Building Analytical and Adaptive Capacities

for Organisational Effectiveness
The world is changing at an accelerating pace and with increasing complexity. Globalisation, and ever more sophisticated information and communication technologies, have dramatically increased both the range of actors and events which affect life at local, national and international levels. We seem to be ‘living in a much more dense, interconnected world – and the speed of interactions in all societies has increased’ (Morgan, 2005).
As civil society around the world develops, unpredictable and frequently unfavourable environments present major challenges to the diverse civil society organisations (CSOs) that are emerging. They are required to respond within contexts of political and economic instability and to the upheavals brought about by crisis and conflict. CSOs are also required to respond and adapt to new bodies of knowledge and ever changing development targets, whether this is gender mainstreaming, HIV/AIDS or the Millennium Development Goals (MDGs), even if these are not part of their mission and may be beyond their existing capacities.
In regions where civil society sectors are embryonic or emerging, individual CSOs can be relatively inexperienced with limited access to stable funding. This vulnerability often means that they feel obliged to comply with donor or government agendas in order to survive. The situation is not helped by the power imbalances that have persisted, or even deteriorated, within and between the different regions in the world. So how can CSOs stay afloat in this unpredictable sea of change and be effective in achieving their mission?

 

Rihani1 suggests that the route to success is to consider development as a ‘local affair’ of survival, adaptation, and learning. Future development interventions would therefore aim to create conditions that enable locally driven development to take place as an evolutionary process where local communities and organisations accumulate knowledge, interact freely in the complex systems in which they operate, and respond to opportunities and threats in their environment. To achieve this, CSOs require the ability to observe and analyse their environment and continuously adapt to new situations by developing flexible ways of operating while staying true to their vision and mission. In doing so, they are anticipating and proactively responding to internal and external forces for change rather than limiting themselves to adopting short-term, reactive coping strategies. To do this successfully, CSOs therefore need the capacity to continuously reflect critically and act effectively.

Test Readiness

The day before the test
Be sure you have received or printed out your LSAT admission ticket from Law
Services. Double-check the information on the admission ticket for accuracy.
If you are not familiar with your test center, drive by the test center and examine
the testing room and parking situation. This will alleviate any anxiety or
confusion on the day of the test.
On the day before the LSAT, we recommend that you study very little, if at all.
The best approach for most students is to simply relax as much as possible.
Read a book, go see a movie, or play a round of golf. If you feel you must
study, we recommend that you only briefly review each of the concepts covered
in the course.
Eat only bland or neutral foods the night before the test and try to get the best
sleep possible.
The morning of the test
Attempt to follow your normal routine on the morning of the test. For example,
if you read the paper every morning, do so on the day of the test. If you do not
regularly drink coffee, do not start on test day. Constancy in your routine will
allow you to focus on your primary objective: performing well on the test.
Dress in layers, so you will be warm if the test center is cold, but also able to
shed clothes if the test center is hot.
Take along a backpack with all your pencils, etc., and food and drink for the
break.
For the September/October, December, and February LSAT administrations, all
students must arrive at the test center no later than 8:30 AM. For the June LSAT
administration, all students must arrive at the test center no later than 12:30 PM.
We strongly believe that performing well requires confidence and a belief that
you can perform well. As you prepare to leave for the test, run though the test in
your head, visualizing an exceptional performance. Imagine how you’ll react to
each game, reading passage, and logical reasoning question. Many athletes use
this same technique to achieve optimal performance.
At the test center
Upon check-in, test supervisors will ask you to present your admission ticket,
one form of acceptable personal identification, and they will also take a
thumbprint. Supervisors are instructed to deny admission to anyone who does
not present a photo ID with signature.
The test supervisors will assign each examinee a seat. You are generally not
permitted to choose your own seat.
Once you are seated, the test supervisors will read you the rules and regulations
of the test, and have you write a certifying statement that attests that the person
taking the test is the person whose name appears on the answer sheet and that
you are taking the test for the sole purpose of admission to law school.
Typically, the actual test will not begin until thirty to forty-five minutes after you
are seated.
You are allowed only the following items on your testing desk:
Number 2 pencils
Erasers
A noiseless timer
A highlighter pen
A non-automatic pencil sharpener

