 9-5 (501)SECTION A (501)SECTION B (504)No. 9-6 (508)SECTION A (509)SECTION B (512)GRE国题全部阅读 (516)1990年04月 (516)SECTION A (516)SECTION B (520)1990年10月 (524)SECTION A (524)SECTION B (529)1991年02月 (533)SECTION A (533)SECTION B (537)1991年04月 (541)SECTION A (541)SECTION B (545)1991年10月 (549)SECTION A (549)1992年02月 (557)SECTION A (557)SECTION B (561)1992年04月 (565)SECTION A (565)SECTION B (569)1992年10月 (573)SECTION A (573)SECTION B (577)1993年02月 (581)SECTION A (581)SECTION B (584)1993年04月 (588)SECTION A (588)SECTION B (592)1993年10月 (600)SECTION A (600)SECTION B (603)1994年02月 (608)SECTION A (608)SECTION B (611)1994年04月 (615)SECTION A (615)SECTION B (619)1994年10月 (623)SECTION A (623)SECTION B (627)1995年04月 (631)SECTION A (631)SECTION B (636)1995年10月 (640)SECTION A (640)SECTION B (644)1996年04月北美 (648)SECTION A (648)SECTION B (652)1996年04月 (656)SECTION A (656)SECTION B (660)1996年10月 (664)SECTION A (664)SECTION B (668)1997年04月 (672)SECTION B (676)1997年11月 (680)SECTION A (680)SECTION B (684)1998年04月 (688)SECTION A (688)SECTION B (692)1998年11月 (696)SECTION A (696)SECTION B (700)1999年04月 (704)SECTION A (704)SECTION B (708)LSAT第01套SECTION III (713)LSAT第02套SECTION I (723)LSAT第03套SECTION II (735)LSAT第04套SECTION IV (746)LSAT第05套SECTION III (758)LSAT第06套SECTION I (770)LSAT第07套SECTION III (782)LSAT第08套SECTION III (794)LSAT第09套SECTION III (805)LSAT第10套SECTION I (816)LSAT第11套SECTION III (827)LSAT第12套SECTION III (838)LSAT第13套SECTION III (850)LSAT第14套SECTION III (861)LSAT第15套SECTION III (872)LSAT第16套SECTION I (884)LSAT第17套SECTION I (895)LSAT第18套SECTION III (906)LSAT第19套SECTION IV (915)LSAT第20套SECTION IV (926)LSAT第21套SECTION I (938)LSAT第22套SECTION IV (949)LSAT第23套SECTION III (961)LSAT第24套SECTION II (972)LSAT第25套SECTION I (983)LSAT第26套SECTION IV (994)LSAT第27套SECTION I (1005)LSAT第28套SECTION IV (1017)LSAT 2002年SECTION III (1029)使用说明1、各题答案均隐藏在(D)选项后（放在这里主要是避免下一题答案也被显示从而影响做题），显示的方法是鼠标左键单击“常用”工具栏“显示/隐藏编辑标记”按钮（只有WORD 才有此按钮，写字板没有）。

