"During today's session, we covered logical reasoning and logic games. Prior to today's session, I had asked the student to read several chapters, each of which focused on a particular type of logical reasoning question. These chapters covered parallel reasoning, flaw in the reasoning, and assumption questions. She expressed some hesitation when it came to her understanding of the assumption questions. I reviewed how the correct answer to an assumption question will always make the argument valid, and it will include a part of the conclusion that is not addressed in the premises provided. Knowing this, you can often eliminate one or two of the answer choices immediately. In order to narrow down the answer choices further, I told her that she must be able to link premises and find the missing link to the conclusion. To do this, I gauged her grasp of diagramming sufficient and necessary conditions. It appeared to me that she feels comfortable diagramming them; however, she may not always be able to differentiate the sufficient from the necessary quickly. After working through a couple of problems, we moved on to reviewing the difference between numbers and percentages in logical reasoning questions. We discussed dispelling some misconceptions about the relationship between numbers and percentages. For example, increasing numbers does not always mean increasing percentages. We then applied what she had just learned to some questions to test her understanding of this concept. After working through these questions, we moved on to a logic games section. I gave her the standard 35 minutes to work on four logic games. Within the 35 minutes, the student was able to tackle only two games. Since we had focused on logical reasoning for our last two sessions, I expected her to feel less comfortable with the analytical reasoning section. In observing her approach to the games, I noticed that she failed to make some key global deductions which would have avoided her having to rely on local scenarios for each question. We worked through Game 1 and Game 3 of the section today. I intend to go through Game 2 and Game 4 at our next session. Between our sessions, I have provided her with two diagnostic exams to take as well as additional chapters and related problem sets to work on."