Law School Regular Decision Dates

I was recently forwarded the following description of a list (in spreadsheet form) containing information about how and when law schools get back to applicants with their decisions.

(Elisabeth also created a list of law schools offering application fee waivers and law school application deadlines.)

Those of you applying to law school in this admissions cycle will likely find it useful:

For the last spreadsheet in this series, we looked at admissions decision information on law school websites. See http://ow.ly/7uvsY.

We used our same unscientific process: If we found this information within a couple minutes of searching the law school website, we added it to a Google spreadsheet. Corrections, welcome.

Please feel free to share the URLs with colleagues and applicants. Applicants should be advised to contact individual law schools for accurate information.

Application Fee Waivers: http://ow.ly/6OuFM
Deadlines & Dean's Letter Requirements: http://ow.ly/7jZdY
Decisions, Decisions: http://ow.ly/7uvsY

Elisabeth Steele Hutchison
Director of Admissions & Special Projects
University of Hawai'i at Manoa | William S. Richardson School of Law

Phone pieterouwerkerk

Logic and Games

* Woman with brain disorder sues for more time on the LSAT. [Reuters; ABA Journal; CBS]

* Lawyer accused of seeking secretary with 'benefits' gets one-year suspension. [ABA Journal; Legal Profession Blog]

* Strippers in Miami are posing as paralegals. [Above The Law]

* Congressman Barney Frank won't be seeking reelection. [The Daily Beast]

* Facebook settles with FTC over privacy violations.

* Rapper Mac Lethal is responsible for two of the funniest things I've seen online this week. [Gawker]

Logic and Games

* Some advice on navigating the wild world of unpaid internships. [The Daily Beast]

* Beverage manufacturers in Europe are no longer allowed to claim that water reduces the risk of dehydration. [The Telegraph]

* Soon, all advertising will be in the form of cat videos. [YouTube]

* An editorial with ideas on reforming legal education... [NYTimes]

* And a response to those ideas. [Brian Leiter]

Virginia Law School Admissions Dean Interview

In this LSAT Blog post, I interview the University of Virginia's Senior Assistant Dean of Admissions, Jason Wu Trujillo. Our discussion follows.

1. What percentage of seats are reserved for in-state residents?

While the University of Virginia School of Law does not receive any state funding, we still reserve 40% of our seats for residents of the Commonwealth of Virginia.


2. What can wait-listed / deferred applicants do to improve their chances, and where is the line between an applicant's enthusiasm and obsession?

Wait-listed students can do many things to improve their chances of being made an offer. First, many wait-listed students will choose to retake the LSAT in February or even June. We have made offers from the waiting list due to the results of the June LSAT. If an applicant is still in school, the very best thing they can show is a strong final semester. They should update LSAC with their final grades as soon as they become available. Wait-listed applicants for whom Virginia is their absolute first choice should let us know. I will often receive a letter or email which states that, should an offer become available, the applicant will accept it unhesitatingly. That is a powerful statement and valuable information for me to have. If I have spots available, I will look to those applicants first.

There is a fine line between enthusiasm and obsession. A single letter of interest is sufficient. Even a letter or email once a month is fine. Beyond that, I think you run the risk of being too repetitive.


3. What makes Virginia Law unique? Would you please talk a bit about the student newspaper?

Virginia Law has a unique culture of collegiality. When I was choosing among law schools, I chose Virginia because the students seemed genuinely happy. Unfortunately there is no satisfaction quotient that one can use to measure this. I think the closest measure is the rate at which a school's alumni give back. In our most recent annual giving year, 52% of our alumni gave back to the Law School in the form of a financial contribution. That is #1 in the country and a statistic that truly demonstrates the satisfaction our alums have with their legal education. Moreover, more recent classes have been giving at rates in excess of 90%. If you can get 90% of newly minted lawyers to agree on anything, you are doing something right.

Our student newspaper, the Virginia Law Weekly, has won numerous awards for excellence. It has earned the American Bar Association's Best Law School Newspaper Award three years in a row.


4. Anything else?

I encourage interested students to visit Virginia. You are welcome anytime!

Bio: Jason Wu Trujillo, the Senior Assistant Dean for Admissions and Financial Aid at the University of Virginia School of Law.

Photo by 51170735@N02

LSAT Logic and the Velocity of an Unladen Swallow

In the movie Monty Python and the Holy Grail, there's a scene during Arthur's quest in which he encounters a bridge-keeper.

