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Essay Exams

What this handout is about.

At some time in your undergraduate career, you’re going to have to write an essay exam. This thought can inspire a fair amount of fear: we struggle enough with essays when they aren’t timed events based on unknown questions. The goal of this handout is to give you some easy and effective strategies that will help you take control of the situation and do your best.

Why do instructors give essay exams?

Essay exams are a useful tool for finding out if you can sort through a large body of information, figure out what is important, and explain why it is important. Essay exams challenge you to come up with key course ideas and put them in your own words and to use the interpretive or analytical skills you’ve practiced in the course. Instructors want to see whether:

• You understand concepts that provide the basis for the course
• You can use those concepts to interpret specific materials
• You can make connections, see relationships, draw comparisons and contrasts
• You can synthesize diverse information in support of an original assertion
• You can justify your own evaluations based on appropriate criteria
• You can argue your own opinions with convincing evidence
• You can think critically and analytically about a subject

What essay questions require

Exam questions can reach pretty far into the course materials, so you cannot hope to do well on them if you do not keep up with the readings and assignments from the beginning of the course. The most successful essay exam takers are prepared for anything reasonable, and they probably have some intelligent guesses about the content of the exam before they take it. How can you be a prepared exam taker? Try some of the following suggestions during the semester:

• Do the reading as the syllabus dictates; keeping up with the reading while the related concepts are being discussed in class saves you double the effort later.
• Go to lectures (and put away your phone, the newspaper, and that crossword puzzle!).
• Take careful notes that you’ll understand months later. If this is not your strong suit or the conventions for a particular discipline are different from what you are used to, ask your TA or the Learning Center for advice.
• Participate in your discussion sections; this will help you absorb the material better so you don’t have to study as hard.
• Organize small study groups with classmates to explore and review course materials throughout the semester. Others will catch things you might miss even when paying attention. This is not cheating. As long as what you write on the essay is your own work, formulating ideas and sharing notes is okay. In fact, it is a big part of the learning process.
• As an exam approaches, find out what you can about the form it will take. This will help you forecast the questions that will be on the exam, and prepare for them.

These suggestions will save you lots of time and misery later. Remember that you can’t cram weeks of information into a single day or night of study. So why put yourself in that position?

Now let’s focus on studying for the exam. You’ll notice the following suggestions are all based on organizing your study materials into manageable chunks of related material. If you have a plan of attack, you’ll feel more confident and your answers will be more clear. Here are some tips: 

• Don’t just memorize aimlessly; clarify the important issues of the course and use these issues to focus your understanding of specific facts and particular readings.
• Try to organize and prioritize the information into a thematic pattern. Look at what you’ve studied and find a way to put things into related groups. Find the fundamental ideas that have been emphasized throughout the course and organize your notes into broad categories. Think about how different categories relate to each other.
• Find out what you don’t know, but need to know, by making up test questions and trying to answer them. Studying in groups helps as well.

Taking the exam

Read the exam carefully.

• If you are given the entire exam at once and can determine your approach on your own, read the entire exam before you get started.
• Look at how many points each part earns you, and find hints for how long your answers should be.
• Figure out how much time you have and how best to use it. Write down the actual clock time that you expect to take in each section, and stick to it. This will help you avoid spending all your time on only one section. One strategy is to divide the available time according to percentage worth of the question. You don’t want to spend half of your time on something that is only worth one tenth of the total points.
• As you read, make tentative choices of the questions you will answer (if you have a choice). Don’t just answer the first essay question you encounter. Instead, read through all of the options. Jot down really brief ideas for each question before deciding.
• Remember that the easiest-looking question is not always as easy as it looks. Focus your attention on questions for which you can explain your answer most thoroughly, rather than settle on questions where you know the answer but can’t say why.

Analyze the questions

• Decide what you are being asked to do. If you skim the question to find the main “topic” and then rush to grasp any related ideas you can recall, you may become flustered, lose concentration, and even go blank. Try looking closely at what the question is directing you to do, and try to understand the sort of writing that will be required.
• Focus on what you do know about the question, not on what you don’t.
• Look at the active verbs in the assignment—they tell you what you should be doing. We’ve included some of these below, with some suggestions on what they might mean. (For help with this sort of detective work, see the Writing Center handout titled Reading Assignments.)

Information words, such as who, what, when, where, how, and why ask you to demonstrate what you know about the subject. Information words may include:

• define—give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning.
• explain why/how—give reasons why or examples of how something happened.
• illustrate—give descriptive examples of the subject and show how each is connected with the subject.
• summarize—briefly cover the important ideas you learned about the subject.
• trace—outline how something has changed or developed from an earlier time to its current form.
• research—gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you’ve found.

Relation words ask you to demonstrate how things are connected. Relation words may include:

• compare—show how two or more things are similar (and, sometimes, different).
• contrast—show how two or more things are dissimilar.
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation.
• cause—show how one event or series of events made something else happen.
• relate—show or describe the connections between things.

Interpretation words ask you to defend ideas of your own about the subject. Don’t see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation. Interpretation words may include:

• prove, justify—give reasons or examples to demonstrate how or why something is the truth.
• evaluate, respond, assess—state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons (you may want to compare your subject to something else).
• support—give reasons or evidence for something you believe (be sure to state clearly what it is that you believe).
• synthesize—put two or more things together that haven’t been put together before; don’t just summarize one and then the other, and say that they are similar or different—you must provide a reason for putting them together (as opposed to compare and contrast—see above).
• analyze—look closely at the components of something to figure out how it works, what it might mean, or why it is important.
• argue—take a side and defend it (with proof) against the other side.

Plan your answers

Think about your time again. How much planning time you should take depends on how much time you have for each question and how many points each question is worth. Here are some general guidelines: 

• For short-answer definitions and identifications, just take a few seconds. Skip over any you don’t recognize fairly quickly, and come back to them when another question jogs your memory.
• For answers that require a paragraph or two, jot down several important ideas or specific examples that help to focus your thoughts.
• For longer answers, you will need to develop a much more definite strategy of organization. You only have time for one draft, so allow a reasonable amount of time—as much as a quarter of the time you’ve allotted for the question—for making notes, determining a thesis, and developing an outline.
• For questions with several parts (different requests or directions, a sequence of questions), make a list of the parts so that you do not miss or minimize one part. One way to be sure you answer them all is to number them in the question and in your outline.
• You may have to try two or three outlines or clusters before you hit on a workable plan. But be realistic—you want a plan you can develop within the limited time allotted for your answer. Your outline will have to be selective—not everything you know, but what you know that you can state clearly and keep to the point in the time available.

Again, focus on what you do know about the question, not on what you don’t.

Writing your answers

As with planning, your strategy for writing depends on the length of your answer:

• For short identifications and definitions, it is usually best to start with a general identifying statement and then move on to describe specific applications or explanations. Two sentences will almost always suffice, but make sure they are complete sentences. Find out whether the instructor wants definition alone, or definition and significance. Why is the identification term or object important?
• For longer answers, begin by stating your forecasting statement or thesis clearly and explicitly. Strive for focus, simplicity, and clarity. In stating your point and developing your answers, you may want to use important course vocabulary words from the question. For example, if the question is, “How does wisteria function as a representation of memory in Faulkner’s Absalom, Absalom?” you may want to use the words wisteria, representation, memory, and Faulkner) in your thesis statement and answer. Use these important words or concepts throughout the answer.
• If you have devised a promising outline for your answer, then you will be able to forecast your overall plan and its subpoints in your opening sentence. Forecasting impresses readers and has the very practical advantage of making your answer easier to read. Also, if you don’t finish writing, it tells your reader what you would have said if you had finished (and may get you partial points).
• You might want to use briefer paragraphs than you ordinarily do and signal clear relations between paragraphs with transition phrases or sentences.
• As you move ahead with the writing, you may think of new subpoints or ideas to include in the essay. Stop briefly to make a note of these on your original outline. If they are most appropriately inserted in a section you’ve already written, write them neatly in the margin, at the top of the page, or on the last page, with arrows or marks to alert the reader to where they fit in your answer. Be as neat and clear as possible.
• Don’t pad your answer with irrelevancies and repetitions just to fill up space. Within the time available, write a comprehensive, specific answer.
• Watch the clock carefully to ensure that you do not spend too much time on one answer. You must be realistic about the time constraints of an essay exam. If you write one dazzling answer on an exam with three equally-weighted required questions, you earn only 33 points—not enough to pass at most colleges. This may seem unfair, but keep in mind that instructors plan exams to be reasonably comprehensive. They want you to write about the course materials in two or three or more ways, not just one way. Hint: if you finish a half-hour essay in 10 minutes, you may need to develop some of your ideas more fully.
• If you run out of time when you are writing an answer, jot down the remaining main ideas from your outline, just to show that you know the material and with more time could have continued your exposition.
• Double-space to leave room for additions, and strike through errors or changes with one straight line (avoid erasing or scribbling over). Keep things as clean as possible. You never know what will earn you partial credit.
• Write legibly and proofread. Remember that your instructor will likely be reading a large pile of exams. The more difficult they are to read, the more exasperated the instructor might become. Your instructor also cannot give you credit for what they cannot understand. A few minutes of careful proofreading can improve your grade.

