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Secondary school students achieve broad mastery of the curriculum if

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Secondary school students achieve broad mastery of the curriculum if  [#permalink]

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New post 14 Jul 2018, 10:07
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Secondary school students achieve broad mastery of the curriculum if they are taught with methods appropriate to their learning styles and they devote significant effort to their studies. Thus, if such broad mastery is not achieved by the students in a particular secondary school, those students are not being taught with methods appropriate to their learning styles.

The conclusion can be properly drawn if which one of the following is assumed?

(A) As long as secondary school students are taught with methods appropriate to their learning styles, they will devote significant effort to their studies.
(B) Even if secondary school students are taught with methods appropriate to their learning styles, they will not achieve broad mastery of the curriculum if they do not devote significant effort to their studies.
(C) Secondary school students do not achieve broad mastery of the cuniculum if they are not taught with methods appropliate to their learning styles.
(D) Teaching secondary school students with methods appropriate to their learning styles does not always result in broad mastery of the curriculum by those students.
(E) Secondary school students who devote significant effort to their studies do not always achieve broad mastery of the curriculum.

Source: LSAT

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Re: Secondary school students achieve broad mastery of the curriculum if  [#permalink]

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New post 14 Jul 2018, 10:17
Akela wrote:
Secondary school students achieve broad mastery of the curriculum if they are taught with methods appropriate to their learning styles and they devote significant effort to their studies. Thus, if such broad mastery is not achieved by the students in a particular secondary school, those students are not being taught with methods appropriate to their learning styles.

The conclusion can be properly drawn if which one of the following is assumed?

(A) As long as secondary school students are taught with methods appropriate to their learning styles, they will devote significant effort to their studies.
(B) Even if secondary school students are taught with methods appropriate to their learning styles, they will not achieve broad mastery of the curriculum if they do not devote significant effort to their studies.
(C) Secondary school students do not achieve broad mastery of the cuniculum if they are not taught with methods appropliate to their learning styles.
(D) Teaching secondary school students with methods appropriate to their learning styles does not always result in broad mastery of the curriculum by those students.
(E) Secondary school students who devote significant effort to their studies do not always achieve broad mastery of the curriculum.

Source: LSAT


Secondary school students achieve broad mastery of the curriculum if
    a) they are taught with methods appropriate to their learning styles and
    b) they devote significant effort to their studies.


conclusion-
Thus, if such broad mastery is not achieved by the students in a particular secondary school, those students are not being taught with methods appropriate to their learning styles.

What about second part - "they devote significant effort to their studies"


(A) As long as secondary school students are taught with methods appropriate to their learning styles, they will devote significant effort to their studies.
CORRECT.. this makes point b as a subset of point a, thus only point a is to be worried about

(B) Even if secondary school students are taught with methods appropriate to their learning styles, they will not achieve broad mastery of the curriculum if they do not devote significant effort to their studies.
this rather weakens. so point b is important

(C) Secondary school students do not achieve broad mastery of the cuniculum if they are not taught with methods appropliate to their learning styles.
repeats what is there in para

(D) Teaching secondary school students with methods appropriate to their learning styles does not always result in broad mastery of the curriculum by those students.
again does not support conclusion

(E) Secondary school students who devote significant effort to their studies do not always achieve broad mastery of the curriculum.
again , does nothing to conclusion

A
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Re: Secondary school students achieve broad mastery of the curriculum if  [#permalink]

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New post 14 Jul 2018, 10:39
+1 for the question!

Assumption

The piece of information, which bridges the gap between the conclusion and the premise.

Premise

Broad Mastery is achieved when students are taught with methods appropriate to their learning styles AND if they put in significant effort to their studies.

Conclusion

If this broad mastery is not achieved, students are not being taught with methods appropriate to their learning styles.

Akela wrote:
Secondary school students achieve broad mastery of the curriculum if they are taught with methods appropriate to their learning styles and they devote significant effort to their studies. Thus, if such broad mastery is not achieved by the students in a particular secondary school, those students are not being taught with methods appropriate to their learning styles.

The conclusion can be properly drawn if which one of the following is assumed?

(A) As long as secondary school students are taught with methods appropriate to their learning styles, they will devote significant effort to their studies.
This can be a missing element as this answer choice bridges the gap between the premise and the conclusion.

Although all the other answer choices may be correctly inferred from the question stem, but none is a necessary assumption on which the argument's conclusion is dependent on.


Feel free to point out errors and do let me know if I am wrong.

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Re: Secondary school students achieve broad mastery of the curriculum if  [#permalink]

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New post 20 Jul 2018, 05:51
Akela wrote:
Secondary school students achieve broad mastery of the curriculum if they are taught with methods appropriate to their learning styles and they devote significant effort to their studies. Thus, if such broad mastery is not achieved by the students in a particular secondary school, those students are not being taught with methods appropriate to their learning styles.

The conclusion can be properly drawn if which one of the following is assumed?

(A) As long as secondary school students are taught with methods appropriate to their learning styles, they will devote significant effort to their studies.
(B) Even if secondary school students are taught with methods appropriate to their learning styles, they will not achieve broad mastery of the curriculum if they do not devote significant effort to their studies.
(C) Secondary school students do not achieve broad mastery of the cuniculum if they are not taught with methods appropliate to their learning styles.
(D) Teaching secondary school students with methods appropriate to their learning styles does not always result in broad mastery of the curriculum by those students.
(E) Secondary school students who devote significant effort to their studies do not always achieve broad mastery of the curriculum.

Source: LSAT


Though I did it wrong, here is my understanding of the passage.

Broad mastery = appropriate learning style (A) + devoted effort to studies (B)

Conclusion : Broad mastery not achieved = No appropriate learning style

But what about "Devoted effort to studies"

Assumption : If (A), then (B) must be there by default.

Option A tells the same.
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Re: Secondary school students achieve broad mastery of the curriculum if &nbs [#permalink] 20 Jul 2018, 05:51
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