GED Language Arts Writing Test Part II
The Essay
Part II, the essay portion of the Language Arts, Writing Test, is one of the most daunting
aspects of the GED for many students. In this portion of the test, the candidate must write an
original essay in response to a given prompt. This essay must be written legibly, in ink, on the
two pages provided in the answer sheet booklet. Scratch paper is provided for notes, outlines,
mappings, etc. These notes are collected but not scored. There is some flexibility in the timing
for this test. A total of 120 minutes is allowed for part one, the multiple-choice section, and part
two, the essay section. While a candidate has 75 minutes to complete the 50 questions of part
one, and 45 minutes for the essay, if he/she finishes the first part in less time, he/she can devote
the remaining time to the essay. One important caveat is that if the candidate writes a first draft
on scratch paper, and runs out of time to recopy it into the answer sheet booklet, he/she will
NOT receive a score for the essay. Although there’s no specific word count requirement for the
essay, and the two pages do not have to be filled, a well-developed five-paragraph essay will
usually be at least 200 words.
The essay is scored by two trained GED essay readers using a 4-point scale. The two
readers’ scores are averaged. If the essay receives a score of 2 or higher, the essay score is
combined with the language arts multiple-choice score to yield a composite score. If the score is
1 or 1.5, there’s no composite score, and the candidate must retake both the essay and the
multiple-choice portions of the test. If the two readers differ by more than one point in their
scoring, a third reader will also score the test, and the three scores will then be averaged. The
GED candidate will only receive the composite score of both parts of the test; individual essay
scores are not reported. However, the essay score accounts for 35%- 40% of the Language Arts,
Writing Test composite score.
Essay scoring is based on five areas that measure the overall effectiveness of the essay.
1. The essay must respond to the assigned prompt. Does the writer show well-focused
main points? If the candidate does not write specifically about the assigned topic or strays
off-topic, then the essay will receive a score of 0, and he/she must retake BOTH parts of
the Language Arts, Writing Test
2. Clear organization is evident. Will the reader see or follow an organized plan of
development?
3. Sufficient development of the ideas is shown. Are there specific, relevant and varied
details to support the writer’s main idea? Restating the same ideas over and over using
different words is not a winning strategy.
4. The conventions of language are generally followed. To what degree does the writer
have control of sentence structure, punctuation, grammar, and spelling?
(Note: Many GED candidates worry unduly about spelling. If the essay has spelling errors
but is still readable, (even if phonetic spelling is used) as long as the other essay criteria are
met, it is possible for the candidate to earn a passable essay score. Since the essay is scored
holistically,
the
GED
readers
appraise
its
overall
effectiveness.
5. Word choice is precise, varied and appropriate. How well does the writer use a wide
range of explicit and interesting words in his/her essay?
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Below are the four essay scores and their basic descriptions.
1
Inadequate
Reader has difficulty
identifying or
following the writer’s
ideas.
2
Marginal
Reader occasionally
has difficulty
understanding or
following the writer’s
ideas.
3
Adequate
Reader understands
writer’s ideas.
4
Effective
Reader understands
and easily follows the
writer’s expression of
ideas.
Essay prompts differ from test to test and are not released in advance of the test. They
cover topics of general interest of which specific background knowledge is not required.
Typically the prompt calls for the GED candidate to write an opinion or about personal
experience; therefore, most GED essays are written in the first-person. (Note: If a student
has no authentic experience with the topic of the prompt, he/she can use “poetic license”
and fabricate the experience.)
An example of a GED essay prompt follows:
What does it take to be a good parent?
In your essay, describe the characteristics of a good parent. Give specific details to explain
your views. Use personal observations, experience and knowledge.
Although the GED essay initially appears to be a formidable task, students can develop
both confidence and skill with sufficient practice. Nevertheless, practicing essay writing
comes only after a student has gained some comfort and ease in putting his/her ideas on
paper. In order to help a reluctant or hesitant writer gain self-assurance, sometimes it is best
to spend time journal writing, free writing or writing personal narratives before the more
structured and formal GED essay instruction begins.