Perhaps the most important thing to keep in mind in writing essay exams is that you have a limited amount of time and space in which to get across the knowledge you have acquired and your ability to use it. Essay exams are not the place to be subtle or vague. It’s okay to have an obvious structure, even the five-paragraph essay format you may have been taught in high school. Introduce your main idea, have several paragraphs of support—each with a single point defended by specific examples, and conclude with a restatement of your main point and its significance.

Some physiological tips

Just think—we expect athletes to practice constantly and use everything in their abilities and situations in order to achieve success. Yet, somehow many students are convinced that one day’s worth of studying, no sleep, and some well-placed compliments (“Gee, Dr. So-and-so, I really enjoyed your last lecture”) are good preparation for a test. Essay exams are like any other testing situation in life: you’ll do best if you are prepared for what is expected of you, have practiced doing it before, and have arrived in the best shape to do it. You may not want to believe this, but it’s true: a good night’s sleep and a relaxed mind and body can do as much or more for you as any last-minute cram session. Colleges abound with tales of woe about students who slept through exams because they stayed up all night, wrote an essay on the wrong topic, forgot everything they studied, or freaked out in the exam and hyperventilated. If you are rested, breathing normally, and have brought along some healthy, energy-boosting snacks that you can eat or drink quietly, you are in a much better position to do a good job on the test. You aren’t going to write a good essay on something you figured out at 4 a.m. that morning. If you prepare yourself well throughout the semester, you don’t risk your whole grade on an overloaded, undernourished brain.

If for some reason you get yourself into this situation, take a minute every once in a while during the test to breathe deeply, stretch, and clear your brain. You need to be especially aware of the likelihood of errors, so check your essays thoroughly before you hand them in to make sure they answer the right questions and don’t have big oversights or mistakes (like saying “Hitler” when you really mean “Churchill”).

If you tend to go blank during exams, try studying in the same classroom in which the test will be given. Some research suggests that people attach ideas to their surroundings, so it might jog your memory to see the same things you were looking at while you studied.

Try good luck charms. Bring in something you associate with success or the support of your loved ones, and use it as a psychological boost.

Take all of the time you’ve been allotted. Reread, rework, and rethink your answers if you have extra time at the end, rather than giving up and handing the exam in the minute you’ve written your last sentence. Use every advantage you are given.

Remember that instructors do not want to see you trip up—they want to see you do well. With this in mind, try to relax and just do the best you can. The more you panic, the more mistakes you are liable to make. Put the test in perspective: will you die from a poor performance? Will you lose all of your friends? Will your entire future be destroyed? Remember: it’s just a test.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Axelrod, Rise B., and Charles R. Cooper. 2016. The St. Martin’s Guide to Writing , 11th ed. Boston: Bedford/St Martin’s.

Fowler, Ramsay H., and Jane E. Aaron. 2016. The Little, Brown Handbook , 13th ed. Boston: Pearson.

Gefvert, Constance J. 1988. The Confident Writer: A Norton Handbook , 2nd ed. New York: W.W. Norton and Company.

Kirszner, Laurie G. 1988. Writing: A College Rhetoric , 2nd ed. New York: Holt, Rinehart, and Winston.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Woodman, Leonara, and Thomas P. Adler. 1988. The Writer’s Choices , 2nd ed. Northbrook, Illinois: Scott Foresman.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Essay Test Preparation Tips and Strategies

Essay test questions can be very intimidating, but they can also be very rewarding. Unlike other types of exams (i.e., multiple choice, true or false, etc.) essay tests allow you develop an answer based on your understanding or knowledge.

If you’ve studied all semester, understand the course concepts, and have reviewed prior to the test, the following strategies can help you improve your performance on essay tests and exams.

Strategies to Help You Improve Your Performance on Essay Tests and Exams

Read the directions.

Reading the directions seems so obvious. Unfortunately, it’s still one of the biggest test taking mistakes students make. Before answering an essay question, thoroughly read the instructions. Do not jump to the answer without being sure of what exactly the question is asking. In many cases, the teacher is looking for specific types of responses. Never assume you know what is being asked, or what is required, until you’ve read the entire question.

Ask for clarification

Read essay questions in their entirety before preparing an answer. If the instructions are unclear, or you simply don’t understand a question, ask the teacher for clarification. Chances are if you’re confused so is someone else. Never be scared to ask for clarification from your teacher or instructor.

Provide detail

Provide as many details and specific examples when answering an essay question as you can. Teachers are usually looking for very specific responses to see whether or not you’ve learned the material. The more relevant detail you provide, the higher grade is likely to be. However, only include correct, accurate and relevant information. Including irrelevant “filler” that doesn’t support your answer will likely lower your grade.

Budget your time

Manage your time wisely when answering essay questions so you are able answer all the questions, not just the easy or hard ones. If you finish your test before time is up, go back and review your answers and provide additional details.

We recommend answering those essay questions you’re most familiar with first and then tackling more challenging questions after. It’s also not uncommon on essay tests for some questions to be worth more than others. When budgeting your time, make sure to allocate more time to those questions that are worth the most.

Follow the instructions

When a question is only requiring facts, be sure to avoid sharing opinions. Only provide the information the instructions request. It’s important to provide an answer that matches the type of essay question being asked. You’ll find a list of common types of essay questions at the bottom of this page.

In your answers, get to the point and be very clear. It is generally best to be as concise as possible. If you provide numerous facts or details, be sure they’re related to the question. A typical essay answer should be between 200 and 800 words (2-8 paragraphs) but more isn’t necessarily better. Focus on substance over quantity.

Write clearly and legibly

Be sure your essays are legible and easy to understand. If a teacher has a difficult time reading or understanding what you’ve written, you could receive a lower score.

Get organized

Organize your thoughts before answering your essay question. We even recommend developing a short outline before preparing your answer. This strategy will help you save time and keep your essay organized. Organizing your thoughts and preparing a short outline will allow you to write more clearly and concisely.

Get to the point – Focus on substance

Only spend time answering the question and keep your essays focused. An overly long introduction and conclusion can be unnecessary. If your essay does not thoroughly answer the question and provide substance, a well developed introduction or conclusion will do you no good.

Use paragraphs to separate ideas

When developing your essay, keep main ideas and other important details separated with paragraphs. An essay response should have three parts: the introduction; the body; and the conclusion. The introduction is typically one paragraph, as is the conclusion. The body of the essay usually consists of 2 to 6 paragraphs depending on the type of essay and the information being presented.

Go back and review

If time permits, review your answers and make changes if necessary. Make sure you employed correct grammar and that your essays are well written. It’s not uncommon to make silly mistakes your first time through your essay. Reviewing your work is always a good idea.

Approximate

When you are unsure of specific dates, just approximate dates. For example, if you know an event occurred sometime during the 1820’s, then just write, “in the early 1800’s.”

Common Question Types on Essay Exams

Being able to identify and becoming familiar with the most common types of essay test questions is key to improving performance on essay exams. The following are 5 of the most common question types you’ll find on essay exams.

1. Identify

Identify essay questions ask for short, concise answers and typically do not require a fully developed essay.

• Ask yourself: “What is the idea or concept in question?”, “What are the main characteristics?”, “What does this mean?”
• Keywords to look for: Summarize, List, Describe, Define, Enumerate, State
• Example question: “Define what is meant by ‘separation of church and state.'”

Explain essay questions require a full-length essay with a fully developed response that provides ample supporting detail.

• Ask yourself: “What are the main points?”, “Why is this the case?”
• Keywords to look for: Discuss, Explain, Analyze, Illustrate
• Example question: “Discuss the differences between the political views of democrats and republicans. Use specific examples from each party’s 2017 presidential campaign to argue which views are more in line with U.S. national interests.”

Compare essay questions require an analysis in essay form which focuses on similarities, differences, and connections between specific ideas or concepts.

• Ask yourself: “What are the main concepts or ideas?”, “What are the similarities?”, “What are the differences?”
• Keywords to look for: Compare, Contrast, Relate
• Example question: “Compare the value of attending a community college to the value of attending a 4-year university. Which would you rather attend?”

Argue essay questions require you to form an opinion or take a position on an issue and defend your position against alternative positions using arguments backed by analysis and information.

• Ask yourself: “Is this position correct?”, “Why is this issue true?”
• Keywords to look for: Prove, Justify
• Example question: “Argue whether robotics will replace blue collar manufacturing jobs in the next ten years.”

Assess essay questions involve assessing an issue, idea or question by describing acceptable criteria and defending a position/judgment on the issue.

• Ask yourself: “What is the main idea/issue and what does it mean?”, “Why is the issue important?”, “What are its strengths?”, “What are the weaknesses?”
• Keywords to look for: Evaluate, Criticize, Evaluate, Interpret
• Example question: “With respect to U.S. national security, evaluate the benefit of constructing a wall along the southern border of the United States of America.”

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Writing Tutorial Services

Taking an essay exam.

You may often be asked in college to take essay exams. In certain ways, the same principles for writing good out-of-class essays apply to writing good in-class essays as well. For example, both kinds of essays are more successful when you take into consideration your purpose, audience and information; when you develop a thesis with support; when you prove your assertions with evidence; when you guide your readers with transitions, etc.

