"During this session, I had the student focus on going through a practice test from beginning to end, completing as much of it as possible, in order to give the student additional experience with the types of questions she would be likely to see on the test. I would allow the student to work through the questions on her own as much as possible, explaining her thought process to me as she worked, and I only stepped in if she had significant difficulties with a problem or had employed an incorrect line of reasoning in attempting to answer the question. I would also occasionally show her a more efficient method of finding an answer, or describe a general rule that explained why the correct answer was correct, e.g. a grammatical rule. We also spent a significant amount of time discussing strategies for the essay in more depth. We looked at sample prompts and discussed how to brainstorm strong examples and employ clear reasoning. I emphasized that there are two main deciding factors to determine how strong a given example would be: "how relevant is it to the topic at hand?" and "how familiar was she with the example?" A good example, I explained, was one that was both immediately relevant to the point she wanted to make and one with which she was comfortable enough that she could describe it confidently with a high level of detail. The student and I began brainstorming a list of historical and fictional examples that were likely to have a wide range of application to many different prompts, such as the Civil Rights Movement, the works of William Shakespeare, the book 1984, and the film Fight Club. The student said she would feel more confident if she could study a few topics such as these and pin down all the details, so she could be sure she could use them effectively on the essay. I agreed that this could be a valuable strategy."