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LA-WRITING CURRICULUM PART II
THE ESSAY
The student will demonstrate an ability to write a variety of sentences.
The student will:
• Write a clear simple sentence
• Write a compound sentence
• Write a complex sentence
• Edit sentences until grammatically correct
The student will demonstrate an ability to write a structurally and grammatically correct paragraph.
The student will:
• Prepare for writing by brainstorming verbally and in writing
• Develop a topic sentence
• Write sentences that support the topic
• Demonstrate a logical organizational pattern that includes a beginning, middle, and end
• Use transitional words effectively
• Write a concluding sentence that reflects the topic
• Draft and revise paragraph as needed
• Edit paragraph until grammatically and structurally correct
The student will demonstrate the ability to write a grammatically and structurally correct expository
essay responding to a given topic.
The student will:
• Brainstorm ideas in writing
• Organize information before writing
• Write a 3-paragraph essay that includes an introduction, body, and conclusion
• Stay on topic
• Use effective transition words between paragraphs
• Read, edit, and revise until grammatically and structurally correct
• Write a 5-paragraph essay that includes an introductory paragraph, 3 supporting paragraphs, and
a concluding paragraph.
Teaching Recommendations for Essay Writing
•
Know your students! Listen to their reactions; remember their interests or
give them “interest inventories” when they enter your GED class.
•
Informally assess a student’s writing skills as soon as they enter your GED class. Ask
them to write as much as they can about a topic that is “safe” (not too emotionally charged
or controversial), but one that has some universal appeal. From this writing sample, you’ll
get a good idea of each your student’s writing strengths and weaknesses. Find a Writing
Sample in the Helpful Extras Section.
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•
Individualize the assignments to match the student’s skill level. Everyone in your group
may be writing on the same topic, but some will focus on writing a paragraph, while
more sophisticated writers can write a three-paragraph essay, while other more
experienced writers can practice a timed, five-paragraph essay.
•
Teach mechanics and usage in mini-lessons; use focused corrections to make sure your
students are incorporating the key elements of the lesson into their own writing.
•
Make sure students write as often as possible in as many classes as possible. Writing is a
skill that develops with adequate practice and support. Have conferences with individual
students so they can get “live” feedback rather than stale comments on their papers.
•
Use discussions after readings to model and teach how opinions can be backed with facts
and details. Encourage students to ask questions about what they’re reading.
•
Steer clear of practice with “dry” essay topics until your students have had some fun and
success with writing.
•
Provide models of good writing—not just essays—so students can start to develop an
“ear” for a well-crafted sentence or paragraph. Highlight “golden lines” in these pieces
that they’re reading. Teach some of the jargon writers use so your students can support
their opinions about things they’re reading. Doing this will help to show them the
relationship between reading and writing.
•
Model how to construct a good paragraph. By spending time with the basics of
paragraph construction, such as the development of an awareness of topic sentences and
supporting ideas, students will be able to clarify the link between paragraph construction
and essay construction.
•
Teach a variety of pre-writing methods—not everyone’s brain works the same way.
Some students love brainstorming lists, while others prefer a more non-linear approach
like mapping. Graphic organizers work well for some people while others generate their
best ideas through free writing. The important point is to have your students try all the
techniques you demonstrate, and then encourage them to adopt the one(s) that work best
for them.
•
Since writing off-topic essays is a fairly common issue, study writing prompts in a
systematic way. Show students how essay prompts can be broken into three distinct
sections (1) the topic, (2) the question, and (3) the task.
Have students develop their own prompts and put them to the same three part scrutiny.
•
Help students develop an individual spelling list. Their list should include words they
misspell in their writing and use most often.
•
Encourage students to use personal spellcheckers while practicing writing and editing.