The bridge-keeper asks him, among other things, "what is the airspeed velocity of an unladen swallow?"

Bridge-keeper: Stop! What is your name?
King Arthur: It is Arthur, King of the Britons.
Bridge-keeper: What is your quest?
King Arthur: To seek the Holy Grail.
Bridge-keeper: What is the air-speed velocity of an unladen swallow?
King Arthur: What do you mean? An African or European swallow?
Bridge-keeper: What? I don't know that! [falls into abyss]
Sir Bedemir: How do know so much about swallows?
King Arthur: Well, you have to know these things when you're a king, you know.

Now, this is funny, but why am I talking about it?

Arthur's response is an interesting argumentative technique, and Bedemir commits a logical fallacy. Both of their responses are related to types of reasoning we see on the LSAT.

***

Rather than attempt to answer the question or admit that he doesn't know the answer, Arthur simply responds with a question of his own. The bridge-keeper happens to be shocked by the question and doesn't know how to deal with it.

Arthur's response doesn't actually demonstrate any knowledge related to the velocity of unladen swallows at all, other than to suggest that perhaps he knows that the velocities of African and European swallows differ.

Bedemir is far more impressed with Arthur's response than he should be. He improperly assumes that it indicates Arthur knows something significant about the unladen swallows' airspeed velocity.

Arthur's response serves as irrelevant evidence when it comes to supporting the conclusion that he knows a great deal about swallows.

In order to properly conclude that Arthur knows something about the velocity of unladen swallows, we'd have to actually hear him say something related to their actual speed. Even if we didn't hear a firm number (such as "20 kilometers per hour") the response that it's "the same as that of a 10-year-old child riding a bicycle" would serve as much firmer evidence than what Arthur asked. (These guys did a good job of suggesting they know what they're talking about.)

See PrepTest 36 (December 2001 LSAT), Section 1, Question 12, page 257 in Next 10) for an example of an actual LSAT question where the evidence provided gives us little reason to support the conclusion.

Logic and Games

* Lobbying firm's memo spells out plan to undermine Occupy Wall Street. [MSNBC]

* Bad analogy #22: "He fell for her like his heart was a mob informant and she was the East River." [House of Figs]

* Two dozen millionaires have asked Congress to raise their taxes. [CNN]

* Sick of seeing engagement and wedding photos on Facebook? Here's one photo album that's actually awesome. Make sure to scroll down to the end. [Unreality Magazine]

* Beyoncé songs re-imagined as undergraduate theses in Women’s and Gender Studies. [The Hairpin]

* First there was sexting, now there's supposedly "sleep-texting." 10 bucks says this isn't a real thing. [MSNBC]

LSAT Diary: How Michael Improved His LSAT Score

This installment of LSAT Diaries comes from LSAT Blog reader Michael, who went from a 148 to a 163 on the LSAT!

If you want to be in LSAT Diaries, please email me at LSATUnplugged@gmail.com. (You can be in LSAT Diaries whether you've taken the exam already or not.)

Thanks to Michael for sharing his experience and advice, and please leave your questions for him below in the comments!

Michael's LSAT Diary:

148 to 163: Yes, It Is Possible

[Thank you Steve for allowing me to share my story. I hope this influences others to pursue the LSAT with success. May your worldly and highly recommended expertise assist others.]

I am part of the 1% of LSAT takers. No, not the 1% of test takers who score above a 175; I represent 1% of re-takers who increased their scores by more than 7 points. I am telling you this because yes, it is possible to learn the LSAT and ultimately succeed.

I was part of the 33%. In February 2011, I received a 148 – well below my expectations, especially after months of studying. Forced with two options, re-take the test or forget about law school, I realized the answer was simple: Do not give up. With self-study and Steve’s LSAT Blog, I realized my potential with a 163. I would like to share my volatile LSAT experience to ultimately show you this test is indeed manageable.

During my February 2011 LSAT experience, I relied on a popular group-tutoring company. The classrooms were filled with fifty or more students eager for a chance at LSAT stardom. After $1,500 and a 148, I understood the large groups were not conducive to proper studying. There was little to no chance for individual attention and the lessons seemed rehearsed. Larger study groups offer success to many LSAT writers, but I would recommend re-takers re-tool their study strategies.