However, there are some differences to keep in mind as you prepare to write. The most important one is the purpose for writing. Usually you write a research paper, for example, to learn more about your selected topic; however, you write essay exams to demonstrate your knowledge. You are not only conveying information, but also proving to your audience--the examiner--that you have mastered the information and can work with it. In other words, your purpose is both informative and persuasive. Keeping this purpose in mind will help you both prepare for and write the essay.

PREPARING FOR THE EXAM

Study connections between ideas. Your instructor is not looking for a collection of unrelated pieces of information. Rather, he or she wants to see that you understand the whole picture, i.e., how the generalizations or concepts create the framework for the specific facts, and how the examples or details fill in the gaps. So, when you're studying, try to think about how the information fits together.

Prepare practice questions. Try to prepare for questions that are likely to be asked. If your instructor has given you the questions themselves or a study sheet in advance, practice answering those questions. Otherwise, try to anticipate questions your instructor is likely to ask and practice those. At the very least, outline how you would answer the test questions; however, it's better to actually write out the answers. That way, you will know where you need to study more.

TAKING THE EXAM

Again, while you're taking the exam, remember that it's not simply what you say or how much you say, but HOW you say it that's important. You want to show your instructor that you have mastered the material.

Plan your time. Although you will be working under pressure, take a few minutes to plan your time. Determine how many minutes you can devote to each answer. You will want to devote most of your time to the questions that are worth the most points, perhaps answering those questions first. On the other hand, you might want to answer first the questions that you are best prepared for.

Read the questions thoroughly. Take a few minutes before writing your essay to read the question carefully in order to determine exactly what you are being asked to do. Most essay exam questions, or "prompts," are carefully worded and contain specific instructions about WHAT you are to write about as well as HOW you should organize your answer. The prompt may use one or more of the following terms. If you see one of these terms, try to organize your essay to respond to the question or questions indicated.

classify: Into what general category/categories does this idea belong? compare: What are the similarities among these ideas? What are the differences? contrast: What are the differences between these ideas? critique: What are the strengths and weaknesses of this idea? define: What does this word or phrase mean? describe: What are the important characteristics or features of this idea? evaluate: What are the arguments for and against this idea? Which arguments are stronger? explain: Why is this the case? identify: What is this idea? What is its name? interpret: What does this idea mean? Why is it important? justify: Why is this correct? Why is this true? outline: What are the main points and essential details? summarize: Briefly, what are the important ideas? trace: What is the sequence of ideas or order of events?

Plan your answer. Jot down the main points you intend to make as you think through your answer. Then, you can use your list to help you stick to the topic. In an exam situation, it's easy to forget points if you don't write them down.

Write out your essay, using good writing techniques. As was said earlier, essay exams are like other essays, so use the same good writing strategies you use for other kinds of writing. Keep in mind that your purpose is to persuade your reader—the examiner—that you know the material.

First, create a thesis for your essay that you can defend. Often, you can turn the questions stated or implied on the exam into an answer and use it as your thesis. This sentence also functions as an introduction.

For example, suppose you are given the following prompt in your psychology class:

Define "procedural knowledge" and describe its relationship to the results of studies of amnesic patients.

The implied question is:

What is "procedural knowledge" and how is it related to the results of studies of amnesic patients?

Note how you can turn the answer to that implied question into the thesis of your exam essay. This paragraph might serve as your introduction.

"Procedural knowledge" is knowing how to perform a task, such as tying a shoe or driving a car, and studies of amnesia have shown that this type of knowledge or memory is often retained by amnesic patients. Even in amnesic patients who have lost most of their declarative memory capacity, the ability to form new procedural memories is often intact...

Then, proceed immediately to explain, develop, and support your thesis, drawing upon materials from text(s), lectures, and class discussions. Be sure to support any and all generalizations with concrete evidence, relevant facts, and specific details that will convince your reader that your thesis is valid. Make your main points stand out by writing distinct paragraphs, and indicate the relationship between them with transitions.

For example, in response to this prompt from a social work class,

Identify and give an example of four alternative solutions available in cases of family conflict.

a student wrote the following paragraph. Note the transition phrase and the generalization supported by specific evidence.

. . . The fourth alternative open in cases of family conflict is violence, and this is not an uncommon response. 25% of all homicides in the U.S. involve one family member killing another; half of these are spouse homicides. Violence usually takes one of two forms: explosive or coercive. Explosive violence is not premeditated. When the son takes and crashes the family car, for instance, the father may explode and beat him. Coercive violence, on the other hand, is pointed and intentional; it has the goal of producing compliance or obedience. Thus, a blow delivered with a threat not to repeat certain behaviors would be coercive. . . .

Finally, sum up your argument with a brief conclusion that lends your essay a clear sense of closure.

Finishing the Exam

Proofread your answer. Reserve a few minutes after completing your essay to proofread it carefully. First, make sure you stick to the question. Always answer exactly the question asked without digressing. If you find you have digressed, neatly cross out the words or paragraphs. It's better to cross out a paragraph that is irrelevant (and to replace it with a relevant one if you have time) than to allow it to stand. In this context at least, quality is always preferable to quantity. Also check sentence structure, spelling and punctuation.

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TIP Sheet HOW TO TAKE ESSAY TESTS

There are basically two types of exams:

Objective - requires answers of a word or short phrase, or the selection of an answer from several available choices that are provided on the test . Essay - requires answers to be written out at some length. The student functions as the source of information.

An essay exam requires you to see the significance and meaning of what you know. It tests your knowledge and understanding of the subject and your skill in reading and writing. To be successful on an essay exam, you must:

• Prove immediately that you know the material.
• Make your meaning unmistakably clear.
• Employ a reasonable organization and show sufficient thought development.
• Make every word count.
• Be specific.
• Use your own voice and style.

When you are writing an essay as part of an exam, all this must be done within what amounts to a first draft written in a very limited amount of time. As with all writing, if you think of your essay as being produced in three stages, you can tackle the test in an organized fashion. The three stages are pre-writing, writing, and revision. Suggestions for each of these stages follow.

The last section addresses preparation for essay exams. PRE-WRITING

Your first impulse in a writing exam is probably to read the question and start writing immediately, especially when you see those seconds ticking away on the clock. RESIST THAT IMPULSE! You can't successfully address the subject until you know precisely what you're required to do, you understand and have thought about the subject, and you are organized in how you approach the specific points you wish to make in your answer. 1.  Understanding what to do:

• When you get your copy of the exam, read through to make sure you understand what is expected of you. FOLLOW THE INSTRUCTIONS EXACTLY!
• Underline or circle key words that direct the approach your answer should take. Some of the most common key words are:

Agree/Disagree : State your position and support it with facts Comment or Evaluate: State your position and support it with facts, discussing the issue and its merits. Analyze : Break down into all the parts or divisions looking at the relationships between them. Compare/Contrast : Show differences and similarities. Describe/Discuss : Examine in detail. Explain : Tell why something is as it is. Illustrate : Give examples and relate them to the statement in question. Prove/Defend : Demonstrate why something is true. Interpret : Explain the significance or meaning of something. List/State : Make a list of points or facts. Summarize : Hit the high points.

2.  Understanding the subject

• When you are confident that you understand the instructions, direct your attention to the topic.
• Collect your ideas.
• Formulate a thesis. Make sure it is a strong, concise statement that specifically addresses the question.
• Think of as many specific details and facts as you can that support the thesis.

3.  Getting organized

• Jot your ideas down on paper, in very brief format.
• Evaluate your ideas in light of the question. Ask yourself repeatedly: "Does this apply to the question I'm supposed to answer?" Select only those ideas most relevant to your purpose.
• Number your ideas in order of appropriate sequence (first step to last step, most important to least important, etc.)

1.  Remember your thesis. Now stick to it, referring back to it periodically throughout your essay. This gives your essay unity and coherence, and helps insure that you are not digressing. 2.  Write in an orderly fashion. If you suddenly think of a new point, jot it down in a margin or on scratch paper until you find an appropriate place for it. Don't just put it into the middle of what you were writing. 3. Avoid:

• Repeating, in other words, what you have already said.
• Digressing into material that does not answer the question.
• Language that is too broad or general. Be specific.
• Bluffing. This far too common practice of using elegant but empty language to conceal ignorance or lack of effort rarely works, and often irritates the reader(s).
• Write as legibly as you can. If you want, write on every other line so you have room to add later. When you want to cross something off, simply draw a straight line through it. This is much better than scribbling out an entire passage.
• If you run out of time, simply write "Ran out of time" at the close of the essay. This is much better than adding a hurriedly tacked on, and possibly incoherent, conclusion.

Essay examinations are difficult because of the time pressures, yet you should always try to leave a few minutes at the end to proofread your essay. 1.  Ask yourself, before you hand in the essay:

• Did I provide the information requested? That is, did I "explain" or "define" as the directions asked?
• Is the answer simply, clearly, and logically organized?
• Do I stick to my thesis statement? Is there unnecessary information in here?
• Did I proofread to check content and/or mechanical errors?

2.  Proofreading:

• Gives you a chance to catch and correct errors in content.
• Gives you a chance to correct your mechanical errors.
• Allows you to add material that may have occurred to you after writing the essay.