43
•
Read well-written essays together and discuss what makes them effective and how they
are organized.
•
Ask students to share and read their sentences, paragraphs, or essays aloud in class.
Classmates could discuss the parts they enjoyed the most and ask questions about what
they would like to know more about.
•
Be sure that students are rereading and editing their own writing before asking someone
else to do it.
•
Be sure that students actually read what they have written. Often our brains self-correct
our writing and may see what we meant to write rather than what’s really there. Use the
finger.
•
If possible, be sure all students have a writing notebook.
1
2
3
4
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Inadequate
Reader has
difficulty
identifying
or following
the writer’s
ideas.
Response to
the Prompt
Attempts to
address
prompt but
with little or
no success in
establishing a
focus.
Organization Fails to
organize
ideas.
Development Demonstrates
and Details
little or no
development;
usually lacks
details or
examples or
presents
irrelevant
information.
Conventions Exhibits
of EAE
minimal or
no control of
sentence
structure and
the
conventions
of EAE.
Word
Choice
Exhibits
weak and/or
inappropriate
words.
Marginal
Reader
occasionally
has difficulty
understanding
or following
the writer’s
ideas.
Addresses the
prompt, though
the focus may
shift.
Adequate
Reader
understands
writer’s
ideas.
Effective
Reader
understands
and easily
follows the
writer’s
expression
of ideas.
Uses the
Presents a
writing
clearly
prompt to
focused
establish a
main idea
main idea.
that
addresses
the prompt.
Shows some
Uses an
Establishes a
evidence of an identifiable
clear and
organizational organizational logical
plan.
plan.
organization.
Has some
Has focused
Achieves
development
but
coherent
but lacks
occasionally development
specific details; uneven
with specific
may be limited development; and relevant
to a listing,
incorporates
details and
repetitions, or some specific examples.
generalizations. detail.
Demonstrates
inconsistent
control of
sentence
structure and
the conventions
of EAE.
Generally
controls
sentence
structure and
the
conventions
of EAE.
Exhibits a
Exhibits
narrow range
appropriate
of word choice, word choice.
often including
inappropriate
selections.
Consistently
controls
sentence
structure and
the
conventions
of Edited
American
English
(EAE).
Exhibits
varied and
precise word
choice.
ESSAY SCORING RUBRIC
45
Scored Sample Essays
Essay 1
What is one important goal you would like to achieve in the next few years?
In your essay, identify that goal. Explain how you plan to achieve it. Use your personal
observations, experience, and knowledge to support your essay.
The only goal I have is to see that my girlfriend and I get married and
a healthy baby. It gets hard from time to time bet we’ve always managed to
get over or through it. She’s all ready pregnant but I do every thing I can so
that the baby will be has healthy as it can be. I now it will be hard to do but
I am willing to take all responable and take care of her and my child. I think
that this is the best goal I have in my life becaus her and that little bundle
of joy in side of her mean more tome than any thing in this hole world.
Reprinted with permission of the GED Testing Service
This essay was given a score of 1 and did not pass.
Understanding Level 1 Characteristics
Response to the
Prompt
Organization
Development and
Details
Conventions of EAE
Word Choice
1
Inadequate
Reader has difficulty identifying or following the writer’s ideas.
Attempts to address prompt but with little or no success in establishing a focus.
Fails to organize ideas.
Demonstrates little or no development; usually lacks details or examples or presents
irrelevant information.
Exhibits minimal or no control of sentence structure and the conventions of EAE.
Exhibits weak and/or inappropriate words.
ESSAY 2
46
What is one important goal you would like to achieve in the next few years?
In your essay, identify that goal. Explain how you plan to achieve it. Use your personal
observations, experience, and knowledge to support your essay.
The one most important goal I would like to achieve in the next few
years is to become an accountant for a high-paying company. I am going to
achieve this goal by attending accounting classes at Pine Techinical College in
Pine City, Minnesota and then recieving an AAS degree. I don’t mind where I
get an accounting job, just as long as its not so far away from where I live.
