LSAT Unplugged coaching reviews, in the students' own words

Student story

• What this is: Students on camera, right after a coaching session with Steve Schwartz
• Recorded: 2024
• What they talk about: Direction, the review process, slowing down, test-day simulation, and the belief that the 170s are reachable

In their words

I was confused, I was lost, and you showed me the way.

Students

I could easily have spent 4 weeks doing the wrong things. Now I have direction: take a practice test and do the review process.

Students

It's almost like I knew some of these things, but I hadn't heard it from an expert.

Students

What they keep saying

I've been coaching the LSAT since 2005, and the same 3 things come up in almost every one of these clips.

Direction. Most people aren't short on effort. They're short on someone telling them which of the 10 things they're doing actually matters this week.

Review over volume. "Instead of rushing to do more exams, I need to focus on what I got wrong and why." That line is the whole Socratic Review Method in one sentence, and a student said it, not me.

Permission to slow down. Untimed accuracy first. The speed comes later, and the students who hear that from a coach stop panicking.

Individual results vary. Score increases depend on starting point, study time, and effort.

Book your free LSAT tutoring lesson

Full interview transcript

Recorded 2024. Each clip is a different student speaking right after a session. Names withheld.

Student: There's somebody I can rely on if I have questions. I got a lot of insight when you said, if I'm having trouble understanding a question because of the complicated wording, break it down, make an acronym out of it, ask how I'd explain it to my 7-year-old. That really helped me.

Student: I'm really glad I stumbled upon your course. I was surfing Google, I can't even remember how I came across your blog, but it was really helpful and I'm lucky that I did. I just needed someone with expertise and experience to tell me where to go, what direction to take, at this point, 4 weeks out. I could easily have spent 4 weeks doing the wrong things. Now I have direction: take a practice test and do the review process. That was what I needed.

Student: Really learning that I can slow down and I don't have to stress out so much about it. Having someone who understands it. I have one friend in law school right now, but outside of that I don't have a lot of people to talk to who know. They try to understand but they can't really relate. Having someone tell me I can slow down and take my time with it, it's nice to have that reassurance.

Student: I have to do a better job at being active, like you said. Whether it's creating these caricatures in your head or just doing what you can to make the questions and the passage more interesting. I'm going to work on that when I do practice tests.

Student: Talking to you and listening to your podcast makes me more familiar with the language. I get more comfortable. You said I could actually get into the 170s if I put in the work. That's what has me motivated. I'm not doubting myself. It's reassuring that what I'm doing is the right way. I'm not so lost. The course schedule, that it's okay to build in some time for life.

Student: I really liked how you mentioned the importance of simulating test day, even down to the details of the ziplock bag and the snack you eat. That's something I hadn't done, and I'll do it on my next practice test. That was very actionable and helpful.

Student: Just some clarity that what I'm doing is okay and that I need to drill some of these things more. It's almost like I knew some of these things, but I hadn't heard it from an expert.

Student: Definitely my review process. Adding the teaching to another friend or family member. That will show me if I understand the question. Instead of rushing to do more exams, I need to focus on what I got wrong and why. The key thing that stood out is patterns. They are patterns, and if I don't understand the pattern, it's going to be the same result on the next test.

Student: Just a reassurance that with retaking the LSAT, I can do it. It's not that scary, and it's not a big deal if I have to take a gap year. Learning that I can still survive and actually tackle this with a structured schedule and still have a life.

Student: You taking your time out and breaking down everything for me, going over different techniques, knowing that you think I can do this myself. I don't really have that strong a belief in myself. Thank you very much. That really helped.

Student: I was timing everything, so I wasn't taking my time to learn how to go about solving different problems. That's the biggest thing I'm going to take from you: my full potential could be realized if I practice more on timed tests, not just learning the material. Now I have a better understanding of how to work on the exam.

Student: Talking to you and being able to ask specific questions is the greatest help and resource for me. It reminds me that I can do this. You've given me advice, and I feel like you really took the time to understand what I was trying to say and give me advice that's really for me. Very personalized. I loved it. Thank you so much.

Student: I was confused. You turned that confusion into a concise direction, a path I can follow. You gave me alternatives that were not on my mind, and now I have these and I'm going to try them. I was confused, I was lost, and you showed me the way.

Individual results vary. Score increases depend on starting point, study time, and effort.

More student stories: Zach, 151 to 176, Annie, 153 to 170, Stanford Law, Judy, 161 to 171, Columbia Law, James, 157 to 168, Natalie, 147 to 170 All LSAT Unplugged reviews

I've written free explanations for every question in LSAT PrepTest 159, 158, 157, 156, 155 and 154, with the right answer and why each wrong answer fails. All LSAT explanations are here.

Enough reading. Try a question. Free LSAT drills, 1 at a time, explained the second you answer. Start free drills