3.  You should proofread for:

• Complete sentences (watch for fragments, comma-splices, and run-ons).
• Words omitted, or one word used when you meant another.
• Logical transitions between sentences and paragraphs.
• Unnecessary repetition of words or ideas.
• Spelling errors.

3.  Essay type tests depend a great deal on your basic writing skills - organization, punctuation, grammar, and spelling. If your answer is not clearly written, your instructor won't be able to find it! Here are some basic guidelines to keep in mind as you take an essay test:

• Read the directions carefully! Read every part of the directions!
• Give yourself time to answer each question. Quickly look over the entire exam and budget your time per question accordingly.
• Above all, stay calm. You are being asked to show competence, not perfection.
• If you are not too sure about one question, leave it and go back.
• When given a choice, answer the questions you know best.
• State your points and support ideas clearly - don't make the instructor have to look for them.
• Go back to check and proofread all of your answers.

PREPARING FOR ESSAY EXAMS

WRITING A SUCCESSFUL ESSAY EXAM BEGINS ON DAY ONE 1.  Study regularly as you go along.

• Take careful lecture notes.
• Read all material when assigned.
• Become familiar with vocabulary.
• Keep a study list of all main ideas.

2.  Final preparation

• Review lecture notes and reading material.
• Find a classmate or friend willing to talk over key ideas and implications.
• Try to anticipate questions . This is very important!  Use your lecture notes to zero in on points that the instructor emphasized.
• Think through the material and write up the best possible essay questions you can.
• Then answer those questions.
• Pinpoint key points that you would like to make when answering each question.
• Put your answer into outline form or write it out completely.
• For each potential test question, use mnemonics or other memory techniques to move the information to your long-term memory for the exam.
• Create a list of the clue words for each point you wish to make.
• Create a mnemonic device to memorize those points.

3.  Come to the exam confident that you have something specific to say on all possible topics. KEY WORDS COMMONLY FOUND ON ESSAY EXAMS

Compare: Look for qualities or characteristics that resemble each other. Emphasize similarities among them, but in some cases also mention differences.

Contrast: Stress the dissimilarities, differences, or unlikenesses of things, qualities, events, or problems.

Criticize: Express your judgement about the merit or truth of the factors or views mentioned. Give the results of your analysis of these factors, discussing their limitations and good points.

Define: Give concise, clear, and authoritative meanings. Don't give details, but make sure to give the limits of the definitions. Show how the thing you are defining differs from things in other classes.

Describe: Recount, characterize, sketch, or relate in sequence or story form.

Diagram: Give a drawing, chart, plan, or graphic answer. Usually you should label a diagram. In some cases, add a brief explanation or description.

Discuss: Examine, analyze carefully, and give reasons pro and con. Be complete, and give details.

Enumerate: Write in list or outline form, giving points concisely one by one.

Evaluate: Carefully appraise the problem, citing both advantages and limitations. Emphasize the appraisal of authorities and, to lesser degree, your personal evaluation.

Explain: Clarify, interpret, and spell out the material you present. Give reasons for differences of opinion or of results, and try to analyze causes.

Illustrate: Use a figure, picture, diagram, or concrete example to explain or clarify a problem.

Interpret: Translate, give examples of, solve, or comment on, a subject, usually giving your judgment about it.

Justify: Prove or give reasons for decisions or conclusions, taking pains to be convincing.

List: As in "enumerate," write an itemized series of concise statements.

Outline: Organize a description under main points and subordinate points, omitting minor details and stressing the arrangement or classification of things.

Prove: Establish that something is true by citing factual evidence or giving clear logical reasons.

Relate: Show how things are related to, or connected with, each other or how one causes another, or is like another.

Review: Examine a subject critically, analyzing and commenting on the important statements to be made about it.

Sketch: means "break down into its component parts."

State: Present the main points in brief, clear sequence, usually omitting details, illustrations, or examples.

Summarize: Give the main points or facts in condensed form, like the summary of a chapter, omitting details and illustrations.

Trace: In narrative form describe progress, development, or historical events from some point of origin.

Identify or characterize: means "distinguish this term, or this person from all others that are similar." Both are clear injunctions to be as specific as possible.

Illustrate or exemplify: means "giving examples," showing thereby, rather than by definition, that you understand the concept. TRANSITIONAL WORDS AND PHRASES

To achieve unity and coherence, writers use transitional words and phrases. Transitional expressions clarify the relationships between clauses, sentences, and paragraphs, helping guide the readers along. The following is a partial list of transitional expressions.

To Add or Show Sequence: again, also, and, and then, besides, equally important, finally, first, further, furthermore, in addition, in the first place, last, moreover, next, second, still, too

To Compare: also, in the same way, likewise, similarly

To Contrast: although, and yet, but, but at the same time, despite, even so, even though, for all that, however, in contrast, in spite of, nevertheless, notwithstanding, on the contrary, on the other hand, regardless, sill, though, whereas, yet

To Give Examples or Intensify: after all, an illustration of, even, for example, for instance, indeed, in fact, it is true, of course, specifically, that is, to illustrate, truly

To Indicate Place: above, adjacent to, below, elsewhere, farther on, here, near, nearby, on the other side, opposite to, there, to the east, to the left

To Indicate Time: after a while, afterward, as long as, as soon as, at last, at length, at that time, before, earlier, formerly, immediately, in the meantime, in the past, lately, later, meanwhile, now, presently, shortly, simultaneously, since, so far, soon, subsequently, then, thereafter, until, until now, when

To Repeat Summarize or Conclude: all in all, altogether, as has been said, in brief, in conclusion in other words, in particular, in short, in simpler terms, in summary, on the whole,that is, therefore, to put it differently, to summarize

To Show Cause or Effect: accordingly, as a result, because, consequently, for this purpose, hence, otherwise, since, then, therefore, thereupon, this, to this end, with this object.

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Sat / act prep online guides and tips, sat essay prompts: the complete list.

SAT Writing , SAT Essay

On every SAT Essay, you'll have to read an argument meant to persuade a broad audience and discuss how well the author argues his or her point. The passage you'll have to read will change from test to test, but you'll always need to analyze the author's argument and write a coherent and organized essay explaining this analysis.

In this article, we've compiled a list of the 14 real SAT essay prompts that the College Board has released (either in The Official SAT Study Guide or separately online) for the new SAT. This is the most comprehensive set of new SAT essay prompts online today.

At the end of this article, we'll also guide you through how to get the most out of these prompts and link to our expert resources on acing the SAT essay. I'll discuss how the SAT essay prompts are valuable not just because they give you a chance to write a practice essay, but because of what they reveal about the essay task itself.

UPDATE: SAT Essay No Longer Offered

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In January 2021, the College Board announced that after June 2021, it would no longer offer the Essay portion of the SAT (except at schools who opt in during School Day Testing). It is now no longer possible to take the SAT Essay, unless your school is one of the small number who choose to offer it during SAT School Day Testing.

While most colleges had already made SAT Essay scores optional, this move by the College Board means no colleges now require the SAT Essay. It will also likely lead to additional college application changes such not looking at essay scores at all for the SAT or ACT, as well as potentially requiring additional writing samples for placement.

What does the end of the SAT Essay mean for your college applications? Check out our article on the College Board's SAT Essay decision for everything you need to know.

SAT essay prompts always keep to the same basic format. Not only is the prompt format consistent from test to test, but what you're actually asked to do (discuss how an author builds an argument) also remains the same across different test administrations.

The College Board's predictability with SAT essay helps students focus on preparing for the actual analytical task, rather than having to think up stuff on their feet. Every time, before the passage, you'll see the following:

• evidence, such as facts or examples, to support claims.
• reasoning to develop ideas and to connect claims and evidence.
• stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed.

And after the passage, you'll see this:

"Write an essay in which you explain how [the author] builds an argument to persuade [her/his] audience that [whatever the author is trying to argue for]. In your essay, analyze how [the author] uses one or more of the features listed in the box above (or features of your own choice) to strengthen the logic and persuasiveness of his argument. Be sure that your analysis focuses on the most relevant features of the passage.

Your essay should not explain whether you agree with [the author]'s claims, but rather explain how [the author] builds an argument to persuade [her/his/their] audience."

Now that you know the format, let's look at the SAT essay prompts list.

14 Official SAT Essay Prompts

The College Board has released a limited number of prompts to help students prep for the essay. We've gathered them for you here, all in one place. We'll be sure to update this article as more prompts are released for practice and/or as more tests are released.

SPOILER ALERT : Since these are the only essay prompts that have been released so far, you may want to be cautious about spoiling them for yourself, particularly if you are planning on taking practice tests under real conditions . This is why I've organized the prompts by the 10 that are in the practice tests (so you can avoid them if need be), the ones that are available online as sample prompts, and the ones that are in the text of the Official SAT Study Guide (Redesigned SAT), all online for free.

Practice Test Prompts

These 10 prompts are taken from the practice tests that the College Board has released.

Practice Test 1 :

"Write an essay in which you explain how Jimmy Carter builds an argument to persuade his audience that the Arctic National Wildlife Refuge should not be developed for industry."

Practice Test 2 :

"Write an essay in which you explain how Martin Luther King Jr. builds an argument to persuade his audience that American involvement in the Vietnam War is unjust."

Practice Test 3 :

"Write an essay in which you explain how Eliana Dockterman builds an argument to persuade her audience that there are benefits to early exposure to technology."

