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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!
Vince: Atlanta LSAT course instructor
...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.
Education & Certification
- Southern Methodist University - Bachelors, Civil Engineering
- Georgia State University - Masters, MAT-Mathematics
Subject Expertise
- LSAT
- GRE
- GMAT
- ACT Reading
- +33 subjects
Murtaza: Atlanta LSAT course instructor
...person's strengths and minimizing any potential weaknesses. I have served as a high school coach for essay writing and debate. I've also had lots of experience with Elementary school kids from my time spent as a tutor as a parts of Emory Reads. I spent two years tutoring at various after school programs in the Atlanta Public Schools System. In high school I took Algebra 1 +2, AP Calculus AB and Statistics and earned a...
Education & Certification
- Emory University - Bachelors, Political Science and History
- Georgia State University College of Law - PHD, JD Law
Subject Expertise
- LSAT
- PCAT
- GRE Subject Tests
- SAT
- +54 subjects
Matt: Atlanta LSAT course instructor
Squad up! Let's learn! Aspiring Oral and Maxillofacial Surgeon wants to give back to the community and help others realize their dreams and tackle the seemingly mundane tasks schools throw at us. I've had to tackle all sorts of tests/classes over my years, and I would both love and appreciate any opportunity to help you out!
Education & Certification
- University of Georgia - Bachelor of Science, Biology, General
Subject Expertise
- LSAT
- DAT
- Grade 9 Mathematics
- Middle School Reading
- +47 subjects
Lashawn: Atlanta LSAT course instructor
...in school, I have learned to love school and I want to pass on that excitement and eagerness to learn to other students. And before you say to yourself, "there is no way to love learning", YES, THERE IS! With the right tools and the right amount of patience, mastering subjects will quickly become something you can look forward to. My goal is to make learning and understanding your problem areas my #1 focus.
Education & Certification
- University of South Florida-Main Campus - Bachelor in Arts, Mass Communications
- Thomas M Cooley Law School - Juris Doctor, Legal Studies
Subject Expertise
- LSAT
- GRE
- Elementary School Math
- Contract Law
- +38 subjects
Amy: Atlanta LSAT course instructor
...become better versions of who we are meant to be. One of my favorite quotes is, "Success is going from failure to failure without loss of enthusiasm" (Winston Churchill). I love thinking of new ways to make learning dynamic and fun, and I am committed to listening and working with students to achieve their goals. Outside of tutoring, I am a corporate lawyer in Atlanta. I graduated from Vanderbilt University and the University of Notre...
Education & Certification
- Vanderbilt University - Bachelor of Science, Business Communications
- University of Notre Dame - Doctor of Laws, Legal Studies
Subject Expertise
- LSAT
- MCAT
- College Business
- Business
- +62 subjects
Brett: Atlanta LSAT course instructor
...preparing applications to dual-degree graduate programs in city planning and law. I consider "co-learning" to be the most appropriate educational context, rather than a "master-apprentice" situation in which a student passively absorbs information. I seek to engage students in an active and participatory process, in which they consider me as an equal participant. Through critical dialogue, I seek to challenge students' perceptions and help them overcome barriers. I truly value knowledge and I am constantly...
Education & Certification
- Miami University (Ohio) - Bachelor in Arts, Architecture and Urban Studies
Subject Expertise
- LSAT
- GRE
- High School English
- College English
- +17 subjects
Jalisa: Atlanta LSAT course instructor
...the same! The bar exam is not impossible and I will prove it to you. :) I graduated from the University of South Carolina School of Law Cum Laude, with a 3.56 GPA. I passed the Georgia bar exam on my first try achieving a 320 with a 270 required to pass. In law school, I excelled in property, torts, and contracts, secured transactions, and real estate transactions. Can't wait to work with you all!
Education & Certification
- University of South Carolina-Columbia - Bachelor in Arts, Political Science and Government
- University of South Carolina-Columbia - Doctor of Laws, Legal Studies
Subject Expertise
- LSAT
- Bar Exam
- English
- College English
- +8 subjects
Thomas: Atlanta LSAT course instructor
I recently graduated Magna Cum Laude from Georgia State University with a bachelor's degree in Philosophy, Politics, and Economics (PPE). I love teaching, but in my free time I like to read philosophy and watch TV.
Education & Certification
- Georgia State University - Bachelor of Philosophy, Political Science and Government
Subject Expertise
- LSAT
- GRE
- DAT
- Philosophical Ethics
- +21 subjects
Tim: Atlanta LSAT course instructor
...different parts of the U.S. I spend much of my personal time reading and writing, and love talking to and learning from others' interests and abilities in these areas. While I'm currently working on a PhD in Psychology, my interests are really interdisciplinary, which includes thinking about big philosophical questions as well as learning about recent innovations in science and technology. If you share any of these interests, I'd be happy to get to know...
Education & Certification
- Northwest Missouri State University - Bachelor of Science, Psychology
- Saybrook University - Master of Arts, Psychology
Subject Expertise
- LSAT
- GRE
- GRE Subject Tests
- SAT Reading
- +50 subjects
Scott: Atlanta LSAT course instructor
I'm a Law Student at Emory University with a passion for learning and teaching. I spend my time reading and watching science fiction or true crime tv shows. I just moved to the Atlanta area and I'm looking to establish myself. I look forward to working with you.