There are a few minor goals I would like to achive. One is I want to
get an older Chevy stepside and another is I would like to get married to my boyfriend, Dusty,
which is actually kinda major.
Reprinted with permission of the GED Testing Service
This essay was given a score of 2.
Understanding Level 2 Characteristics
Response to the
Prompt
Organization
Development and
Details
Conventions of EAE
Word Choice
2
Marginal
Reader occasionally has difficulty understanding or following the writer’s
ideas.
Addresses the prompt, though the focus may shift.
Shows some evidence of an organizational plan.
Has some development but lacks specific details; may be limited to a listing,
repetitions, or generalizations.
Demonstrates inconsistent control of sentence structure and the conventions of
EAE.
Exhibits a narrow range of word choice, often including inappropriate selections.
ESSAY 3
What is one important goal you would like to achieve in the next few years?
47
In your essay, identify that goal. Explain how you plan to achieve it. Use your personal
observations, experience, and knowledge to support your essay.
I have one major goal that I would like to accomplish in the next few
years: to win a NCAA softball championship. I have other, more far-reaching
goals, but for the time being I plan to focus on softball.
Upon graduation, I will begin working towards my goal. In addition to
playing for my high school team, I will also play for one or more traveling
teams in the summer. This will give me the extra experience I will need when
I enter as a freshman next fall at Transylvania University. Once I am there,
I will work very hard. I plan on working out and practicing every day. I will
also work hard in my classes, so that I remain eligible to play sports – this
should not be a problem, for I am also an excellent student!
Although Transylvania is only a NCAA Division II school, I feel that
we have a legitimate shot at the championship title. I believe I will bring a
lot to the program, and will greatly further their chances. I am a pitcher,
and have been clocked in the 62-65 mph range, and I throw many other
pitches beside the fastball. If I continue to work hard and practice, which I
know I will, I have no doubt that I will reach my goal. It is only a matter of
time before my hard work and dedication begin to pay off…when they do, the
results will be incredible. If I continue w/my current work ethic, I will
definitely bring home an NCAA championship.
Reprinted with permission of the GED Testing Service
This essay was given a score of 3.
Understanding Level 3 Characteristics
Response to the Prompt
Organization
Development and
Details
Conventions of EAE
Word Choice
3
Adequate
Reader understands writer’s ideas.
Uses the writing prompt to establish a main idea.
Uses an identifiable organizational plan.
Has focused but occasionally uneven development; incorporates some specific
detail.
Generally controls sentence structure and the conventions of EAE.
Exhibits appropriate word choice.
Essay 4
What is one important goal you would like to achieve in the next few years?
In your essay, identify that goal. Explain how you plan to achieve it. Use your personal
observations, experience, and knowledge to support your essay.
48
Over the next few years, my main goal is to obtain a college degree
from St. Johns University in Collegville. This goal will be very difficult to
obtain and I will need to work hard at it. Three things that will affect the
outcome of my goal are; how much money I can raise to pay for it, how much
time I am willing to spend studying, and my dedication in training for
football.
Before you can register at a college, you must consider how it is going
to be paid for. This is especially an issue at St. Johns, because the tuition is
around $22,000 a year. This is a huge sum of money. It is not made easier by
the fact that my parents will be able to contribute very little towards my
education. Thus I am forced to rely on scholarships, grants, and loans from
the government and other agencies. I have already taken some action by
applying for scholarships, but I will have to apply again next year. I received
a $7,500 scholarship from St. Johns and they have also given me some
grants. The rest of the money will have to come from student loans and an on
campus job.
The next area that will affect my goal is the classroom. This is
important because the main point of college is to prepare meself for a
successful career. In college, I will need to apply myself and take time to
study every night. Sometimes, I may be forced to give up things that I would
rather do, but I must if I am going to achieve my goal. I must create a
relationship with my professors because they will help me obtain the
information that is needed to be successful.
