Varsity Tutors can set you up immediately with an Atlanta LSAT course. The Law School Admissions Test, or LSAT, is a thorough measurement of key skills you'll need to make academic achievements in a law school, such as Emory University School of Law or the University of Georgia School of Law. An Atlanta LSAT prep course offers complete coverage of the skills you'll need to demonstrate on the exam, while allowing you to interact with an experienced instructor and your peers using a web-based live learning platform. Each course is conducted entirely online.
The LSAT is delivered on a digital tablet. You will receive a device at the test center, which lets you tap the screen to choose answers and make use of a timer, digital highlighter, and flagging tool to refer to questions at a later time. The LSAT Writing test is administered via a secure online testing platform. It is separate from the multiple-choice sections, and you can complete your entry up to a year from taking the rest of the Digital LSAT.
But digital technology does not mean the test is easy. It is far from so. The LSAT challenges your reading, analytical ability, logic, and writing skills more than ever before. Therefore, the effort you put into preparing for it and focusing on improving your performance on test day is an investment in your future. When you sign up for an Atlanta LSAT course with the help of Varsity Tutors, you get review and practice in several key areas, which will be explained in detail.
What Does an Atlanta LSAT Class Cover?
There are four sections of the LSAT. The test consists of a 35-minute Reading Comprehension, 35-minute Analytical Reasoning, 70-minute Logical Reasoning, and 35-minute Writing section. You may be an avid reader, but the Reading section presents long-form text that is of a complexity similar to materials you'll work with in law school. Questions on this content include identifying a text's main idea or purpose, as well as information that is explicitly stated or that which you can infer from the context. While you'll be required to identify words or phrases in context, you'll also re-evaluate contexts when new information is applied and work with analogies and use tone to interpret an author's attitude.
The Analytical Reasoning section is where you'll need to draw conclusions based on the structure of relationships. An Atlanta LSAT course can help you practice assessing a set of relationships to arrive at a solution. Inferring what could be or must be true based on facts and rules can be a challenge, but test prep can help you improve in these skills, and show you how to use the same skills to evaluate provided facts and rules along with new hypothetical information.
In law school, your studies will involve analyzing, evaluating, and completing arguments, which are skills measured in the Logical Reasoning section of the LSAT. Perspectives contained in sources such as newspapers and magazines, advertisements, scholarly publications, and informal discourse will be presented. As you answer the questions, you'll need to break down arguments to recognize their parts and look at patterns of reasoning to identify similarities and differences between them. You'll also need to reason by analogy, recognize disagreements, and analyze the impact of evidence on an argument. Identifying explanations, principles/rules, and flaws in arguments are other tasks you'll be required to do as well.
The Writing section consists of a single prompt. Your response, while not scored, must state a position/course of action and defend your choice. Here, you get to demonstrate your argumentative skills at their best. Your position isn't right or wrong. It just must be supported by the proper language, reasoning, and organization, while your clarity and writing mechanics will be scrutinized by any law school you apply to.
How Can an Atlanta LSAT Class Prepare Me for the Exam?
When you take an LSAT prep class, you don't study alone. An online classroom environment allows you and your peers to collaborate in the process, while an expert instructor leads the way. Log in from an Internet-connected device, and it will be like your instructor is right there with you. You can see and hear them, respond to their prompts, and ask questions.
Online lessons can focus on key skills you'll need to perform your best on the LSAT. Your instructor can explain the test and its format to reduce any surprises later. This also enables you to focus on practice, which can be facilitated through example questions and exam sections. You might identify weaknesses to concentrate on for improvement or use the practice tests to hone your pacing and grow your confidence. While you and your peers work together, everyone can acquire a clearer perspective of what the LSAT demands of them.
The flexibility of an Atlanta LSAT class is also an advantage. If few options are available, then adequate test prep can conflict with your schedule. Varsity Tutors has found a way around that by offering two- and four-week classes. Class sessions also begin weekly. Therefore, you can fit test prep into your schedule and get started without delaying your efforts to understand everything that is included on the LSAT. And, if you still don't feel comfortable with a topic after it is covered, an instructor can work one-on-one to help you understand it by setting aside extra time.
How Do I Go About Finding an Atlanta LSAT Course?
Varsity Tutors has implemented a system that makes finding an LSAT course easy. Either use a simple online process or call us to speak with an educational consultant. Signing up is simple so that you can get started right away and learn and improve upon the skills you'll need for the exam and in law school. The course can help make the most of your investment. Finding and participating in one that doesn't interfere with your busy schedule can be easy with Varsity Tutors, so there's no excuse to miss out on prep that can have a major impact on your future. We look forward to assisting you in your LSAT endeavors!