In order to improve my score the second time, re-shaping my approach to the LSAT was fundamental. I am referring to a Blitzkrieg, “three-pronged” battle plan: strategy, psychology and physiology. Mentally, prepare yourself with new tools to ace the LSAT; psychologically, understand the hard work the next few months will require; and physiologically, complement your studying with healthy eating and exercise. Attain a “can-do” attitude and prepare to attack each aforementioned category in order to attain success.

The Law School Admission Council is ready to administer parallel flawed reasoning, “Principle/Application” inferences and causality. Perhaps frightening topics, but you will counterattack. To prepare myself mentally, my Logical Reasoning strategy was to learn the fundamentals, drill problems and then write timed sections.

Logical Reasoning continued to be my weakness as I continually received a combined twenty wrong. Self-study did not seem to appealing as I met constant failure with Logical Reasoning, particularly because it is half the test. Yet I continued and drilled with the mentality that, “I am capable” and “Yes, I will do this.” Your mood must complement your studies. Listen to motivating music; dead lift 500 pounds; and read Steve’s blog. After enough anxiety through constant drilling, I hit my breakthrough by focusing on my weaknesses. Gradually, my -20 became -10. Grind through your studies with steadfast optimism and I guarantee you will achieve your goal.

Analytical Reasoning, or Logic Games, is perceived to be the hardest part of the test, but is in fact the most manageable. Many Logic Games are repetitions with different variables as there are only a few game types: pure sequencing, linear and grouping alongside the rarer types. To master Logic Games, I wrote each game three times in order to understand the repetitions. Break down different game types and drill each.

Reading Comprehension complicates the LSAT because varying strategies exist. To mark or not to mark? Too much marking? After studying full-time for three months and much research, I cannot say there is a unifying strategy for RC. It is personal. Common tips include looking for certain indicators, but whether you mark the passage or not, learn to “map” the passage’s flow. Be wary of perception shifts, the author’s attitude and minute facts. The best advice I can offer for Reading Comprehension is to drill and discover the best strategy.

After numerous practice tests and nightmares, the October 2011 test day finally arrived. At the beginning of my studying, I felt the test was light years away, but it arrives quicker than you think. I can regurgitate the typical “prepare your plastic bag the night before; sleep for at least seven hours; and eat protein in the morning,” but the test is more than that. It is a competition against yourself in accordance with how far you are willing to go. By test day, there is not much else you can “do” to improve your score, as your studying is complete. Mentally prepare yourself for yourself.

I had a Wall Street job I quit to study for the LSAT. Sounds crazy, right? Not really, because when you want something desperately you need to follow your dreams and do whatever necessary. I quit my job to study eight hours a day, forty hours a week for a test I previously “bombed.” My father and grandfather are attorneys, so I suppose it is genetic. Who knows? What I do know and guarantee is if you work hard with a strong mentality, you will succeed. I promise.

Photo by bobaubuchon

PrepTest 64 (October 2011 LSAT) Logical Reasoning Explanations

For those of you who took the October 2011 LSAT (which is now PrepTest 64), I've written complete explanations for that exam's Logical Reasoning sections, and they're available for instant PDF download.

(In order to benefit from these explanations, you must separately get the Logical Reasoning questions contained within LSAT PrepTest 64. The above-linked download does not include the actual LSAT Logical Reasoning questions from this exam.)

If you haven't yet gotten a copy of PrepTest 64, you can download the full exam as a PDF. It comes with the accompanying Logical Reasoning explanations for free.

Logic and Games

* More LSAT Test Day Tips than you could ever possibly want. [LSAT Blog]

* Please remember to have your Test Day photo ready, and make sure it fulfills all LSAC requirements. [LSAT Blog; UD Review]

* Must-read article on why law schools don't teach practical skills. [NYTimes]

* Here's one NYTimes-referenced article about the taboos surrounding a particular 4-letter word (PDF). [Cardozo Law Review]

* Should some students be bribed to quit law school? [Slate; Above The Law]

* The pepper-spraying cop at UC Davis has been hard at work throughout history. [Washington Post]

* Everything you ever wanted to know about money. [xkcd]

New LSAT Logic Games Categorization

The following categorization covers Logic Games in LSAT PrepTests 52-64 (September 2007 LSAT - October 2011 LSAT).

(In my LSAT study schedules, I recommend saving most of the newer PrepTests for full-length timed practice. In order to avoid "corrupting" those exams, I suggest you avoid looking at this classification for any PrepTest that you plan to take under timed conditions until you've completed that test.)