The third thing is my dedication in training for football. Football is my
favorite sport and St. Johns has an excellent football tradition. They have
150 players out for football each year. If I am going to be successful and
contribute to the team, I am going to have to be dedicated to training. I
must spend tireless hours in the weight room gaining strength and quickness.
I believe all of the hard work will pay off.
If I can do these three things, I will successfully complete my goal of
graduation from college. If this goal is achieved, I believe I will be well on
my way to a successful life
Reprinted with permission of the GED Testing Service
This essay was given a score of 4.
Understanding Level 4 Characteristics
4
Effective
Reader understands and easily follows the writer’s expression of ideas.
49
Response to the
Prompt
Organization
Development and
Details
Conventions of EAE
Word Choice
Presents a clearly focused main idea that addresses the prompt.
Establishes a clear and logical organization.
Achieves coherent development with specific and relevant details and examples.
Consistently controls sentence structure and the conventions of Edited American
English (EAE).
Exhibits varied and precise word choice.
A Pre-writing Strategy
Discussion and Brainstorming about Topics
Writing can be informally defined as thinking put down on paper. As a teacher, you have
probably observed that “thinking of what to write about” can be a difficult first step.
Professional writers call it “writer’s block.” Thus, one pre-writing activity would be to have a
50
whole group discussion on various topics offered once a day or several times a week to get the
“thinking” step practiced and the “block” removed.
Below are some simple topics to start a discussion/brainstorming session going with your class:
You will find some students’ ideas in italics.
Would you rather have a cat or a dog for your pet? Explain your
reasons.
Dogs
warmer, friendlier
helps blind
pulls wheelchairs
protects children
can guard your home
Cats
less work
litter box handy
don’t need yard
kids can help take care younger
longer life
Always encourage students to include ideas related to their own personal
experience in all thinking and then writing activities.
Would you rather live in a rural or urban area? Explain your
reasons and include personal experience.
Rural
more peaceful
less crime
kids play more freely
take care of pets easily
Urban
closer to doctors/hospitals
quicker police response
can use public transportation
never boring
What makes some people unhappy over the holidays?
lack of money, none or few relatives to celebrate with, too much to do,
stress, kids home for 2 weeks, sometimes bad weather, kids inside all the time
TV can be very educational. Explain why.
All the children’s channels, history channel, Discovery channel if you have it,
listening to the political debates, weather, shows that give you tips on things
These are all good and safe group topics and not very personal. It is recommended that you
start with these types of topics. Below are some personal topics that you can have students
think on their own about or, if it is appropriate,12 with a partner.
Write about a person in your life that has deeply influenced you.
51
Describe a day that you would consider perfect for you.
If you were ordered to have a tattoo, what would you choose?
Explain why.
Describe a skill that you have that you would share with others
Always have the student jot down their ideas not just verbalize them. It can be a good idea to
have students keep a notebook with many of their personal opinions on things. Eventually
many topics have to be turned into essays, but time spent on thinking and discussing can be very
valuable to the future writer.
Practicing Essay Writing with the Read/Think/Write Essay Map
www.readwritethink.org
The Essay Map from the Read/Think/Write website allows the student to practice the
five-paragraph essay structure either on a computer, or with a hard copy of the essay map. After
the student writes an introduction, it prompts the student to provide three main ideas and three
supporting ideas for every main idea; and after those are complete the student is asked to write a
52
conclusion. Most people have opinions, but many have a difficult time elaborating upon the
reasons why they hold their opinions. With some practice with graphic organizers such as this,
students can learn to develop their reasoning power.
However, before you ask your students to write an essay to respond to a more formal
prompt, it’s a good idea to let them practice with the five-paragraph essay format with a topic
that is very familiar to them. For example, here’s an essay about why it’s good to own a dog.