...While concurrently in law school, I became involved in higher education at the University of Illinois at Urbana - Champaign where for two years I instructed my own classrooms of university students in courses on written and oral communication at a variety of skill levels. In addition to law and oral and written communications, I am passionate about foreign languages and traveling to new and exotic places. A polyglot, I speak English, French, German and...
Education & Certification
- Eastern Illinois University - Bachelor in Arts, Journalism
- Universite de Bourgogne - Dijon, France - Unknown, French language and culture
- University of Illinois at Urbana - Champaign - Juris Doctor, Law
- College Essays
- +23 subjects
...senior at Emory majoring in International Relations and Middle Eastern/South Asian Studies. I love history, politics, and travel, as well as anything outdoors. I believe learning is really a process of finding passion within your studies. When tutoring both in the US and in India, I did my best to make each subject as new and interesting as possible for my students. As a student myself, I understand how hard it can be to focus...
Education & Certification
- Emory University - Bachelor in Arts, International Studies and Middle Eastern/South Asian Studies
- SAT Subject Test in World History
- SAT Subject Tests
- +54 subjects
...top ten percent of my class, in 2012. With regard to testing, I have previously scored a 1470 on the SAT (720 math, 750 verbal) and a 167 on the LSAT. I have long been interested and engaged in teaching and mentoring. My experience tutoring goes back all the way to high school, when I tutored several fellow students in a wide variety of subjects. Later, as senior editor of the Notre Dame Law Review,...
Education & Certification
- Northwestern University - Bachelors, English, Political Science
- Notre Dame Law School - PHD, Law
- Social Sciences
- Criminal Law
- +29 subjects
...United States. I also tutored various levels of mathematics privately and tutored all subjects and college test prep through a tutoring company. Finally, I have three children who are now in high school and college and have tutored them through all of their advanced content and advanced placement math courses. I am currently an attorney in private practice, but have not lost my love of learning and my love of teaching. Tutoring is now my...
Education & Certification
- Vanderbilt University - Bachelor of Science, Math, Special Education and Secondary Education
- Emory University School of Law - Juris Doctor, Law
- Elementary Math
- LSAT Analytical Reasoning
- +21 subjects
...communities and find new ways to apply the knowledge and skills they acquire in the classroom. I am currently the Editor-in-Chief of Crit, the Journal of the American Institute of Architecture Students, a national peer-reviewed publication in which high school, college, and graduate students publish their written and design work. I also work as a college essay editor for an educational consultant based in Philadelphia. I am preparing applications to dual-degree graduate programs in city...
Education & Certification
- Miami University (Ohio) - Bachelor in Arts, Architecture and Urban Studies
- GRE Quantitative
- Graduate Test Prep
- +17 subjects
...to become a talented writer, no matter their circumstance, no matter their background. With patience, time and proper guidance, the English and Writing skills I have been able to share with my students has allowed them to not only become great writers, but has also expanded their creative minds and has advanced their academic lives holistically. Other subject matters that I've mastered in my college career and have a personal passion for sharing knowledge range...
Education & Certification
- Emory University - Bachelors, Middle Eastern and South Asian Studies
- Georgia State University College of Law - Masters, Healthcare Law
- High School English
- Public Speaking
- +60 subjects
...my JD/MBA. Prior to coming to Emory for Grad School, I graduated in 3 years from the University of Central Florida. While I enjoy learning now, that wasn't always the case and I am very sympathetic to students who find some subjects to be particularly taxing. I understand what it feels like to be frustrated and feel like you will never master a topic or subject. Whether you need help with Middle or High School...
...soon developed a reputation for my ability to help my peers understand why they were struggling and how they could improve. After graduation, I continued to work at Emory as an Arts at Emory associate, a highly competitive two-year fellowship that gave me the chance to co-teach a writing-intensive course in Theater History. I then joined the Peace Corps and traveled to Chad, where I worked as a full-time teacher for students in the equivalents...
...Phi Beta Kappa and summa cum laude with two honors bachelors degrees in mathematics and classics, and was also a Rhodes Scholar finalist. After taking the LSAT, I was accepted to Harvard, Yale, Stanford and Columbia law schools. After graduating from Yale law school, I worked for several top Fortune 500 Companies - including Goldman Sachs Group, McKinsey & Co., and Bain & Co. - as well as the American Cancer Society. I have also lectured...