Practice Test 4 :

"Write an essay in which you explain how Paul Bogard builds an argument to persuade his audience that natural darkness should be preserved."

Practice Test 5 :

"Write an essay in which you explain how Eric Klinenberg builds an argument to persuade his audience that Americans need to greatly reduce their reliance on air-conditioning."

Practice Test 6 :

"Write an essay in which you explain how Christopher Hitchens builds an argument to persuade his audience that the original Parthenon sculptures should be returned to Greece."

Practice Test 7 :

"Write an essay in which you explain how Zadie Smith builds an argument to persuade her audience that public libraries are important and should remain open"

Practice Test 8 :

"Write an essay in which you explain how Bobby Braun builds an argument to persuade his audience that the US government must continue to invest in NASA."

Practice Test 9 :

"Write an essay in which you explain how Todd Davidson builds an argument to persuade his audience that the US government must continue to fund national parks."

Practice Test 10 :

"Write an essay in which you explain how Richard Schiffman builds an argument to persuade his audience that Americans need to work fewer hours."

Special note: The prompt for Practice Test 4 also appears on the College Board's site with real sample essays written in response. If you've written a practice essay for practice test 4 and want to see what essays of different score levels look like for that particular prompt, you can go there and look at eight real student essays.

Free Online Practice

This prompt comes from the College Board website .

"Write an essay in which you explain how Dana Gioia builds an argument to persuade his audience that the decline of reading in America will have a negative effect on society."

This prompt comes from Khan Academy , where it is listed as an alternate essay prompt to go along with Practice Test 2:

"Write an essay in which you explain how Leo W. Gerard builds an argument to persuade his audience that American colleges and universities should be affordable for all students."

The Official SAT Study Guide 2020

The Official SAT Study Guide (editions published in 2015 and later available online for free) contains all 10 of the previously mentioned practice tests at the end of the book. In the section about the new SAT essay , however, there are two additional sample essay prompts (accompanied by articles to analyze).

Sample Prompt 1:

"Write an essay in which you explain how Peter S. Goodman builds an argument to persuade his audience that news organizations should increase the amount of professional foreign news coverage provided to people in the United States."

Sample Prompt 2:

"Write an essay in which you explain how Adam B. Summers builds an argument to persuade his audience that plastic shopping bags should not be banned."

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How Do You Get the Most Out of These Prompts?

Now that you have all the prompts released by the College Board, it's important to know the best way to use them. Make sure you have a good balance between quality and quantity, and don't burn through all 14 of the real prompts in a row— take the time to learn from your experiences writing the practice essays.

Step By Step Guide on How to Practice Using the Article

#1: Understand how the SAT essay is graded .

#2: Follow along as we write a high-scoring SAT essay, step by step .

#3: Plan a set of features you'll look for in the SAT essay readings and practice writing about them fluidly. This doesn't just mean identifying a technique, like asking a rhetorical question, but explaining why it is persuasive and what effect it has on the reader in the context of a particular topic. We have more information on this step in our article about 6 SAT persuasive devices you can use .

#4: Choose a prompt at random from above, or choose a topic that you think is going to be hard for you to detach from (because you'll want to write about the topic, rather than the argument) set timer to 50 minutes and write the essay. No extra time allowed!

#5: Grade the essay, using the official essay rubric to give yourself a score out of 8 in the reading, analysis, and writing sections.

#6: Repeat steps 4 and 5. Choose the prompts you think will be the hardest for you so that you can so that you're prepared for the worst when the test day comes

#7: If you run out of official prompts to practice with, use the official prompts as models to find examples of other articles you could write about . Start by looking for op-ed articles in online news publications like The New York Times, The Atlantic, LA Times , and so on. For instance, the passage about the plastic bag ban in California (Official SAT Study Guide sample essay prompt 2, above) has a counterpoint here —you could try analyzing and writing about that article as well.

Any additional articles you use for practice on the SAT essay must match the following criteria:

• ideally 650-750 words , although it'll be difficult to find an op-ed piece that's naturally that short. Try to aim for nothing longer than 2000 words, though, or the scope of the article is likely to be wider than anything you'll encounter on the SAT.
• always argumentative/persuasive . The author (or authors) is trying to get readers to agree with a claim or idea being put forward.
• always intended for a wide audience . All the information you need to deconstruct the persuasiveness of the argument is in the passage. This means that articles with a lot of technical jargon that's not explained in the article are not realistic passage to practice with.

What's Next?

We've written a ton of helpful resources on the SAT essay. I f you're just getting started, we recommend beginning with our top SAT essay tips for a quick overview of the essay task and what you need to know.

A little more familiar with the SAT essay but still not quite sure how to write one? Follow along with our step-by-step guide to writing the SAT essay .

Looking to earn a high score? Learn what it takes to get the highest score possible on the SAT essay here .

Plus, if you want a reference linking you to all of our great articles on the SAT essay, be sure to check out our ultimate SAT essay guide .

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Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more.

Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice SAT essays, giving feedback on how to improve your score.

Check out our 5-day free trial:

Laura graduated magna cum laude from Wellesley College with a BA in Music and Psychology, and earned a Master's degree in Composition from the Longy School of Music of Bard College. She scored 99 percentile scores on the SAT and GRE and loves advising students on how to excel in high school.

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How to Pass an Essay Test

Last Updated: January 18, 2023 References

This article was co-authored by Michelle Golden, PhD . Michelle Golden is an English teacher in Athens, Georgia. She received her MA in Language Arts Teacher Education in 2008 and received her PhD in English from Georgia State University in 2015. There are 11 references cited in this article, which can be found at the bottom of the page. This article has been viewed 39,734 times.

Essay exams are used to determine whether or not you can sort through a lot of information, figure out what is important, and explain why it is important. Essay exams challenge you to recall main ideas from a class, put them into your own words, and to use the interpretive or analytical skills you’ve learned in the class. If you are accustomed to multiple-choice tests, preparing for this format presents a different kind of challenge.

Preparing for the Test

• Find out what material will be covered with this test. Will it pertain to a certain set of readings, cover everything from a specific unit, or draw upon what you’ve learned throughout the course?
• Find out how much time you will have, how many questions there will be, and what you will need to bring to the test.
• Find out how many points will be dedicated to mechanics, like grammar and spelling, as opposed to the content of your answers.

• Look through your material and organize concepts into categories.
• Look for important ideas and organize your notes into groups.
• Brainstorm ways that these groups correspond to each other.

• Get a good night's sleep. [4] X Research source
• Eat a nutritious breakfast. [5] X Research source
• Do something that helps you relax, such as playing a game or taking a bath.

Planning to Write

• Decide how much time you will spend planning your writing, writing the actual essay, and proofreading.
• Consider using a 5-45-10 ratio (for an hour-long essay exam): 5 minutes to plan, 45 minutes to write, and 10 minutes to revise. You can adjust this ratio to fit your own time constraints. [6] X Research source

• Define: Provide the subject’s meaning (or definition). Often you will be asked to provide one than perspective on the subject's meaning.
• Explain why/how: describe the reasons why, or the steps leading up to how a particular thing occurred.
• Compare or contrast: Show how two or more things are similar or dissimilar.
• Prove: Give reasons or examples to demonstrate how or why something is the truth.
• Analyze: Look closely at the components of something to figure out what it might mean, or why it is important. [7] X Trustworthy Source University of North Carolina Writing Center UNC's on-campus and online instructional service that provides assistance to students, faculty, and others during the writing process Go to source

Writing the Essay

• Read your entire essay to check for clarity. Go back to the prompt and make sure that you have answered the question or questions.
• Proofread for grammar and spelling. Be sure to check spelling of words you learned in class!
• Check that every body paragraph has a topic sentence, specific evidence, and a connection to the thesis.
• If time allows (and if the essay is handwritten), rewrite the essay to reflect any changes you made. Use your best penmanship.

Community Q&A

• Keep it tidy! If you are composing this essay by hand, make sure you use legible handwriting. [13] X Research source Thanks Helpful 0 Not Helpful 0
• Look over previous essay tests from the same teacher in order to predict what kind of questions you will be asked. Thanks Helpful 0 Not Helpful 0
• Time spent on planning your writing can often be the most valuable. Jot brief notes (not complete sentences) to yourself about what you will address, and you will spend less time writing the paper. Thanks Helpful 0 Not Helpful 0
• Don't neglect any part of the prompt. Answer it wholly and completely, and refer back to it often during your writing. Watch out for two-part questions, and be certain to answer both parts. Thanks Helpful 5 Not Helpful 0

You Might Also Like

• ↑ https://www.youtube.com/watch?v=uraHllrHjvA&ab_channel=ODUWritingCenter
• ↑ http://writingcenter.unc.edu/handouts/essay-exams/
• ↑ https://owl.english.purdue.edu/owl/section/1/4/
• ↑ http://www.huffingtonpost.com/2014/06/22/sleep-hours-exam-performance_n_5516643.html
• ↑ http://www.nydailynews.com/life-style/health/kids-eat-breakfast-score-higher-iq-tests-article-1.1257823
• ↑ https://www.youtube.com/watch?v=z73tswpuek&ab_channel=ODUWritingCenter
• ↑ http://www.writing.ucsb.edu/faculty/donelan/intro.html
• ↑ https://owl.english.purdue.edu/owl/resource/724/02/
• ↑ https://owl.english.purdue.edu/engagement/2/2/60/
• ↑ http://writing.umn.edu/sws/quickhelp/process/editing.html
• ↑ http://www.princetonreview.com/college-advice/sat-essay

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The ultimate essay test guide: achieve top grades with ease.

