Recent Tutoring Session Reviews
"The student obtained a 159 on his practice test, which is a nice step up from his previous score. Today we worked through one logic game that he was unable to complete. We then spent the rest of our time working through incorrect arguments questions by trying to thoroughly understand the arguments before we reached the answer choices. We did this by replacing argument content with letters, simplifying argument language, and by restructuring arguments. Before we next meet, he is going to try to complete an arguments section from the next practice test."
"Since our last tutoring session, the student completed most parts of the test prep guide. She did especially well on the Logic Games section and we concentrated on Logical Reasoning. On Reading Comprehension, we discussed how it can be useful to read some of the question prompts along with the passage under consideration, so that one doesn't have to remember so much of the passage as a whole."
"Covered a combination of logic games and logical reasoning questions, focusing on grouping questions for the games and flaw questions for logical reasoning. Noted that the student has gotten faster in working through problems on average. He is taking a practice test this weekend in preparation for our next meeting on Tuesday."
"We worked on two logic games sections for exams 12 and 13. We go through the session with the student explaining how he solved the questions, and then I explain how I solved the questions. The student continues to improve his scores. I told him to continue doing an exam every other day, and suggested that he work on logic games at least once every day until the LSAT exam date."
"We spent almost the entire session breaking down analytical reasoning questions. We discussed breaking the questions down into their logical components by recognizing signal words and the relationships between entities. We then focused some more on assumption and principle questions. The student is catching on quickly."
"We spent this two hour session together, reviewing the student's diagnostic test and using it to adjust our goals and schedule together as well as focusing intensely on reading comprehensions strategies. In particular, I began by modeling such metacognitive strategies as checking myself for comprehensions, making predictions, recognizing unstated alternatives to ideas in the text, and understanding the author's purpose and beliefs. After making this "inner dialogue" explicit with my own reading, the student then read a number of passages attempting to verbalize and develop her own reflective reading voice. Initially I intervened frequently to suggest additional ways to engage and reflect on the text and then I begin gradually releasing control to her as she performed the task more independently. Beginning with the second half of this coming Friday's session we will start working on scientific content, but reading comprehension will remain an underlying strategy that we will continue to return to in a spiraled way, revisiting and building on the skills we have progressively developed as we continue with our study of the scientific sections."
"Today we went through short lessons on titrations and organic chemistry, and we did passages and lone problems about those topics. We also went over virology and a related passage."