In this blog post, I first group each Logic Game by its classification. At the end of all that, I also classify all Logic Games but place them in order by PrepTest # and date.

You can also find LSAT Logic Games categorizations for LSAT PrepTests 19-38 and and LSAT PrepTests 39-51 (and June 2007).

I encourage my students to simply think about the categories in the broadest possible sense. After all, the game itself will tell you (indirectly) which subcategory it fits, so you won't have to consciously think about its specific subcategories.

Many test-takers freak out when they can't figure out what "type" of game they face on test day. This means it's best to rely on the game, rather than any classification system, to tell you what to do. This is especially true for "Hybrid" or "Combination" games.

I've divided "Grouping" games into :

Grouping: In-and-Out = some variables are chosen, others are not.
Grouping: Splitting = variables are divided into two different groups.
Grouping: Matching = variables of one type are associated with variables of another type.

I've placed an asterisk (*) next to some games that are especially difficult. Of course, difficulty is subjective, so please leave comments!

Pure Sequencing
PrepTest 52, Game 1
PrepTest 52, Game 4
PrepTest 53, Game 2
PrepTest 54, Game 3
PrepTest 55, Game 3
PrepTest 60, Game 2
PrepTest 61, Game 2


Basic Linear
PrepTest 54, Game 4
PrepTest 55, Game 2
PrepTest 56, Game 1
PrepTest 57, Game 1
PrepTest 57, Game 2
PrepTest 58, Game 1
PrepTest 59, Game 2
PrepTest 59, Game 4
PrepTest 60, Game 3
PrepTest 61, Game 4
PrepTest 62, Game 1
PrepTest 62, Game 4
PrepTest 63, Game 2
PrepTest 63, Game 3
PrepTest 64, Game 1
PrepTest 64, Game 4


Advanced Linear (aka Combination of Linear and Grouping: Matching)
PrepTest 52, Game 3
PrepTest 53, Game 3
PrepTest 53, Game 4
PrepTest 54, Game 2 *
PrepTest 55, Game 4 *
PrepTest 56, Game 4
PrepTest 58, Game 3 *
PrepTest 59, Game 1
PrepTest 60, Game 1
PrepTest 60, Game 4
PrepTest 62, Game 3


Grouping: In-Out
PrepTest 54, Game 1
PrepTest 58, Game 2
PrepTest 58, Game 4
PrepTest 59, Game 3


Grouping: Splitting
PrepTest 61, Game 1
PrepTest 63, Game 1


Grouping: Matching
PrepTest 52, Game 2
PrepTest 53, Game 1
PrepTest 55, Game 1
PrepTest 56, Game 2 *
PrepTest 57, Game 4
PrepTest 62, Game 2
PrepTest 64, Game 3 *


Linear / Grouping: In-Out
PrepTest 61, Game 3
PrepTest 63, Game 4


Grouping: Splitting / Grouping: In-and-Out
PrepTest 56, Game 3


Grouping: In-and-Out / Grouping: Matching
PrepTest 57, Game 3 *
PrepTest 64, Game 2


***

PrepTest 52 (September 2007 LSAT)
Game 1 - Pure Sequencing
Game 2 - Grouping: Matching
Game 3 - Advanced Linear
Game 4 - Pure Sequencing

PrepTest 53 (December 2007 LSAT)
Game 1 - Grouping: Matching
Game 2 - Pure Sequencing
Game 3 - Advanced Linear
Game 4 - Advanced Linear

PrepTest 54 (June 2008 LSAT)
Game 1 - Grouping: In-and-Out
Game 2 - Advanced Linear *
Game 3 - Pure Sequencing
Game 4 - Basic Linear

PrepTest 55 (October 2008 LSAT)
Game 1 - Grouping: Matching
Game 2 - Basic Linear
Game 3 - Pure Sequencing
Game 4 - Advanced Linear *

PrepTest 56 (December 2008 LSAT)
Game 1 - Basic Linear
Game 2 - Grouping: Matching *
Game 3 - Grouping: Splitting / Grouping: In-and-Out
Game 4 - Advanced Linear

PrepTest 57 (June 2009 LSAT)
Game 1 - Basic Linear
Game 2 - Basic Linear
Game 3 - Grouping: In-and-Out / Grouping: Matching *
Game 4 - Grouping: Matching