Using a Timer

One of the most important tools for test success is a timer. Your timer should be
a constant companion during your LSAT preparation, and, as discussed earlier,
you should use your timer to help construct an accurate Pacing Guideline.
Although not all of your practice needs to be timed, you should attempt to do as
many questions (and sections) as possible under timed conditions. Time
pressure is the top concern cited by test takers, and practicing with a timer will
help acquaint you with the challenges of the test. After all, if the LSAT was a
take-home test, no one would be too worried about it.
Keep in mind the Law Services test center regulations concerning time:
“Supervisors will keep official time. You may take a noiseless watch to the test
center. Alarm, calculator, and beeping watches are not permitted. The supervisor
will announce a five-minutes-remaining warning for each test section” (from the
LSAT & LSDAS Registration & Information Book).
Your timer must be noiseless. Although this rule is randomly enforced, you do
not want to find yourself in a position of having your timer taken away when
you depend on it. Second, the supervisors will call a warning when there are
five minutes remaining. Since you have a timer this warning announcement
should come as no surprise to you. As you progress through the section, check
your timer every 4-5 minutes for tracking purposes. There is no need to check it
every minute!
When practicing with a timer, keep notes about how many questions you
complete in a given amount of time. You should vary your approach so that
practice does not become boring. For example, you could track how long it
takes to complete 3, 5, or 10 questions. Or you could see how many questions
you can complete in 10 or 15 minutes. Trying different approaches will help
you get the best sense of how fast you can go while still maintaining a high
degree of accuracy.
A timer is invaluable because it is both an odometer and speedometer for the
section. With sufficient practice you will begin to establish a comfortable testtaking
speed and the timer allows you to make sure you are maintaining this
pace. Whether you use a watch, stopwatch, or a kitchen timer is irrelevant; just
make sure you time yourself and that your timer is silent so you can use it on
test day.

Guessing Strategy

Because the LSAT does not assess a scoring penalty for incorrect answer
choices, you should always guess on any question that you cannot complete
during the allotted time. However, because some answer choices are more likely
to occur than others, you should not guess randomly. The following tables
indicate the frequency of appearance of Logical Reasoning answer choices over
the years.
All Logical Reasoning Answer Choices June 1991 - June 2004*
A% B% C% D% E%
% appearance
of each answer 18.3 20.8 20.4 21.6 18.8
choice throughout
the entire section
*These statistics do not include the unreleased February 1998, February 1999, February
2001, February 2002, February 2003, and February 2004 LSAT administrations.
The table above documents the percentage each answer choice appeared as a
percentage of all Logical Reasoning answer choices between June 1991 and
June 2004 inclusive. If history holds, when guessing on the LSAT Logical
Reasoning section, you would be best served by always guessing answer
choice (D). Do not choose random answer choices; do not put in a pattern such
as A-B-C-D-E etcetera. Although guessing answer choice (D) does not
guarantee you will get the questions correct, if history is an indicator then
guessing answer choice (D) gives you a better chance than guessing randomly.
Consider the following comparison of students guessing on five consecutive
answer choices:
Correct Student #1 Student #2 Student #3
Answer Answer Answer Answer
Choice Choices Choices Choices
(Pattern) (Random) (All D’s)
B A D D
D B C D
E C A D
A D E D
C E B D
# Correct = 0 0 1
Although one question may not seem significant, it adds up over four sections,
and depending on where you are in the scoring scale, it can increase your score
several points. And every point counts! By guessing answer choice (D), you
increase your chances of getting extra answers correct.
The next table summarizes the percentage appearance of answer choices in just
the last five answer choices of the Logical Reasoning section.
Last Five Answer Choices Per Logical Reasoning Section June 1991 - June
2004*
A% B% C% D% E%
% appearance
of each answer 14.9 19.2 18.3 24.3 23.4
choice in the
last five answer choices
of the Logical Reasoning section
*These statistics do not include the unreleased February 1998, February 1999, February
2001, February 2002, February 2003, and February 2004 LSAT administrations.
Within the last five questions, the guessing strategy is still the same: answer
choice (D). Notice the significant statistical deviation of answer choice (A).
Answer choice (A) is not a good answer choice to choose within the last five
answer choices!
The statistics in this second table have a greater variation because the sample
(470 total questions) is smaller.
Please keep in mind that the advice above holds only for pure guessing. If you
are attempting to choose between two answer choices, do not choose on the
basis of statistics alone!
On a related note, if you are a strong test taker who correctly answers most
questions but occasionally does not finish a section, quickly review the answer
choices you have previously selected and use the answer that appears least as
your guessing answer choice. For example, if you have completed twenty
questions in a section, and your answers contain a majority of (A)’s, (C)’s,
(D)’s, and (E)’s, guess answer choice (B) for all of the remaining questions.