An essay test, a fundamental tool in academic assessment, measures a student's ability to express, argue, and structure their thoughts on a given subject through written words. This test format delves deeper into a student's critical thinking and writing skills unlike other conventional exam types.

What is an Essay Test?

An essay test is a type of assessment in which a student is prompted to respond to a question or a series of questions by writing an essay.

This form of test isn’t merely about checking a student’s recall or memorisation skills , but more about gauging their ability to comprehend a subject, synthesise information, and articulate their understanding effectively.

Types of Essay Tests

Essay tests can be broadly classified into two categories: Restricted Response and Extended Response .

• Restricted Response tests focus on limited aspects, requiring students to provide short, concise answers.
• Extended Response tests demand more comprehensive answers, allowing students to showcase their creativity and analytical skills.

Advantages and Limitations of an Essay Test

Essay tests offer numerous benefits but also have certain limitations. The advantages of an essay test are :

• They allow teachers to evaluate students’ abilities to organise, synthesise, and interpret information.
• They help in developing critical thinking and writing skills among students.
• They provide an opportunity for students to exhibit their knowledge and understanding of a subject in a broader context.

And the limitations of an essay test are :

• They are time-consuming to both take and grade.
• They are subject to scoring inconsistencies due to potential subjective bias.
• They may cause the students who struggle with written expression may face difficulties, and these tests may not accurately reflect the full spectrum of a student’s knowledge or understanding.

Join over 90% of students getting better grades!

That’s a pretty good statistic. Download our free all-in-one learning app and start your most successful learning journey yet. Let’s do it!

Understanding the Structure of an Essay Test

Essay tests involve a defined structure to ensure organised, coherent, and comprehensive expression of thoughts. Adhering to a specific structure can enhance your ability to answer essay questions effectively .

The 7 Steps of an Essay

Writing an essay test typically involves seven steps :

• Understanding the question
• Brainstorming ideas
• Creating an outline
• Crafting a thesis statement
• Writing the essay body
• Formulating the conclusion
• Revising and editing for clarity and conciseness

The First Sentence in an Essay

The initial sentence of an essay, often termed a hook , plays a crucial role.

It aims to grab the reader’s attention and provoke interest in the essay topic. It should be engaging, and relevant, and set the tone for the rest of the essay .

The 5-Paragraph Essay Format

The 5-paragraph essay format is commonly used in essay tests, providing a clear and organised approach for students to articulate their ideas. In this format, the introduction and the conclusion include 1 paragraph, while the body of the essay includes 3 .

• Introduction : The introduction sets the stage, providing a brief overview of the topic and presenting the thesis statement – the central argument or point.
• Body : The body of the essay contains three paragraphs, each presenting a separate point that supports the thesis statement. Detailed explanations, evidence, and examples are included here to substantiate the points.
• Conclusion : The conclusion reiterates the thesis statement and summarises the main points. It provides a final perspective on the topic, drawing the essay to a close.

How to Prepare for an Essay Test?

Preparing for an essay test demands a structured approach to ensure thorough understanding and effective response. Here are some strategies to make this task more manageable:

#1 Familiarise Yourself with the Terminology Used

Knowledge of key terminologies is essential. Understand the meaning of directives such as “describe”, “compare”, “contrast”, or “analyse”. Each term guides you on what is expected in your essay and helps you to answer the question accurately.

To make it easier, you can take advantage of AI technologies. While preparing for your exam, use similar essay questions as prompts and see how AI understands and evaluates the questions. If you are unfamiliar with AI, you can check out The Best Chat GPT Prompts For Essay Writing .

#2 Review and Revise Past Essays

Take advantage of past essays or essay prompts to review and revise your writing . Analyse your strengths and areas for improvement, paying attention to grammar , structure , and clarity . This process helps you refine your writing skills and identify potential pitfalls to avoid in future tests.

#3 Practice Timed Writing

Simulate test conditions by practising timed writing . Set a specific time limit for each essay question and strive to complete it within that timeframe. This exercise builds your ability to think and write quickly , improving your efficiency during the actual test.

#4 Utilise Mnemonic Techniques

To aid in memorisation and recall of key concepts or arguments, employ mnemonic techniques . These memory aids, such as acronyms, visualisation, or association techniques, can help you retain important information and retrieve it during the test. Practice using mnemonics to reinforce your understanding of critical points.

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Strategies to Pass an Essay Test

Passing an essay test goes beyond understanding the topic; it also requires strategic planning and execution . Below are key strategies that can enhance your performance in an essay test.

• Read the exam paper thoroughly before diving into writing : read the entire exam paper thoroughly. Understand each question’s requirement and make a mental note of the points to be included in each response. This step will help in ensuring that no aspect of the question is overlooked.
• Answer in the First Sentence and Use the Language of the Question : Begin your essay by clearly stating your answer in the first sentence. Use the language of the question to show you are directly addressing the task. This approach ensures that your main argument is understood right from the start.
• Structure Your Essay : Adopt a logical essay structure , typically comprising an introduction, body, and conclusion. This helps in organising your thoughts, making your argument clearer, and enhancing the readability of your essay.
• Answer in Point Form When Running Out of Time : If time is running short, present your answer in point form. This approach allows you to cover more points quickly, ensuring you don’t leave any questions unanswered.
• Write as Legibly as Possible : Your writing should be clear and easy to read. Illegible handwriting could lead to misunderstandings and may negatively impact your grades.
• Number Your Answers : Ensure your answers are correctly numbered. This helps in aligning your responses with the respective questions, making it easier for the examiner to assess your work, and reducing chances of confusion or error
• Time Yourself on Each Question : Time management is crucial in an essay test. Allocate a specific amount of time to each question, taking into account the marks they carry. Ensure you leave ample time for revising and editing your responses. Practising this strategy can prevent last-minute rushes and result in a more polished essay.

About the Author Oğulcan Tezcan is a writer, translator, editor, and an accomplished engineer. Oğulcan is also a keen researcher and digital market analyst, with a particular interest in self-development, productivity, and human behaviour.

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Frequently Asked Questions About Essay Tests

How do you answer an essay question, when taking an essay test what is the first step, what type of test is an essay test, what is the first sentence in an essay, what are the six elements of an essay.

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Argumentative Essays (Test)

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The Modes of Discourse—Exposition, Description, Narration, Argumentation (EDNA)—are common paper assignments you may encounter in your writing classes. Although these genres have been criticized by some composition scholars, the Purdue OWL recognizes the wide spread use of these approaches and students’ need to understand and produce them.

What is an argumentative essay?

The argumentative essay is a genre of writing that requires the student to investigate a topic; collect, generate, and evaluate evidence; and establish a position on the topic in a concise manner.

Please note : Some confusion may occur between the argumentative essay and the expository essay. These two genres are similar, but the argumentative essay differs from the expository essay in the amount of pre-writing (invention) and research involved. The argumentative essay is commonly assigned as a capstone or final project in first year writing or advanced composition courses and involves lengthy, detailed research. Expository essays involve less research and are shorter in length. Expository essays are often used for in-class writing exercises or tests, such as the GED or GRE.

Argumentative essay assignments generally call for extensive research of literature or previously published material. Argumentative assignments may also require empirical research where the student collects data through interviews, surveys, observations, or experiments. Detailed research allows the student to learn about the topic and to understand different points of view regarding the topic so that she/he may choose a position and support it with the evidence collected during research. Regardless of the amount or type of research involved, argumentative essays must establish a clear thesis and follow sound reasoning.

The structure of the argumentative essay is held together by the following.

• A clear, concise, and defined thesis statement that occurs in the first paragraph of the essay.

In the first paragraph of an argument essay, students should set the context by reviewing the topic in a general way. Next the author should explain why the topic is important ( exigence ) or why readers should care about the issue. Lastly, students should present the thesis statement. It is essential that this thesis statement be appropriately narrowed to follow the guidelines set forth in the assignment. If the student does not master this portion of the essay, it will be quite difficult to compose an effective or persuasive essay.

• Clear and logical transitions between the introduction, body, and conclusion.

Transitions are the mortar that holds the foundation of the essay together. Without logical progression of thought, the reader is unable to follow the essay’s argument, and the structure will collapse. Transitions should wrap up the idea from the previous section and introduce the idea that is to follow in the next section.

• Body paragraphs that include evidential support.

Each paragraph should be limited to the discussion of one general idea. This will allow for clarity and direction throughout the essay. In addition, such conciseness creates an ease of readability for one’s audience. It is important to note that each paragraph in the body of the essay must have some logical connection to the thesis statement in the opening paragraph. Some paragraphs will directly support the thesis statement with evidence collected during research. It is also important to explain how and why the evidence supports the thesis ( warrant ).