You could ask the students to write, “Why I do (do not) enjoy owning a dog.” First the student
can fill out the essay map, and from there, develop an essay. It’s helpful to students to show
them models of different kinds of essays. Here’s an example of an opinion essay about the
aforementioned topic.
I think dogs are really a great thing to have around the house. Some people think they
are too much trouble, but I think their benefits far outweigh the work that they require. Dogs are
good protectors, good companions and good exercise buddies.
I think most intruders would be very wary to enter a house if they heard the bark of a
dog behind the door. Even a friendly dog can sound menacing when he is barking at an
unknown footstep at the door. When you are outside walking, people don’t think of bothering
you if you’re walking a big dog. Dogs will even wake you from your sleep if they sense
something is wrong. They’re always on duty to watch out for their owners.
Of course, dogs are great companions. They are not judgmental, and they love you even
when you’re having a bad day. Unlike temperamental cats, dogs are always in a good mood. If
you need someone to listen to you, your dog is the one, and they don’t talk back! They can sense
when you are sad, and help you feel more in the present moment when you’re blue.
Finally, dogs are good exercise buddies. Your dog needs to go out every day of the
year….and so will you. It’s easy to keep your New Years’ resolution to get outside and walk
every day when a dog is in your life. The great part is that even the worst weather isn’t so bad
once you’re outside walking with your pooch. So you can thank your canine friend for that favor
to your health. How much nicer is it for your sense of well being to walk in the open air than to
spend your time on a treadmill or to walk round and round on the concrete floor at the mall.
Dogs make life sweet. Although they need attention and discipline, they are well
worth the effort. They give you unconditional love and they appreciate every aspect of their
lives. They are really wonderful teachers about how to live a good life.
Find the essay map on the following pages.
Some Signal Words Used in Essay Writing
Introductory Phrases
In my opinion
There is no doubt that I question
I believe
From my point of view
It is my belief
It seems to me that
I (dis) agree
53
Concluding Phrases
For the reasons above
As you can see
As I have noted
In other words
To sum up
To be sure
Without a doubt
Obviously
Supporting Opinions
First
Furthermore
Second
In addition
Third
Also
Finally
Last
Equally important
In the first place
Likewise
Introducing Details
For example
For instance
In fact
As evidence
Cause and Effect
Since
Because of
Due to
For this reason
Therefore
If ….then
Besides
Next
Moreover
In brief
In any event
In any case
On the whole
Further
Again
Similarly
In support of this
Caused by
This results in
Consequently
Accordingly
As a result
Leads to
Compare and Contrast
Similarly
Likewise
Compared to
In the same way
In the like manner
Contrasting
On the other hand
On the contrary
Although
As opposed to
Countering
I realize you
I understand you
Even though you
Although you
Some people
It may be that you
On the contrary
In Short
Undoubtedly
In conclusion
Concluding
believe
feel
maintain
want
favor
support
Nevertheless
In effect
Brought about
Made possible
As might be expected
Give rise to
Was responsible for
As well as
Have in common
All are
The same as
Conversely
Whether or not
Even though
Rather than
Nevertheless
In spite of
but
yet
however
I doubt
Let me explain
On the other hand
Forty-Five Minute Plan for GED Essay Success
It takes a long time to learn to be a competent writer. Most times in real-life situations, we write
and rewrite when we have an important document to prepare. But for the GED Essay, the
candidate will only have 45 minutes to plan and complete an essay. So it’s important to not
54
only teach your students how to write well, but also it’s important to teach how to write in an
allotted amount of time. One idea is to use the Plan for Success below to ensure a good essay.
Forty-five Minute Plan for Success
Read directions and topic: 3 minutes
Prewriting (freewriting, brainstorming, clustering or mapping, etc.): 5 minutes
Organize (write a thesis statement or controlling idea and outline main ideas): 3
minutes
Draft (write the essay): 20 minutes
Revise (read through the essay and make changes to ideas): 8 minutes
Edit (check for correctness in grammar and spelling): 6 minutes
Practice Writing Topics
What does it take to be a good parent?