The Answer Choices

As you know, every LSAT question has five answer choices. After you
complete the problem, you are still not finished! You must properly transfer your
answers from the test booklet to your answer sheet. This is one of the most
important tasks that you must perform during the LSAT, so please take a
moment to review the two answer transferring methods discussed in Chapter
Three:
1. Logical Grouping
This method involves transferring several answer choices at once, at
logical break points throughout each section. This method generally
allows for faster transferring of answers, but some students find they are
more likely to make errors in their transcription.
2. Question By Question
As the name implies, this method involves filling in the answer ovals on
your answer sheet after you complete each individual question. This
method generally consumes more time than the Logical Grouping
method, but it usually produces a higher transfer accuracy rate. If you
use the Logical Grouping method and find yourself making errors, use
this method instead.
Either method is acceptable—practice using each so you can decide which one
works best for you.
Three in a row?
Unlike some standardized tests, the LSAT often has three identical answer
choices to consecutive questions (such as three D’s), and on several occasions,
four identical answer choices in a row have appeared. On the June 1996 LSAT,
six of seven consecutive answer choices in one section were (C). The use of
multiple answer choices in a row is one of the psychological weapons
employed by the test makers to unnerve test takers. Any test taker seeing four
(D)’s in a row on their answer sheet understandably thinks they have made
some type of error, primarily because most tests avoid repetition in correct
answer choices. If you see three or four answer choices in a row, do not become
alarmed, especially if you feel you have been performing well on the section.
We are still waiting for the day that the LSAT has five identical correct answers
in a row, but we will not be surprised when it happens.

Pacing Guidelines

Every test taker must have a plan of action before they start a section. As you
practice, you should strive to determine your personal Pacing Guideline. For
example, how many questions do you plan to complete in the first ten minutes?
The first twenty minutes? How much time do you expect will have elapsed
when you reach question #10? Question #20? Before you pick up a pencil and
take the actual test, you should be able to answer these questions.
First off, we are not advocating that you create a strict timeline that controls
where you are every moment in the section or that dictates when you quit
working on a question. Instead, you must create a loose blueprint for
completing the section—one that uses your particular strengths to create an
achievable set of goals. To give you a better sense of how the idea works, here
is an example of a Pacing Guideline for a high scorer:
First ten minutes of the section: complete one question per minute.
Accordingly, when ten minutes are up I should have completed question
#10.
Next twenty minutes of section: complete the remainder of the questions.
Last five minutes of the section: double-check my work; return to any
question I noted as especially challenging.
Clearly, this Guideline is an aggressive one that assumes that the test taker is
good enough to complete all the questions accurately and still have time
remaining. Your personal Guideline does not have to be the same! Take a
moment, however, to review the above Guideline:
• The test taker assumes that he or she can work faster in the first ten
questions, when the questions are typically easier.
• After the first ten questions, the test taker slows down in response to the
expected increase in difficulty.
• Despite being good enough to expect to finish all the questions, the test
taker doesn’t just sit back and relax for the last five minutes. Instead, he
or she uses that time to re-check troublesome problems.
• The Guideline is relatively loose and contains a minimum of
components.
Here is how to create and use your own Pacing Guideline:
1. During your practice sessions, focus on determining how fast you can
do a typical Logical Reasoning question while retaining a high degree
of accuracy. To do this, you will need to time yourself religiously.
2. Make a benchmark for where you should be after either the first ten
minutes or the first ten questions. Use easy to remember markers (such
as 5, 10, 15, 20) so you won’t forget your plan during the test or have to
stop to think about it. If your Guideline is too complex to remember
without writing down, it is too complex to use!
3. Consider making a second benchmark for where you should be after
either the first twenty minutes or the first fifteen questions.
4. Try to take into account the difficulty level of the first ten questions
versus the last ten questions.
5. Do not make your Pacing Guideline too detailed. The difficulty of the
questions (and entire sections) varies, so you do not want to create a
rigid Guideline that cannot account for these differences. For example,
do not make a Guideline that specifies where you will be at questions
#8, #10, #12, #14, etc. That is too specific and will be unusable if you
run into a few hard (or very easy) questions early in the section. Try to
make your Guideline broad enough to characterize several different
points in the section. If you have more than four or five sections in your
Guideline, it is getting too detailed!
6. Make sure you are comfortable with your plan and that your goals are
achievable. This is not a plan of what you hope will happen, but rather
what your practice has proven you can do.
7. Use the Guideline to help monitor your performance during the test. If
you end up working faster than expected and you are beating your
goals, then you will know that things are going exceedingly well and
that should bolster your confidence. On the other hand, if you find
yourself falling behind the marking points, then you will know that you
must bear down and work a bit more quickly.
Implementing the steps above should not be too difficult, but you would be
surprised at how many people fail to prepare even the most basic plan of action
for each section. In many ways, it is as if they have been asked to run a triathlon
but they practice only infrequently and do not keep track of how fast they can
go without burning out. Athletes at all levels measure their performance
frequently, and the LSAT is just a triathlon for the mind.
Let’s take a look at some other Pacing Guidelines to help you get a better sense
of the range of possibilities:
Can almost finish the section, paces by question number
First ten questions: complete in 14 minutes.
Next ten questions: complete in 18 minutes (32 total minutes elapsed/
3 minutes remaining).
Last three minutes of the section: pick the shortest questions and try to
complete as many as possible. Guess on any questions I cannot
complete.
Can reliably reach question #20, paces by time