PrepTest 58 (September 2009 LSAT)
Game 1 - Basic Linear
Game 2 - Grouping: In-and-Out
Game 3 - Advanced Linear *
Game 4 - Grouping: In-and-Out

PrepTest 59 (December 2009 LSAT)
Game 1 - Advanced Linear
Game 2 - Basic Linear
Game 3 - Grouping: In-Out
Game 4 - Basic Linear

PrepTest 60 (June 2010 LSAT)
Game 1 - Advanced Linear
Game 2 - Pure Sequencing
Game 3 - Basic Linear *
Game 4 - Advanced Linear

PrepTest 61 (October 2010 LSAT)
Game 1 - Grouping: Splitting
Game 2 - Pure Sequencing
Game 3 - Linear / Grouping: In-Out
Game 4 - Basic Linear

PrepTest 62 (December 2010 LSAT)
Game 1 - Basic Linear
Game 2 - Grouping: Matching *
Game 3 - Advanced Linear
Game 4 - Basic Linear

PrepTest 63 (June 2011 LSAT)
Game 1 - Grouping: Splitting
Game 2 - Basic Linear
Game 3 - Basic Linear
Game 4 - Linear / Grouping: In-Out *

PrepTest 64 (October 2011 LSAT)
Game 1 - Basic Linear
Game 2 - Grouping: In-Out / Grouping: Matching
Game 3 - Grouping: Matching *
Game 4 - Basic Linear

Photo by cabinet

Writing Your Law School Personal Statement

The below excerpt about what you should attempt to communicate in your law school personal statement is from A Comprehensive Guide to the Law School Personal Statement.

***

The reader should be impressed by you (as a candidate, person, and writer)

The ideal response of an admissions officer reading your essay would be a broad smile, possibly accompanied with a “Wow,” or a nod that indicates a appreciation and respect for the applicant. Though getting the reader to like you is the primary goal, you don’t want to be likable in a cute, self-deprecating, or non-serious way. You want the reader to like you, and be impressed by you.

Most applicants realize that a goal of the personal statement is to impress, but they are usually incorrect about how that goal should be accomplished. People think that the way to impress is to load up the essay with impressive content. For example, “After returning from scaling Kilimanjaro in record time, I founded 3 clubs at my school to benefit underserved children, which now command a total budget of $250,000.” This strategy— which I call the “resume blast”—fails badly because readers do not like being blasted by your accomplishments, no matter how great they are! Admissions officers, just like anyone else, do not enjoy listening to, or reading, bragging.

You should impress your reader with your essay, itself. Imagine your essay like an acting audition. If an actor came into an audition and started talking about what a good actor he was, the director and producer would be annoyed. They would say, “If you’re so great, show me!” That is what you need to do in your personal statement. A compelling, sincere, well-structured, well-executed, and flawlessly edited personal statement is extremely impressive. It shows several talents and abilities, self-reflection, poise, confidence and thoughtfulness.

This is not to say that your essay has no room for (some of) your accomplishments. It does! You should include impressive content in your essay; you should just use a very light touch. Remember, being impressive is the SECOND most important goal of the essay, and the first goal, being liked, should not be sacrificed for it.



The reader should remember you and your essay

Admissions officers read thousands of essays, piles of essays. Writing an essay that stands out, that is compelling and memorable is no easy job, but if you can accomplish it, the rewards are substantial.

There are two things that contribute to an essay’s memorability: the content and the style.

In terms of content, speaking “from the heart” is, by definition moving and memorable. Honesty is riveting, especially when it includes a discussion of overcoming obstacles. Every person has a unique life story; unique challenges which they have overcome, and a unique way that they decided to apply to law school. Honest, specific, personal statements are vivid and memorable. Compare: “I was playing video games 10-12 hours a day, living in my uncle’s basement, when I decided it was time to get off the couch. I went walking around my town and found myself in front of the courthouse. ‘It’s public’, I thought to myself, and stepped in” with, “I have a passion for watching court.” Which do you think the admissions officer will remember later in the day? Which will she forget immediately?

Style is also key. Writing with spice and zing, with tension and climax are great ways to make your essay compelling and memorable.