新SAT官方指南阅读第十一篇全解析This passage is adapted from Saki,“The Schartz-Metterklume Method.”Originally published in1911.Lady Carlotta stepped out on to the platform of the small wayside station and took a turn or two up and down its uninteresting length,to kill time till the train should be pleased to proceed on its way.Then,in the roadway beyond,she saw a horse struggling with a more than ample load, and a carter of the sort that seems to bear a sullen hatred against the animal that helps him to earn 5a dy Carlotta promptly betook her to the roadway,and put rather a different complexionon the struggle.Certain of her acquaintances were wont to give her plentiful admonition as to the undesirability of interfering on behalf of a distressed animal,such interference being“none of her business.”Only once had she put the doctrine of non-interference into practice,when one of its most eloquent exponents had been besieged for nearly three hours in a small and extremelyuncomfortable may-tree by an angry boar-pig,while Lady Carlotta,on the other side of the fence, 10had proceeded with the water-colour sketch she was engaged on,and refused to interfere between the boar and his prisoner.It is to be feared that she lost the friendship of the ultimately rescuedlady.On this occasion she merely lost the train,which gave way to the first sign of impatience it had shown throughout the journey,and steamed off without her.She bore the desertion withphilosophical indifference;herfriends and relations were thoroughly well used to the fact of her 15luggage arriving without her.She wired a vague non-committal message to her destination to say that she was coming on“by another train.”Before she had time to think what her next move mightbe she was confronted by an imposingly attired lady,who seemed to be taking a prolonged mental inventory of her clothes and looks.20“You must be Miss Hope,the governess I’ve come to meet,”said the apparition,in a tone that admitted of very little argument.“Very well,if I must I must,”said Lady Carlotta to herself with dangerous meekness.“I am Mrs.Quabarl,”continued the lady;“and where,pray,is your luggage?”“It’s gone astray,”said the alleged governess,falling in with the excellent rule of life that the absent are always to blame;the luggage had,in point of fact,behaved with perfect correctitude. 25“I’ve just telegraphed about it,”she added,with a nearer approach to truth.“How provoking,”said Mrs.Quabarl;“these railway companies are so careless.However, my maid can lend you things for the night,”and she led the way to her car.During the drive to the Quabarl mansion Lady Carlotta was impressively introduced to the nature of the charge that had been thrust upon her;she learned that Claude and Wilfrid were30delicate,sensitive young people,that Irene had the artistic temperament highly developed,and that Viola wassomething or other else of a mould equally commonplace among children of that class and type in the twentieth century.“I wish them not only to be TAUGHT,”said Mrs.Quabarl,“but INTERESTED in what they 35learn.In their history lessons,for instance,you must try to make them feel that they are beingintroduced to the life-stories of men and women who really lived,not merely committing a mass of names and dates to memory.French,of course,I shall expect you to talk at meal-times several days in the week.”“I shall talk French four days of the week and Russian in the remaining three.”40“Russian?My dear Miss Hope,no one in the house speaks or understands Russian.”“That will not embarrass me in the least,”said Lady Carlotta coldly.Mrs.Quabarl,to use a colloquial expression,was knocked off her perch.She was one of those imperfectly self-assured individuals who are magnificent and autocratic as long as they are not seriously opposed.The least show of unexpected resistance goes a long way towards rendering 45them cowed and apologetic.When the new governess failed to express wondering admiration of the large newly-purchased and expensive car,and lightly alluded to the superior advantages of one or two makes which had just been put on the market,the discomfiture of her patroness becamealmost abject.Her feelings were those which might have animated a general of ancient warfaring days,on beholding his heaviest battle-elephant ignominiously driven off the field by slingers and 50javelin throwers.1、Which choice best summarizes the passage?A)A woman weighs the positive and negative aspects of accepting a new job.B)A woman does not correct a stranger who mistakes her for someone else.C)A woman impersonates someone else to seek revenge on an acquaintance.D)A woman takes an immediate dislike to her new employer.正确答案：B分析：文章讲述的是Lady Carlotta在火车站被Mrs.Quabarl误认为她的新保姆（You must be Miss Hope,the governess I’ve come to meet.）而Lady Carlotta并没有纠正Mrs.Quabarl的错误（very well,if I must I must）2、In line1,“turn”most nearly meansA)slight movement.B)change in rotation.C)short walk.D)course correction.正确答案：C分析：文章中1-3行，作者提到：Lady Carlotta走上路边车站的站台，上下走几小步，从而打发时间。

lsattr 题目【原创实用版】目录1.LSAT 简介2.LSAT 的结构和内容3.LSAT 的备考策略4.LSAT 对法学院申请的重要性正文1.LSAT 简介LSAT（Law School Admission Test）即法学院入学考试，是美国和加拿大法学院的入学考试，用于评估潜在法学院学生的逻辑和分析能力。