Time Management:

The Nexus of Speed and Accuracy
Strong performance on the LSAT depends on two factors: speed and accuracy.
If you rush to complete every question but miss most of them, you will not
receive a high score. On the other hand, if you increase your accuracy by
slowing down, you may be able to increase your score despite doing fewer
questions. The key to finding the correct pace is practice. As you work through
LSAT sections, use a timer (more on this later) and keep track of how well you
perform on each section, including how many questions you complete and
where you were at important time markers during the section.
If early in your studies you find yourself struggling to complete all of the
questions, do not worry. It takes time to become comfortable with the types of
questions presented on the LSAT, and it takes time for the techniques you have
learned to become second nature. Once you become comfortable with the test
and begin to apply the techniques without stopping to think about them, you
will see your accuracy rise and your speed increase.
One of the crucial factors in a solid performance is good decision-making. You
must maintain your composure as you work through each section, even if you
feel as if you have missed a few questions. From the discussion throughout this
book you know that the test makers employ a variety of psychological tricks to
keep you off balance, and how you react to those traps has a tremendous effect
on your score. Half the battle is understanding the way the questions are
constructed, but you must also be smart in how you handle your emotions and
reactions to each question. In particular, keep these ideas in mind:
• Do not get caught up in trying to answer one question. You cannot
spend an exorbitant amount of time on a single question and still hope to
complete the section. For instance, if you spend four minutes on one
question, then you have lost the opportunity to complete at least two
other questions. Remember, the goal is to win the war, and it is
acceptable to lose a battle now and then.
If you do accidentally get caught up in one question, do not let the
frustration carry over to the next question. Once you have completed a
question, put it out of your mind and move on.
• Know when to say when. If you have spent a minute and a half on a
question, ask yourself how much more time you will need to solve the
question. You want to maximize your return on the time you spend on
each question, so if you think you can solve the question in relatively
short order, go ahead and finish off the problem. On the other hand, if
you do not see a clear path to solving the question, cut your losses and
move to the next question without remorse. As they say, don’t throw
good money after bad.
Let’s talk in more detail about the amount of time you have to complete each
question. Each section of the LSAT is 35 minutes in length, and since there are
always 24, 25, or 26 questions in a Logical Reasoning section, you have just
less than 1 minute and 30 seconds to complete each question and transfer your
answers:
            Number of Questions             Time per Question
                24                     1 minute, 27 seconds
                25                     1 minute, 24 seconds
                26                     1 minute, 20 seconds
However, no matter how hard you try, you will not complete each question in
the exact amount of time allotted! Instead, completing a Logical Reasoning
section is like riding a roller coaster: sometimes you will go very fast and other
times you will slow down to a crawl. This is to be expected because some
questions are much harder than others and naturally take more time to complete.
As you practice, one of your tasks is to determine a reliable guideline for where
you should be during certain points in the section (more on this in a moment).
The table above also assumes you will complete every question. For some
students that is neither possible nor advisable. Consider the following
comparison:
           Student #1           Student #2          Student #3
Questions
completed        24                     20              16
in section
Accuracy         50%                    75%            100%
Rate
Total Correct       12                     15              16
Answers
Obviously, actual performance in a section depends on a variety of factors, and
each student must assess their own strengths and weaknesses. Regardless, the
message is the same: you might benefit from slowing down and attempting
fewer questions. The way to determine this? Create your own Pacing
Guideline.