...Act Advisory Committee for President George H.W. Bush, and the Environmental Technology Export Council for President Clinton. My goal is to inspire students and help them prepare for opportunities in the rapidly growing STEM fields. I am certified to teach Mathematics and Physics in Grades 6-12. I enjoy tutoring students in physics, all types of math, and standardized test preparation. In my spare time, I enjoy reading, writing and consulting in national policy matters.... Socio-cultural Philosophy of Education "Ensuring that Every Child Learns Mathematics" As Ayn Rand observed in her Introduction to the Objectivist Epistemology, “Man’s mathematical and conceptual abilities develop simultaneously.” (Rand, 1970) Mathematics is the product of abstraction and logical reasoning; two skills essential for Information Age (knowledge) workers in the 21st Century. It is used and understood throughout the world in such important fields as the natural and social sciences, engineering, and medicine. As the Industrial Age continues to mature and decline, facility with mathematics and conceptualization has become a key element in the workforce’s ability to adapt and thrive as knowledge workers. When I first read about Dr. Robert P. Moses and The Algebra Project (Moses, 2001), I was struck by his proposals for providing students with “evidence” for the mathematics being taught. The five-step circular process he described was virtually identical to the process I was mentored through as an apprentice engineer, and it resonated with my earliest social training. Epistemic Position My first introduction to social philosophy came during the late 1950’s at the feet of my father, a Sociologist with the NYC Welfare Department, and my great uncle, a Roman Catholic Monsignor and head of the New York Catholic School System. John Dewey’s Democracy and Education (Dewey, 1916) was a staple of discussion, and impactful enough to inspire an impressionable young man to publish an article in the Chicago Tribune in 1969 on the topic. Revisiting Dewey today Renee Hobbs observes, “Dewey asserted that learning cannot be standardized because it always takes place against the backdrop of the learner’s particular knowledge and life experiences. For this reason, he suggested that teachers tie new material to their students’ individual perspectives and give them the freedom to subject it to testing and debate.” (Hobbs, 2011) And, Tom Leddy reminds us that, “To Dewey each individual was an organism situated in a biological and social environment in which problems were constantly emerging, forcing the individual to reflect, act, and learn. Dewey, following William James, held that knowledge arises from reflection upon our actions and that the worth of a putative item of knowledge is directly correlated with the problem-solving success of the actions performed under its guidance. (Leddy, 2008) The dual emphasis on problem-solving and the relevance of the social environment on the individual’s motivation to reflect, act and learn is as relevant to the challenges faced at inner city schools today as it was 100 years ago. Vision and Rationale for an Optimal Student Learning Environment I am impressed by the TARGETS approach to task, autonomy, recognition, evaluation, time and social support evocated by ¬Anderman and Anderman, 2009, and summarized by Ormrod (2012) as follows: • Classroom Tasks affect motivation. • The amount of Autonomy students have affects motivation, especially intrinsic motivation • The amount and nature of Recognition students receive affects their motivation. • The Grouping procedures in the classroom affect motivation. • The forms of Evaluation in the classroom affect motivation. • How teachers schedule Time affects motivation. • The amount of Social Support students believe they have in the classroom affects motivation. Description of and Rationale for Proposed Teaching Strategies The afore-mentioned TARGETS Program contains both the description and the rationale for the specific teaching strategies that will be implemented in my classroom. • Present new topics through interesting, engaging, and perhaps emotionally charted tasks that are relevant to student’s lives and goals. Promote understanding rather than rote learning, and provide students with the scaffolding required for success. • Give students choices about what they learn, when possible, and teach self-regulation strategies. Have students take leadership roles in the classroom with responsibility for regulating practices and policies. • Acknowledge personal and social achievements in addition to academic ones, and reward incremental improvement. Tie students’ efforts to their successes, and use concrete reinforcers only when intrinsic motivation fails. • Provide group interaction (cooperative learning, peer tutoring), and create small-group activities where everyone can taste success. Teach the requisite social skills. • Create specific, clearly understood evaluation criteria. Discourage competition, and provide specific feedback on what students do well, and practical suggestions on improvement. • Give students sufficient time for mastery over important concepts and skills. Build variety and change-of-pace into the program, and let student interests dictate certain activities. • Create