该考试由美国法学院考试委员会（Law School Admission Council，简称LSAC）主办，是申请进入这两个国家法学院的重要标准之一。

2.LSAT 的结构和内容LSAT 分为三个部分：阅读理解、逻辑推理和分析性写作。

此外，考试还包含一个不计入成绩的实验部分。

（1）阅读理解：这部分包括三篇文章，每篇文章后附有五道问题。

主要测试考生的阅读理解、分析和推理能力。

（2）逻辑推理：这部分包括约 20 道题目，要求考生根据给定的信息进行推理和判断，测试考生的逻辑分析能力。

（3）分析性写作：这部分要求考生在 30 分钟内完成一篇短文，对给定的论点进行分析和评价，测试考生的写作和批判性思维能力。

3.LSAT 的备考策略（1）熟悉考试结构和题型：考生需要了解 LSAT 的各个部分和题型，以便更好地应对考试。

（2）提高阅读速度和理解能力：阅读是 LSAT 的重要部分，考生需要通过大量阅读来提高自己的阅读速度和理解能力。

（3）加强逻辑推理训练：逻辑推理部分是 LSAT 的关键，考生需要通过练习逻辑题来提高自己的逻辑分析能力。

（4）锻炼写作能力：分析性写作部分需要考生具备较强的写作和批判性思维能力，考生需要多进行写作练习，提高自己的写作水平。

4.LSAT 对法学院申请的重要性LSAT 成绩是申请法学院的重要依据之一，它直接影响到考生能否被录取以及获得的奖学金数额。

因此，对于有意申请法学院的考生来说，取得优异的 LSAT 成绩至关重要。

最全LSAT考试详解最全LSAT考试详解所有法学专业渴望留学的学子都要面对“LAST”这座大山，俗话说知己知彼才能百战不殆，下面就和店铺一起来了解一下这个独具特色的考试吧!LSAT(Law School Admission Test)，即法学院入学考试。

它是由位于美国宾西法尼亚州的法学院入学委员会负责主办的法学院入学资格考试。

几乎所有的美国、加拿大法学院、澳大利亚墨尔本大学都要求申请人参加LSAT考试。

LSAT考试共有五个部分(包含一个不记分的供入学委员会评估用的评测部分)，包括三个方面的内容，每部分时间为35分钟，另加30分钟的写作。

这三个方面的内容分别是阅读理解、逻辑推理及分析推理，主要测试考生下列几方面的能力：1.准确阅读并理解复杂文章的能力2.组织有关信息并得出合理结论的能力3.批判性地推理的能力4.对他人的推理进行分析和评价的能力考试自1948年起就以某种形式出现，它之所以被创立是在学校平均分GPA之外给予法学院考察申请人水平的标准。

目前的考试是1991年版。

考试分六个部分：4个选择题部分，不计分的写作部分，不计分的实验部分。

原始分值被转化为量表分数，最高180、最低120，平均数为150。

在申请法学院时，过去五年内的所有成绩都将被递交。

LSAT考试满分为180分，最低分为120分，其计算方法是根据选择的正确的答案的数目来确定。

选对25个左右，分数大概为130分;选对39个左右，分数大概为140分;选对55个，分数大致为150分;选对72个，分数为160;选对87个，分数为170分;选对98个以上，分数为满分180分。

一般来说，排名前14的法学院要求成绩都在170分以上;排名前25的法学要求成绩在160分以上。

考试成绩一般在考后五周左右由主办机构寄出，LSAT成绩在5年内有效。

LSAT考试每年举办四次，分别在2月、6月、10月及12月，考生不得在两年内参加超过3次LSAT的考试。

中国大陆地区6月和12月在北京大学有固定考试。

LAST考试LAST考试- LSAT概况LSAT (The Law School Admission Test 法学院入学考试) 是位于美国宾西法尼亚州的 LSAC（Law SchoolAdmission Council法学院入学委员会）机构主办的用于申请美国和加拿大法学院J.D. (Juris Doctor) 的入学考试。