Approaching the Section Strategically

There can still be very difficult questions in the first ten, so do not let your guard
down. However, you will see fewer difficult question in the first ten questions of a
section than in the last ten.
The Logical Reasoning sections are the most important on the LSAT because
combined they account for 50% of your score. While everyone should strive to
complete all of the questions in each section, this is not always possible. This
chapter will address issues of timing and section management in an effort to
help maximize your score.
Section Structure
Many students believe that the questions in the Logical Reasoning section are
presented in order of difficulty, and that each question is more difficult than the
previous question. This is false. The difficulty of individual questions varies
greatly, and the last question in a section may be easier than, say, the fourteenth
question in the same section. That said, there is a rough order of difficulty to the
section:
• On average, the first ten questions are considerably easier than the last
ten questions.
• Within the first ten questions there are usually no more than two or three
questions of above average difficulty.
• As the section moves into the teens, the difficulty begins to rise, and
several questions in the ten through twenty range will be very difficult.
• Most, but not necessarily all, of the questions in the twenties will be
medium to very difficult.
Given the information above, it is paramount that you capitalize on the relative
ease of the first ten questions and answer them all correctly. Peak performance
in any Logical Reasoning section is based on a solid start, and understanding
that early questions are generally easier gives you the opportunity to focus and
get as many correct as possible.
For more information on question difficulty, please visit our exclusive
PowerScore Logical Reasoning Bible website at www.powerscore.com/lrbible.
The site contains a more detailed look at difficulty and provides a statistical
basis for the claims above.