a general atmosphere of mutual caring, respect and support for all class members. Convey affection and respect for every student and project a sincere eagerness to help every student succeed. Create situations where students feel comfortable participating actively in classroom activities. Mathematics should be taught in this way for two very important reasons: 1. Workforce entrants today are not adequately prepared to contribute in companies in the most dynamic fields. High tech companies increasingly recruit knowledge workers trained in the STEM disciplines, while low-tech jobs get outsourced to emerging economies like India and China, where middle class lifestyle expectations are much lower than they are in the United States. As I frequently advise young men and women, in the economy of the future, George Jetson will not earn a middle class living as a digital operator (pushing a button) in a high-tech factory. To reverse a decade’s long decline in the U.S. Middle Class and average worker salaries, and return to full employment, we must give every student the tools they need in our high-tech economy. 2. Workers graduated with degrees in STEM disciplines need to be prepared for work in team-oriented, problem solving companies that value the sharing of expertise. This means being prepared to work effectively in multi-disciplinary, multicultural settings; being capable of reducing complex problems to abstractions that can be systematically and intuitively understood, modeled and solved; and being prepared to exercise leadership when necessary. I would address the first issue by following Dr. Shirley M. McBay’s recommendations in “Improving Education for Minorities.” We can stop segregating students by ability, and ensure that our classrooms promote rather than discourage the education of minorities and at-risk students. Here, too, the contributions of educators like Dr. Robert P. Moses in the Algebra Project address not only previously disenfranchised students but, as we observed, they fill important gaps in the education of even our most privileged scientists and engineers. Teaching techniques like cooperative learning and peer tutoring, directly address the development of the kind of team-oriented problem solving skills prized by high-tech industry, while also serving to lift the achievement level of every participant. My goal is to use my years of experience with mathematics applied across a broad range of industries and functional roles, and my experience dealing in a multicultural, multinational setting with people running the gamut from construction workers, to research engineers, to sophisticated Boards of Directors; and apply it to presenting Dr. Moses’ “evidence” to students of the Atlanta Public School System in the kind of visceral and authentic way that will prepare them for success in what lies ahead. In so doing, my hope is to develop a culture of problem solving in my classroom where students see each knew problem as a challenge to be relished, and one for which they have the tools and support to successfully solve. In that “Authentic activities can increase the probability that students will transfer knowledge, skills and problem-solving strategies to real-world contexts;” (Ormond, 2012) my goal will be to use my background to develop the kind of authentic activities that can ultimately meet Dewey’s criteria “that the worth of a putative item of knowledge is directly correlated with the problem-solving success of the actions performed under its guidance.” (Leddy, 2008) Theory of learning most consistent with my Learning Philosophy Contemporary Cognitivism (Ormrod, 2012) is the learning theory most consistent with my personal philosophy; and most particularly the Contextual Theories often referred to as Sociocultural Theory with its roots in Vygotsky’s theory of cognitive development. In particular, I plan to implement some of the problem-based learning (PBL) strategies (Ormond, 2012) for collaborative inquiry that is in such high demand in the private sector in this Information Age. In this, I can bring to bear my extensive experience in the STEM fields and such relevant markets as Energy, Environment and Community Development. References 1. Anderman, L.H. and Anderman, E. M., (2009) Oriented towards mastery: Promoting positive motivational tools for students, in R. Gilman, E.S. Huebner, & M.J. Furlong (Eds.) Handbook od positive psychology in schools, (pp. 161-173) New York, Routledge. 2. Dewey, J., 1916, Democracy and Education: An Introduction to the Philosophy of Education, New York: Macmillan. 3. Hobbs, Renee. Digital and Media Literacy: Connecting Culture and Classroom. Thousand Oaks, CA: Corwin, 2011. 4. Leddy, Tom, “Dewey’s Aesthetics”, The Stanford Encyclopedia of Philosophy (Fall 2008 Edition), Edward N. Zalta (ed.), URL = <http://plato.stanford.edu/archives/fall2008/entries/dewey-aesthetics/>. 5. Shirley M. McBay, Improving Education for Minorities. Office of the Dean for Student Affairs, MIT, Cambridge, Mass.: 1986. 6. Moses Robert P. and Cobb, Charles, Radical Equations: Civil Rights from Mississippi to the Algebra Project, Beacon Press, 2001. 7. Ormrod, Jeanne Ellis, Human Learning. 6th Edition. Pearson 2012. 8. Rand, A. 1966–67. Introduction to Objectivist Epistemology. 2nd edition. Meridian 1970.