In your essay describe characteristics of a good parent. Give specific details to explain your
view. Use your personal observations, experience, and knowledge.
What has been the happiest day of your life so far?
55
In your essay tell what happened that made it so wonderful. Use your personal observations,
experience, and knowledge.
If you could spend one day with anyone, who would it be?
In your essay tell why you chose this person. How would you spend the day with this person?
What is the most important goal in your life?
In your essay write about why you chose this goal, how you plan to achieve it, and how it will
effect your life.
We all work or will work in our jobs with many kinds of people. In your opinion, what are
some of the important characteristics of a co-worker?
Use reasons and specific examples to explain why these characteristics are important.
Is it better to live in a small town or a big city?
Use your personal observations, experience, and knowledge to explain your choice.
Part II is a test to determine how well you can use written language to explain your ideas.
In preparing your essay, you should take the following steps:
•
Read the DIRECTIONS and the TOPIC carefully.
•
Plan your essay before you write. Use scratch paper provided to make any notes. These
notes will be collected but not scored.
•
Before you turn in your essay, reread what you have written and make any changes that will
improve your essay.
Your essay should be long enough to develop the topic adequately.
Quick Tips for Success: Language Arts, Writing Test
Owl.english.purdue.edu
This section is intended to give you some quick tips to use while writing the GED essay.
Review these tips while writing practice essays so that you can get used to them before
taking the actual GED.
56
Relax. Many people find the essay portion of the GED stressful. You will write a much
better essay if you relax. Take a few deep breaths and relax your muscles. Remind
yourself that the essay you produce will be a rough draft. Try your best, but know that
you are not expected to produce perfection in 45 minutes!
Plan. Don’t just dive into writing your essay. Instead, take a few minutes to plan. You
should think about your main points, your support and development, and your
organization.
The five-paragraph model. For a timed writing situation like the GED essay, the fiveparagraph model provides a clear method of organization. A five-paragraph essay
contains:
1. an introductory paragraph that clearly states the essay’s main point
2. three body paragraphs that develop and support the essay’s main point
3. a concluding paragraph that wraps up the essay.
Start up and wrap up. Perhaps the most important parts of your essay are the first and
last paragraphs. This is because the first paragraph is your reader’s first impression of
your writing and the last paragraph is your reader’s last impression. Therefore, you
should take some time to write both a strong introduction and a strong conclusion.
Focus your paragraphs. Make sure each of your body paragraphs has a clear main
point. A good way to do this is to use the first sentence of each paragraph (the topic
sentence) to state the paragraph’s main point.
Stick to the topic. It is important that you write about the assigned topic. Essays that
focus on topics other than the assigned one will not be scored. While you’re writing,
remind yourself of the topic at hand and check to make sure you’re not straying from it.
Use what you know. The essay topic will allow you to draw on your own observations,
knowledge, and experience. Take advantage of this! When you write your essay, include
personal observations, knowledge, and experiences that are relevant to the topic.
Keep an eye on the clock. As you are writing, keep an eye on how much time you have
left. Be careful not spend so much time on one paragraph that you are unable to finish
the essay. Some people even like to keep a specific time limit for each paragraph.
Write legibly. Your reader needs to be able to read your essay. Do not expect that you
will have time to neatly re-write a final draft. Instead, print or write your essay as neatly
as you can the first time around. Writing slowly and carefully will help. If you find an
error or just want to change something, draw one line through the word(s) you wish to
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change and write the corrections neatly above.
Proofread. When writing timed essays, people often make grammar mistakes. You
should save a few minutes at the end to read through your essay so that you can find and
correct most of your errors.
Practice, practice, practice. Use the CWEST resources on the OWL and materials
provided by your learning institute to write as many practice essays as possible.
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