Principle Question Problem Set Answer Key

Question #1. Must-PR. October 2002 LSAT, Section 1, #7. The correct answer choice is (D)
The principle in the stimulus is clearly stated: “one should always have one’s own work checked by
someone else.” Your task is to find the answer that most closely follows that guideline.
Answer choice (A): This answer choice does not contain any work to be checked, and therefore it cannot
illustrate the principle in the stimulus.
Answer choice (B): Although this answer discusses “one’s view,” a view is not the same as “one’s own
work” and therefore the principle cannot be applied to this answer.
Answer choice (C): Although this answer involves the checking of work (juries “check” the work of
lawyers), the heart of this answer is not that one should have one’s own worked checked by others. Rather,
this answer focuses on who is in the best position to do the checking: experts or novices.
Answer choice (D): This is the correct answer. The answer matches the principle by stating that a writer
should have his or her work proofread by others, and then further provides a justification that matches the
premise in the stimulus (that other people are better at detecting errors).
Answer choice (E): Ordering a meal does not qualify as “one’s own work,” nor does eating the meal
qualify as checking the work. Hence, this answer has no attribute that illustrates the principle.
Overall, this question is classified as relatively easy.
Question #2. Strengthen-PR. October 2003 LSAT, Section 1, #17. The correct answer choice is (C)
The stimulus presents a clear and easy-to-understand situation, and Sharon’s actions can be described as
follows: Sharon paid the asking price for an item even though she was fully aware the asking price was far
too low, and she feels her actions are not inappropriate.
The question stem requires you to identify the answer that contains a principle that would most strengthen
Sharon’s position regarding her actions. The principle that supports Sharon’s position must address, in
some way, the discrepancy between what Sharon paid for the item and what she knew to be the value of
the item.
Please note that your personal view of the ethics of Sharon’s actions have no place in this question. The
stimulus describes what she did, and the nature of the question forces you to identify the answer that best
justifies her decision.
Answer choice (A): This answer focuses on the obligations of the seller, not the buyer. Since Sharon is the
buyer and it is her actions that are under scrutiny, this answer choice does not apply to the scenario in the
stimulus. Remember, read carefully! This is a Reverse answer, and if you switch buyer and seller in the
answer it will be correct.
Answer choice (B): The issue in the stimulus is not whether Sharon paid the storekeeper the asking
price—she did. The issue is whether she took advantage of him by not disclosing the fact that the item was
worth more than the asking price. Since this answer focuses on the whether the amount of money paid
matches the asking price, it is incorrect.
Answer choice (C): This is the correct answer. The principle in this answer makes it clear that a buyer has
no obligation beyond paying the asking price for an item. If this is true, then Sharon is justified in not
disclosing the true value of the item to the storekeeper.
Answer choice (D): Sharon’s position revolves around the discrepancy between what Sharon paid for the
item and what she knew to be the value of the item. This answer choice addresses the buyer’s
responsibility regarding the quality of the item, and does not touch on the issue of the discrepancy.
Note that it appears Sharon did ascertain that the quality of the item met her standards. Regardless, since
the principle fails to address the defensibility of her position, the answer is incorrect.
Answer choice (E): There is no indication that Sharon and the storekeeper were “well acquainted,” so this
principle cannot be applied to the situation in the stimulus. If they were well acquainted, then Sharon’s
position would be weakened.
Question #3. Must-PR, SN. December 2002 LSAT, Section 1, #11. The correct answer choice is (D)
Statistically, this question is considerably more difficult than either of the previous two questions. The
difficulty occurs because many students mis-diagram one or both of the conditional statements in the
stimulus. Although the question stems asks you to identify the answer that follows from the principle, the
principle contains two similar but distinct conditional statements, you must be aware that either could
figure in the correct answer. We will now examine both of the statements (the conditional indicators are
italicized):
1. “A gift is not generous unless it is intended to benefit the recipient and is worth more than what is
expected or customary in the situation.”
Applying the Unless Equation, the phrase modified by “unless” becomes the necessary condition
and the remainder is negated and becomes the sufficient condition:
G = a gift is generous
B = the gift is intended to benefit the recipient
WM = the gift is worth more than what is expected or customary in the situation
             B
G----------> +
            WM
As discussed in the chapter, the application of a conditional principle similar to this one does not
allow a conclusion to be drawn that someone is generous (however, a conclusion could be made
via the contrapositive that someone is not generous).
2. “A gift is selfish if it is given to benefit the giver or is less valuable than is customary.”
Remember, “if” introduces a sufficient condition.
S = a gift is selfish
BG = the gift is given to benefit the giver
LV = the gift is less valuable than is customary
BG
or-----------> S
LV
Some students compare the two statements in the stimulus and conclude that the second is the
contrapositive of the first. While the second relationship is very similar to the contrapositive of the first
relationship, it is not an exact contrapositive because the logical opposite of “generous” is not “selfish” (it
is “not generous”), the logical opposite of “benefit the recipient” is not “benefit the giver” (it is “not benefit
the recipient”), and the logical opposite of “worth more than customary” is not “worth less than
customary” (it is “not worth more than customary”).
As you examine the answer choices, keep in mind that the test makers will try to devise answer choices
that are similar to the guidelines in the principle, but that do not match exactly. These answers will be
incorrect. Remember also that the contrapositive of either conditional statement can be used to arrive at the
correct answer.
Answer choice (A): This is a very attractive wrong answer choice.
To draw the conclusion that one’s gift is selfish, one must either give a gift that is given to benefit the giver
or give a gift that is less valuable than is customary. Let us examine the answer choice and determine
whether Charles’s gift meets either condition:

Principle Question Problem Set

1. Because people are generally better at detecting mistakes in others’ work than in their own, a prudent principle is that one should always have one’s own checked by someone else.
Which one of the following provides the best
illustration of the principle above?
(A) The best elementary school math teachers are
not those for whom math was always easy.
Teachers who had to struggle through math
themselves are better able to explain math to
students.
(B) One must make a special effort to clearly
explain one’s views to someone else; people
normally find it easier to understand their
own views than to understand others’ views.
(C) Juries composed of legal novices, rather than
panels of lawyers, should be the final arbiters
in legal proceedings. People who are not
legal experts are in a better position to detect
good legal arguments by lawyers than are
other lawyers.
(D) People should always have their writing
proofread by someone else. Someone who
does not know in advance what is meant to
be said is in a better position to spot
typographical errors.
(E) Two people going out for dinner will have a
more enjoyable meal if they order for each
other. By allowing someone else to choose,
one opens oneself up to new and exciting
dining experiences.