However, argumentative essays should also consider and explain differing points of view regarding the topic. Depending on the length of the assignment, students should dedicate one or two paragraphs of an argumentative essay to discussing conflicting opinions on the topic. Rather than explaining how these differing opinions are wrong outright, students should note how opinions that do not align with their thesis might not be well informed or how they might be out of date.

• Evidential support (whether factual, logical, statistical, or anecdotal).

The argumentative essay requires well-researched, accurate, detailed, and current information to support the thesis statement and consider other points of view. Some factual, logical, statistical, or anecdotal evidence should support the thesis. However, students must consider multiple points of view when collecting evidence. As noted in the paragraph above, a successful and well-rounded argumentative essay will also discuss opinions not aligning with the thesis. It is unethical to exclude evidence that may not support the thesis. It is not the student’s job to point out how other positions are wrong outright, but rather to explain how other positions may not be well informed or up to date on the topic.

• A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided.

It is at this point of the essay that students may begin to struggle. This is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical. Do not introduce any new information into the conclusion; rather, synthesize the information presented in the body of the essay. Restate why the topic is important, review the main points, and review your thesis. You may also want to include a short discussion of more research that should be completed in light of your work.

A complete argument

Perhaps it is helpful to think of an essay in terms of a conversation or debate with a classmate. If I were to discuss the cause of World War II and its current effect on those who lived through the tumultuous time, there would be a beginning, middle, and end to the conversation. In fact, if I were to end the argument in the middle of my second point, questions would arise concerning the current effects on those who lived through the conflict. Therefore, the argumentative essay must be complete, and logically so, leaving no doubt as to its intent or argument.

The five-paragraph essay

A common method for writing an argumentative essay is the five-paragraph approach. This is, however, by no means the only formula for writing such essays. If it sounds straightforward, that is because it is; in fact, the method consists of (a) an introductory paragraph (b) three evidentiary body paragraphs that may include discussion of opposing views and (c) a conclusion.

Longer argumentative essays

Complex issues and detailed research call for complex and detailed essays. Argumentative essays discussing a number of research sources or empirical research will most certainly be longer than five paragraphs. Authors may have to discuss the context surrounding the topic, sources of information and their credibility, as well as a number of different opinions on the issue before concluding the essay. Many of these factors will be determined by the assignment.

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Preparing for the ACT Test with Writing

About the act writing test.

The ACT writing test is a 40-minute essay test that measures your writing skills. The test consists of one writing prompt that will describe a complex issue and present three different perspectives on that issue.  It is a paper-and-pencil test. You will write your essay in pencil (no mechanical pencils or ink pens) on the lined pages of an answer folder that will be provided to you. The only exception is for approved students with diagnosed disabilities who cannot hand write the essay. (See Accommodations .) 

The ACT writing test complements the English and reading tests. The combined information from these tests tells postsecondary institutions about students’ understanding of the conventions of standard written English and their ability to produce a direct sample of writing. The writing test cannot be taken without first taking all four multiple-choice tests in the same session. 

You are asked to read the prompt and write an essay in which you develop your own perspective on the issue. Your essay should analyze the relationship between your perspective and one or more other perspectives. You may adopt a perspective from the prompt, partially or fully, or you may generate your own. Your score will not be affected by the point of view you take on the issue.

Some colleges require the ACT writing test. You should decide whether or not you should take it based on the requirements of the colleges you are applying to or considering.

Why the ACT Writing Test Is Optional 

Because postsecondary institutions have varying needs, we offer the ACT writing test as an option. 

• Postsecondary institutions are making their own decisions about whether to require the results from the ACT writing test for admissions and/or course placement purposes. 
• Students will decide whether to take the writing test based on the requirements of the institutions they are considering. 

Practice Your Writing Skills 

Read. Write. Repeat. 

There are many ways to prepare for the ACT writing test that don't even include writing at all. Reading newspapers and magazines, listening to news analyses on television or radio, and participating in discussions and debates about issues and problems all help you build a foundation for your writing skills. These activities help you become more familiar with current issues, with different perspectives on those issues, and with strategies that skilled writers and speakers use to present their points of view. 

Of course, one of the best ways to prepare for the ACT writing test is to practice writing. But you don’t have to sit at a desk and fill a notebook with essays. Practice writing for different purposes, with different audiences in mind. The writing you do in your English classes will help you. Practice writing stories, poems, plays, editorials, reports, letters to the editor, a personal journal, or other kinds of writing that you do on your own—including, yes, essays. 

The ACT writing test asks you to explain your perspective on an issue in a convincing way, so writing opportunities such as editorials or letters to the editor of a newspaper are especially helpful. Practicing various types of writing will help make you a versatile writer able to adjust to different writing assignments. 

Finally, don’t forget you only have 40 minutes on test day. Get some practice writing within a time limit. This will not only give you an advantage on the test, but also will help you build skills that are important in college-level learning and in the world of work. 

Build Your Writing Skills 

Everyday ways to improve your writing 

You can strengthen your writing skills just about anywhere, anytime. Read below for some ideas to make writing, responding, and organizing your thoughts part of your daily routine:   

• Read and write frequently.  Read as much as you can from a variety of sources, including plays, essays, fiction, poetry, news stories, business writing, and magazine features. 
• Become familiar with current issues in society and develop your own opinions.  Think of arguments you would use to convince someone of your perspective. Taking speech and debate classes can help you think through issues and communicate them to others. 
• Practice writing in different formats and in as many real situations as possible.  Write letters to the editor, or letters to a company requesting information. 
• Try some writing in extracurricular activities.  School newspapers, yearbooks, and creative writing clubs offer opportunities to express ideas in writing. 
• Share your writing with others and get feedback.  Feedback helps you anticipate how readers might interpret your writing and what types of questions they might have. This can help you anticipate what a reader might want to know. 
• Learn to see writing as a process —brainstorming, planning, writing, and then editing. This applies to all writing activities. 
• Listen to the advice your English teacher gives you about your writing. 
• Strive for well-developed and well-organized writing  that uses precise, clear, and concise language. 
• Remember that everyone can improve their writing skills.  Confidence and skill will grow with the more writing you do. Practice and work lead to achievement. 

Tips for Taking the ACT Writing Test

Pace yourself.

The ACT writing test contains one question to be completed in 40 minutes. When asked to write a timed essay, most writers find it useful to do some planning before they write the essay and to do a final check of the essay when it is finished. It is unlikely that you will have time to draft, revise, and recopy your essay.

Before writing, carefully read and consider all prompt material. Be sure you understand the issue, its perspectives, and your essay task. The prewriting questions included with the prompt will help you analyze the perspectives and develop your own. Use these questions to think critically about the prompt and generate effective ideas in response. Ask yourself how your ideas and analysis can best be supported and organized in a written argument. Use the prewriting space in your test booklet to structure or outline your response.

Establish the focus of your essay by making clear your argument and its main ideas. Explain and illustrate your ideas with sound reasoning and meaningful examples. Discuss the significance of your ideas: what are the implications of what you have to say, and why is your argument important to consider? As you write, ask yourself if your logic is clear, you have supported your claims, and you have chosen precise words to communicate your ideas.

Review Your Essay

Take a few minutes before time is called to read over your essay. Correct any mistakes. If you find any words that are hard to read, recopy them. Make corrections and revisions neatly between the lines. Do not write in the margins. Your readers know you had only 40 minutes to compose and write your essay. Within that time limit, try to make your essay as polished as you can.

There are many ways to prepare for the ACT writing test. These include reading newspapers and magazines, listening to news analyses on television and radio, and participating in discussions and debates.

One of the best ways to prepare for the ACT writing test is to practice writing with different purposes for different audiences. The writing you do in your classes will help you. So will writing essays, stories, editorials, a personal journal, or other writing you do on your own.

It is also a good idea to practice writing within a time limit. Taking the practice ACT writing test will give you a sense of how much additional practice you may need. You might want to take the practice ACT writing test even if you do not plan to take the ACT with writing, because this will help build skills that are important in college-level learning and in the world of work.

Find more info about how the writing test is scored .

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• The four main types of essay | Quick guide with examples

The Four Main Types of Essay | Quick Guide with Examples

Published on September 4, 2020 by Jack Caulfield . Revised on July 23, 2023.

An essay is a focused piece of writing designed to inform or persuade. There are many different types of essay, but they are often defined in four categories: argumentative, expository, narrative, and descriptive essays.

Argumentative and expository essays are focused on conveying information and making clear points, while narrative and descriptive essays are about exercising creativity and writing in an interesting way. At university level, argumentative essays are the most common type. 

In high school and college, you will also often have to write textual analysis essays, which test your skills in close reading and interpretation.

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Table of contents

Argumentative essays, expository essays, narrative essays, descriptive essays, textual analysis essays, other interesting articles, frequently asked questions about types of essays.

An argumentative essay presents an extended, evidence-based argument. It requires a strong thesis statement —a clearly defined stance on your topic. Your aim is to convince the reader of your thesis using evidence (such as quotations ) and analysis.

Argumentative essays test your ability to research and present your own position on a topic. This is the most common type of essay at college level—most papers you write will involve some kind of argumentation.

The essay is divided into an introduction, body, and conclusion:

• The introduction provides your topic and thesis statement
• The body presents your evidence and arguments
• The conclusion summarizes your argument and emphasizes its importance

The example below is a paragraph from the body of an argumentative essay about the effects of the internet on education. Mouse over it to learn more.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

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An expository essay provides a clear, focused explanation of a topic. It doesn’t require an original argument, just a balanced and well-organized view of the topic.