LSAT考试为几乎所有美国法学院和绝大部分加拿大法学院认可的J.D.的入学考试，它提供了一种标准用于评价J.D.的申请者的阅读和逻辑推理能力。

主要考察考生准确阅读并理解复杂文章的能力，组织有关信息并得出合理结论的能力，批判性地推理能力和对他人的推理进行分析和评价的能力。

LAST考试- LSAT考试介绍LSAT考试共有五个部分，包括三个方面的内容，每部分时间为35分钟，另加30分钟的写作。

三个方面的内容是阅读理解、逻辑推理及分析推理，主要测试考生下列几方面的能力：准确阅读并理解复杂文章的能力、组织有关信息并得出合理结论的能力、批判性地推理能力、对他人的推理进行分析和评价的能力。

LSAT考试满分为180分，最低分为120分，其计算方法是根据选择的正确的答案的数目来确定。

选对25个左右，分数大概为130分;选对39个左右，分数大概为140分;选对55个，分数大概为150分;选对72个，分数为160;选对87个，分数为170分;选对98个以上，分数为满分180分。

一般好的学校要求的成绩都在160分以上。

考试成绩一般在考后5周左右由主办机构寄出。

LSAT成绩在5年内有效。

目前大陆没有考试点，香港有。

除了LAST，还需要TOEFL。

你如果要出国，考完这两门就差不多了，但是还是最好看下你想申请的学校的网页，可能会有特殊要求(我在看经济类的专业时遇到有的专业是GRE和GMAT兼收，有的是GRE 成绩者优先考虑)。

去美国读法学硕士需要考LSAT。

之后不需要再考GRE，但是需要考托福以证明你的英语能力，虽然LSAT很能证明人的英语能力。

法学院入学考试(LSAT)阅读理解文章结构解析1读文章就像拎衣服，要将衣领拎起来，要将主要观点拎出来，其他内容都为它服务，都围着它转。

读观点时，作者要批评某个观点，常将它放在AT BEST的位置，以便全面主要观点在末端，少数在倒数第二段末句：(为了得出主要观点作铺垫)1. 基于一个有不同看法的观点，包括作者的观点(作者观点在末段)2. 解释或回答某个问题或某种现象或PUZZLE(首段描述该问题，末段回答)3. 评价某人或某人的观点主要观点在首段，少数在二段首句(先明白要讲什麽)，有时观点具体内容在末端或倒数第二段末端1.作者详述某个观点(多数)2.解释或详述某人观点(作者没观点)3.描述新发现(新发现的过程)(作者没观点)A(FEBRUARY1996)(SuperPrep)第一篇：解释某个(历史学家)观点1. 历史学家对20世纪有关结婚的教会和法律意见赋予特殊意义。

法律方面2. 教会方面3. 某个历史学家对它赋予重要意义第二篇：解释(详述)某个观点(自己)(要结合以下内容)1.Nontraditional black women和filmmakers radical一样，与mainstream, realist cinematic 有problematic relation。

filmmakers radical方面2.Nontraditional black women方面3.举个例说明第三篇：描述某个理论(drifting continent)的发展(被接受的过程)1. 某人的drifting continent理论如果没有struggle，就不能成功2. 某人提出假设，J反对3. C提出支持4. 更有说服力的证据证明了该理论第四篇：评价某人观点1. 某人认为European Baroque反映了社会政治和文化的理念2. 3。

某人分析3. 某人的观点受其经验影响，高估了Baroque的作用。

法学院入学考试(LSAT)阅读理解文章结构解析2第一篇：详述自己某个观点1. 最近研究发现脊椎动物也像鱼一样会成群(schooling)(要结合以下内容)2. 如何成群3. 成群的PASSIVE ADVANTAGE4. 成群的ACTIVE ADVANTAGE5. 其他BENEFITS第二篇：解释某个疑问1. 觉得punishments公不公平的根源2. 有两种惩罚犯罪的原理：benefit to society和severity of the crime。