The reader should understand why you are applying to Law School

After reading your personal statement, your admissions officer should understand why you are applying to law school. This may be the most controversial piece of advice I offer. Not all admissions consultants believe that the issue of why you are applying to law school must be addressed. I disagree. I think to write a personal statement on a topic, such as your life-long, enriching love of sailing, and not make an explicit connection to law school or being a lawyer is bizarre, and inherently less powerful than an essay that also explains your desire to go into law. (I.e., “My grandfather taught me to sail when I was a child. When we were on one of our multi-day voyages in my teen years, he explained to me the concept of international waters. I was stunned and fascinated by the idea that there were areas of earth where no laws applied. I couldn’t really believe it. So I started reading.”)

You can look at it like this: If you have made an emotional connection with the reader, gotten her to like you, then she also will be open to helping you achieve your goals. But you still have to explain to them why admitting you will help you! In this sense, you can think of your personal statement as a cross between a submitting a grant proposal and asking for a personal favor. You want the reader to agree with you. To say, “Yes, this person belongs in law school,” or “Yes, this person should be a lawyer.” If your admissions officer thinks that, and likes you, then she can admit you and make it happen!

Don’t get me wrong! You should not write a dry, formulaic essays on “The Three Reasons I Want to Be a Lawyer: Contracts are fascinating to me, litigation is exciting, and I love Latin terms.” Your personal statement should be a story— a compelling narrative. It should just be a narrative that addresses the issue of why you want to go to law school!

Photo by subcess

Preparing for the December 2011 LSAT Experimental Section

In my LSAT study schedules, I recommend that you include extra sections in your practice exams. Why would I recommend such a cruel and difficult task?

Because LSAC uses test-takers as lab rats (like many organizations that administer standardized exams - think back to the SAT). LSAC includes an unscored experimental section on the LSAT and doesn't tell you which one it is. If you knew which one it was, you'd probably take a nap to recuperate between the sections you care about - the scored ones.

To LSAC's credit, this practice increases the validity of the scored sections of future LSATs. The experimental section allows LSAC to pre-test questions with several thousand applicants, helping LSAC determine which questions deserve to make it into future scored sections.

On the other hand, not knowing which section is the experimental can make it difficult to decide whether or not to cancel your score. If you bomb the experimental section, it may affect your performance on the other sections. Additionally, being forced to "donate" 35 minutes of free research for LSAC after paying to take the LSAT hardly seems fair.

Regardless, because you'll see a 5-section exam on test day, rather than the 4 you're used to seeing in your LSAT PrepTests, it's essential to prepare.

I decided to write this post after blog reader Katie wrote to me with the following question:

I have been taking 4 section timed tests for a while now but am starting to take 5 and 6 section timed tests as you suggest. I have two questions:

1. I assume that the type of "extra" section(s) I include should vary from test to test. For example, on one day, I would add a logic games section and the next day either a reading comprehension or a logical reasoning section. Is this what you would recommend?

2. What is the best way to score these tests? Which section do I omit? I took a test last night and did an extra logical reasoning section. The scoring for the test I took the extra section from was very different from the full test I was taking - does this make sense? I want to make sure I'm getting an accurate read of my performance.

Varying extra sections
There are two main approaches I'd recommend:

-You can rotate the type of "extra" section(s) that you use.
-You can make the extra section(s) the one that you like the least.

For most people, a combination of the two is probably ideal. Figure out which type of section you dread the most, and include it more often than the others.


Which section to omit
This makes perfect sense, Katie. To get the most accurate score reading, omit the section(s) that are not from the original exam. Different exams have different scales.


Some more tips on preparing for the experimental section:

Where to place the unscored section.
In the past, I recommended that you place the experimental sections in the first 3 sections out of the 5 that you complete for your practice exams. That's where the experimental had traditionally fallen on test day. Until recently, test-takers reported that it had always been one of the first 3 sections.

However, on the October 2011 LSAT, many test-takers reported having the experimental as their 4th section on Test Day - for this reason, I recommend that you also include it as the 4th or 5th section in at least a few practice exams, just in case.

It's unfortunate that you may have to take the unscored section when you're less fatigued, but just remember everyone else is affected in the same way.


Mix up sections.
As I said earlier, on test day, you won't know which section is the experimental. For this reason, you may want to lay out the sections from each PrepTest beforehand. Take two from the "scored" exam and one "unscored" experimental, and mix them together.

This way, you won't know which ones are scored and which ones aren't, and you'll be forced to put the same effort into each.

Photo by happysteve