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LSAT Tutoring in Houston, TX
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Experience LSAT tutoring by highly credentialed tutors in Houston, TX. Top tutors will help you prepare for LSAT through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.
Selected Houston LSAT Tutors
Outstanding LSAT tutors are available and excited to help you. They have attended renowned programs like MIT, Stanford, UChicago, Yale, Harvard, UPenn, Notre Dame, Amherst, UC Berkeley, Northwestern, Rice, Columbia, WashU, Emory, Brown, Johns Hopkins, Vanderbilt, UNC, Michigan, UCLA, and other highly ranked institutions.
Duke University - Political Science
Stanford Law School - Law
Rice University - English
University Of Texas - B.M. Sound Recording/Pre Med
How your tutor helps you master: LSAT
DETERMINING LSAT OBJECTIVES
Your personal learning style and needs will be assessed by our educational director to ensure your key LSAT goals are met.
IDENTIFYING STRENGTHS & WEAKNESSES
Your LSAT tutor will quickly assess your proficiency with the material, and identify areas for improvement.
You will surpass your learning goals with an education program personalized to your needs.
Recent Tutoring Session Reviews
The student is working on the beginnings of Algebra in school and is somewhat bored. So she worked on problems I gave her to launch her past her school work. She did problems on polynomials involving distribution and factoring.
Reviewed history discussion outline for the assessment test, discussed American political system, characteristics of key government systems; democracy, parliamentary republic, congress, judiciary, and other elements to our system. Discussed American revolution, presidents, and key points for each presidency.
The student and I went over some review with changing a fraction to a decimal. Once I reminded her of the process she picked up the concept and understood how to do it. We moved though three lessons in the book. I gave two types of homework.
The student has a test on Friday morning covering elasticity. We began our session by starting at the beginning of the elasticity chapter, and going through each page in the chapter. The student explained each of the illustrated graphs in her own words, the key terms in her own words, and highlighted important information in the text. Next we covered the review questions at the end of each section in the chapter. For each new equation that the chapter introduced, the student solved the coinciding example problem to ensure she could use the equation correctly. At the end of the session we looked over her economics workbook and solved some of the example problems on elasticity.
The student and I worked on a social studies reading she'd been assigned for class about the Ice Man. She seemed to retain a good amount of the material covered by the end of our session and I feel confident she will be prepared in class for the assignment.
We started out working on fill in the blank type questions from the verbal section focusing on how to eliminate bad answers and how to draw out the right answer from context clues like positive or negative tone. I then explained how to approach a reading comprehension section and had the student work through 3 passages. In math, we began by reviewing the homework from last time. It turned out that there was still a lot to do to reach mastery of absolute values so we worked through 6 or so relevant problems until I felt confident. I then covered special triangle cases and how to approach geometry problems generally.
The student asked to go over more trig identity proofs and Law of Sines problems. She wants to be more comfortable using the identities because they've begun using them within solving trig equations. (I've advised again that she memorize the identities they've learned thus far.) We also went over Heron's Formula, which she determined they did learn in class. Practicing more Law of Sines and Cosines scenarios would be a good idea for next time.
The student took a full practice test and scored a 168, which is a 13 point improvement from her start point. We reviewed the test looking for specific weaknesses. We then went over the writing section of the test. I timed her doing a practice logic games section and a practice logical reasoning section. We went over how to better attack logic games. She scored very well in logical reasoning.
We worked on arguments for most of this section - main point, strengthening and supporting conclusion questions. I think the student continues to make good progress, although I'd like to set a calendar on Sunday for our progress going forward so that we can have benchmarks and know what needs to be covered and the student's level in each.
This session the student and I continued working on logic games. We had just gotten to the concept of grouping games at the end out of last session, so we started by reviewing the difference between linear and grouping games, how to diagram and set-up grouping games and rules. We then jumped into doing grouping games from past SATs. As we went on I tried to help the student out less and less as she set up her diagram and diagrammed the rules. I showed her how even if she doesn't make all of the inferences possible right away, she can still get all of the answers, it just might take her a little longer.
Took a look at the default study guides, read pieces by the student, reviewed focus-building techniques, did vocabulary exercises, worked on logic puzzles, and completed a practice exam section. Developed study plan for rest of our sessions.
The student took a practice verbal test and scored about a 520. The second section is what gave him trouble, along with the sentence completions. I advised him to omit more sentence completions on test day. We did a bunch of reading passages and sentence completions today, read essays that scored a 12, and did math (checking your work).
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