Recent Tutoring Session Reviews
"We worked on CARS today. We discussed passive vs active vs reading with purpose and worked on passages. We debated questions from the allegory written by Mark Twain that personified bees. We randomly assigned which answer choice that we debated. Next, we will look at diagnostic number 6 in biology."
"She and I began our first session together by briefly walking through a study schedule that will help her devote her time wisely over the next few months of studying. After this, we discussed the procedure and format of the MCAT, describing the different sections and what to expect in each of them. We also discussed some test day and general study tips so that she can maximize the use of her time. Next, we dove into CARS strategy with a difficult passage on philosophy. She picked up on the strategy quickly and will now just need focused practice to improve her skills. We will meet in one week to begin discussing General Chemistry concepts."
"She and I met and talked about a ground game for the MCAT. We talked about strengths and how to identify weaknesses. We are going to build a study calendar based on her list of study topics she wants to cover. We then focused on the first section of the Psych/Soc section of the MCAT and covered sensation and perception. We talked about vision and hearing, as well as other senses, and we talked about those pathways."
"The student and I started our session with a review of the reading comprehension strategy. I had him try it out on the Winters passage, on which he hit every question. He felt that the strategy helped him focus his efforts a bit more, so I asked him to try it out on a few of the difficult passages from the prep guide. We spent the rest of the session going over the first few topics in the sentence correction question type. We will wrap that up next time and move on to advanced mathematics topics."
"The student completed the coordinate geometry, critical reasoning, and reading comprehension portions of her homework. It appears from homework that infer/imply/suggest/must be true questions in both critical reasoning and reading comprehension need a bit of work. I reviewed missed problems with her and reinforced the process of identifying the word or phrase in each answer choice that would allow for the answer's elimination. We also reviewed geometry rules. The student recalled the vast majority of the rules and was able to apply most of them in medium to hard difficulty questions. Her homework will be the sentence completions assigned last time and some geometry work."
"The student got on top of his GMAT prep this week by taking a diagnostic test. He scored a bit lower than he'd like to be scoring at this point in his studies, so we took a look at the pattern of right and wrong answers. We determined that in math, he's hitting a hard ceiling of concept knowledge. On the verbal side, his ceiling is higher, but timing mismanagement lowers his overall score, with long slides of incorrect consecutives. After discussing timing strategies, we moved into discussing the specific content he was worried about from the math section, and we highlighted two major areas for him to work on this week: translating words into equations and percents/fractions/proportions. We will continue to work on this next session."