Education & Certification
- Beloit College - Bachelor of Philosophy, Philosophy
- Emory Law School - Current Grad Student, Philosophy
Subject Expertise
- LSAT
- Study Skills
- SAT Reading
- SAT Math
- +52 subjects
Lexous: Atlanta LSAT course instructor
...worked part time as a teacher's assistant at a nearby linguistics school. Overall, it was a great experience and it also taught me a lot. I also have a younger sister who is 14 years old whom I help with homework often. My absolute favorite subject since I was a child is English (reading and writing). I fell in love with books as a child and the love still exists as an adult. I am...
Subject Expertise
- LSAT
- MCAT
- DAT
- PCAT
- +56 subjects
Kathryn: Atlanta LSAT course instructor
...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 on a...
Education & Certification
- Emory University - Bachelor in Arts, International Studies and Middle Eastern/South Asian Studies
Subject Expertise
- LSAT
- European History
- LSAT Logical Reasoning
- World History
- +54 subjects
Delilah: Atlanta LSAT course instructor
...and social sciences (college). I am proficient in writing and reading. I have vast experience in analyzing research papers and journal articles. I specialize in advanced political science and psychological research topics. I am happy to help tutor in advancing research skills. This includes reading, analyzing, and writing research based papers. I enjoy helping students advance their writing abilities and am happy to edit papers in any topic. Currently tutoring students in the following: (2022)...
Education & Certification
- Emory University - Bachelor in Arts, Political Science and Government
Subject Expertise
- LSAT
- PCAT
- MCAT
- Psychology
- +99 subjects
Erica: Atlanta LSAT course instructor
...students learn, reach their goals, and have some fun in the process. I am a speech-language pathologist by training with five years of prior research experience studying language recovery after stroke. I received my Bachelor's degree from Rice University and my Master's at Georgia State University. I have successfully helped students achieve their academic dreams with higher SAT/ACT scores and top-of-the-class grades. My teaching philosophy is student-centered, interactive, and individualized to each student's goals, needs,...
Education & Certification
- Rice University - Bachelor in Arts, Cognitive Science
- Georgia State University - Master of Science, Communication Sciences and Disorders
Subject Expertise
- LSAT
- GRE
- GMAT
- Cooking
- +85 subjects
Education & Certification
- Florida State University - Bachelor of Fine Arts, Mass Communications
Subject Expertise
- LSAT
- GRE
- GRE Subject Tests
- ACT Writing
- +41 subjects
Monique: Atlanta LSAT course instructor
...passionate about aiding and empowering our youth. I tutor various subjects, including English, graduate test preparation, and K-12 test preparation, including ISEE, GMAT, LSAT, and STAAR. I believe students should be free, independent thinkers and unafraid to exude their intellect. They should also take pride in their values and have confidence in their ability to excel at anything. My life motto is: "Hard work beats talent when talent fails to work hard."
Education & Certification
- University of Georgia - Bachelors, History
Subject Expertise
- LSAT
- GRE
- GMAT
- ISEE
- +60 subjects
Education & Certification
- University of Georgia - Bachelor in Business Administration, Business Administration and Management
- Saint Louis University-Main Campus - Doctor of Laws, Legal Studies
Subject Expertise
- LSAT
- GRE
- GMAT
- ACT Math
- +65 subjects
Carl: Atlanta LSAT course instructor
...for over thirteen years. I am one of two authors of the all-new revision of Barrons GMAT guide and Barrons Passkey to the GMAT, and have previously written content for Kaplan, Parliament Tutors, and Success Prep. Because of my lengthy experience, I am intimately familiar with the methods and principles used by the major test preparation companies and have developed a variety of methods of his own. I take a different approach from the major...
Education & Certification
- University of Georgia - Bachelors, English
- Yale University - PHD, Medieval Studies
Subject Expertise
- LSAT
- GMAT
- MCAT
- GRE
- +58 subjects
Linn: Atlanta LSAT course instructor
I have more than 25 years industry experience, including teaching a wide range of courses on the college and high school levels. I have spent the previous 11 years teaching a research and writing course. Finally, I have a Master's in Criminal Justice and a Doctorate in Education. I am here to help your or your student with any subject that fits within my area of expertise.
Education & Certification
- University of South Carolina-Columbia - Bachelor of Science, Organizational Behavior Studies
- University of South Carolina-Columbia - Master of Science, Criminal Justice
- Liberty University - Doctor of Education, Educational Administration
Subject Expertise
- LSAT
- MCAT
- Criminology
- LSAT Analytical Reasoning
- +9 subjects
Tiffany: Atlanta LSAT course instructor
...job as a National Cheerleaders Association instructor and tumbling coach I have experience working with a wide age range. I have also had experience working as a college biochemistry, organic chemistry, microbiology, immunology and general biology tutor. While I tutor a range of subjects, I am most passionate about biological and psychological sciences specifically biochemistry, immunology, microbiology and psychology. I believe in the power of education and have found a joy in learning that I...
Education & Certification
- Mercer University - Master of Science, Health Sciences, General
Subject Expertise
- LSAT
- MCAT
- MCAT Biological and Biochemical Foundations of Living Systems
- Psychology
- +34 subjects