Expository essays test your familiarity with a topic and your ability to organize and convey information. They are commonly assigned at high school or in exam questions at college level.

The introduction of an expository essay states your topic and provides some general background, the body presents the details, and the conclusion summarizes the information presented.

A typical body paragraph from an expository essay about the invention of the printing press is shown below. Mouse over it to learn more.

The invention of the printing press in 1440 changed this situation dramatically. Johannes Gutenberg, who had worked as a goldsmith, used his knowledge of metals in the design of the press. He made his type from an alloy of lead, tin, and antimony, whose durability allowed for the reliable production of high-quality books. This new technology allowed texts to be reproduced and disseminated on a much larger scale than was previously possible. The Gutenberg Bible appeared in the 1450s, and a large number of printing presses sprang up across the continent in the following decades. Gutenberg’s invention rapidly transformed cultural production in Europe; among other things, it would lead to the Protestant Reformation.

A narrative essay is one that tells a story. This is usually a story about a personal experience you had, but it may also be an imaginative exploration of something you have not experienced.

Narrative essays test your ability to build up a narrative in an engaging, well-structured way. They are much more personal and creative than other kinds of academic writing . Writing a personal statement for an application requires the same skills as a narrative essay.

A narrative essay isn’t strictly divided into introduction, body, and conclusion, but it should still begin by setting up the narrative and finish by expressing the point of the story—what you learned from your experience, or why it made an impression on you.

Mouse over the example below, a short narrative essay responding to the prompt “Write about an experience where you learned something about yourself,” to explore its structure.

Since elementary school, I have always favored subjects like science and math over the humanities. My instinct was always to think of these subjects as more solid and serious than classes like English. If there was no right answer, I thought, why bother? But recently I had an experience that taught me my academic interests are more flexible than I had thought: I took my first philosophy class.

Before I entered the classroom, I was skeptical. I waited outside with the other students and wondered what exactly philosophy would involve—I really had no idea. I imagined something pretty abstract: long, stilted conversations pondering the meaning of life. But what I got was something quite different.

A young man in jeans, Mr. Jones—“but you can call me Rob”—was far from the white-haired, buttoned-up old man I had half-expected. And rather than pulling us into pedantic arguments about obscure philosophical points, Rob engaged us on our level. To talk free will, we looked at our own choices. To talk ethics, we looked at dilemmas we had faced ourselves. By the end of class, I’d discovered that questions with no right answer can turn out to be the most interesting ones.

The experience has taught me to look at things a little more “philosophically”—and not just because it was a philosophy class! I learned that if I let go of my preconceptions, I can actually get a lot out of subjects I was previously dismissive of. The class taught me—in more ways than one—to look at things with an open mind.

A descriptive essay provides a detailed sensory description of something. Like narrative essays, they allow you to be more creative than most academic writing, but they are more tightly focused than narrative essays. You might describe a specific place or object, rather than telling a whole story.

Descriptive essays test your ability to use language creatively, making striking word choices to convey a memorable picture of what you’re describing.

A descriptive essay can be quite loosely structured, though it should usually begin by introducing the object of your description and end by drawing an overall picture of it. The important thing is to use careful word choices and figurative language to create an original description of your object.

Mouse over the example below, a response to the prompt “Describe a place you love to spend time in,” to learn more about descriptive essays.

On Sunday afternoons I like to spend my time in the garden behind my house. The garden is narrow but long, a corridor of green extending from the back of the house, and I sit on a lawn chair at the far end to read and relax. I am in my small peaceful paradise: the shade of the tree, the feel of the grass on my feet, the gentle activity of the fish in the pond beside me.

My cat crosses the garden nimbly and leaps onto the fence to survey it from above. From his perch he can watch over his little kingdom and keep an eye on the neighbours. He does this until the barking of next door’s dog scares him from his post and he bolts for the cat flap to govern from the safety of the kitchen.

With that, I am left alone with the fish, whose whole world is the pond by my feet. The fish explore the pond every day as if for the first time, prodding and inspecting every stone. I sometimes feel the same about sitting here in the garden; I know the place better than anyone, but whenever I return I still feel compelled to pay attention to all its details and novelties—a new bird perched in the tree, the growth of the grass, and the movement of the insects it shelters…

Sitting out in the garden, I feel serene. I feel at home. And yet I always feel there is more to discover. The bounds of my garden may be small, but there is a whole world contained within it, and it is one I will never get tired of inhabiting.

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Though every essay type tests your writing skills, some essays also test your ability to read carefully and critically. In a textual analysis essay, you don’t just present information on a topic, but closely analyze a text to explain how it achieves certain effects.

Rhetorical analysis

A rhetorical analysis looks at a persuasive text (e.g. a speech, an essay, a political cartoon) in terms of the rhetorical devices it uses, and evaluates their effectiveness.

The goal is not to state whether you agree with the author’s argument but to look at how they have constructed it.

The introduction of a rhetorical analysis presents the text, some background information, and your thesis statement; the body comprises the analysis itself; and the conclusion wraps up your analysis of the text, emphasizing its relevance to broader concerns.

The example below is from a rhetorical analysis of Martin Luther King Jr.’s “I Have a Dream” speech . Mouse over it to learn more.

King’s speech is infused with prophetic language throughout. Even before the famous “dream” part of the speech, King’s language consistently strikes a prophetic tone. He refers to the Lincoln Memorial as a “hallowed spot” and speaks of rising “from the dark and desolate valley of segregation” to “make justice a reality for all of God’s children.” The assumption of this prophetic voice constitutes the text’s strongest ethical appeal; after linking himself with political figures like Lincoln and the Founding Fathers, King’s ethos adopts a distinctly religious tone, recalling Biblical prophets and preachers of change from across history. This adds significant force to his words; standing before an audience of hundreds of thousands, he states not just what the future should be, but what it will be: “The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.” This warning is almost apocalyptic in tone, though it concludes with the positive image of the “bright day of justice.” The power of King’s rhetoric thus stems not only from the pathos of his vision of a brighter future, but from the ethos of the prophetic voice he adopts in expressing this vision.

Literary analysis

A literary analysis essay presents a close reading of a work of literature—e.g. a poem or novel—to explore the choices made by the author and how they help to convey the text’s theme. It is not simply a book report or a review, but an in-depth interpretation of the text.

Literary analysis looks at things like setting, characters, themes, and figurative language. The goal is to closely analyze what the author conveys and how.

The introduction of a literary analysis essay presents the text and background, and provides your thesis statement; the body consists of close readings of the text with quotations and analysis in support of your argument; and the conclusion emphasizes what your approach tells us about the text.

Mouse over the example below, the introduction to a literary analysis essay on Frankenstein , to learn more.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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At high school and in composition classes at university, you’ll often be told to write a specific type of essay , but you might also just be given prompts.

Look for keywords in these prompts that suggest a certain approach: The word “explain” suggests you should write an expository essay , while the word “describe” implies a descriptive essay . An argumentative essay might be prompted with the word “assess” or “argue.”

The vast majority of essays written at university are some sort of argumentative essay . Almost all academic writing involves building up an argument, though other types of essay might be assigned in composition classes.

Essays can present arguments about all kinds of different topics. For example:

• In a literary analysis essay, you might make an argument for a specific interpretation of a text
• In a history essay, you might present an argument for the importance of a particular event
• In a politics essay, you might argue for the validity of a certain political theory

An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

The key difference is that a narrative essay is designed to tell a complete story, while a descriptive essay is meant to convey an intense description of a particular place, object, or concept.

Narrative and descriptive essays both allow you to write more personally and creatively than other kinds of essays , and similar writing skills can apply to both.

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Essay tests are useful for teachers when they want students to select, organize, analyze, synthesize, and/or evaluate information. In other words, they rely on the upper levels of Bloom's Taxonomy . There are two types of essay questions: restricted and extended response.

• Restricted Response - These essay questions limit what the student will discuss in the essay based on the wording of the question. For example, "State the main differences between John Adams' and Thomas Jefferson's beliefs about federalism," is a restricted response. What the student is to write about has been expressed to them within the question.
• Extended Response - These allow students to select what they wish to include in order to answer the question. For example, "In Of Mice and Men , was George's killing of Lennie justified? Explain your answer." The student is given the overall topic, but they are free to use their own judgment and integrate outside information to help support their opinion.

Student Skills Required for Essay Tests

Before expecting students to perform well on either type of essay question, we must make sure that they have the required skills to excel. Following are four skills that students should have learned and practiced before taking essay exams:

• The ability to select appropriate material from the information learned in order to best answer the question.
• The ability to organize that material in an effective manner.
• The ability to show how ideas relate and interact in a specific context.
• The ability to write effectively in both sentences and paragraphs.

Constructing an Effective Essay Question

Following are a few tips to help in the construction of effective essay questions:

• Begin with the lesson objectives in mind. Make sure to know what you wish the student to show by answering the essay question.
• Decide if your goal requires a restricted or extended response. In general, if you wish to see if the student can synthesize and organize the information that they learned, then restricted response is the way to go. However, if you wish them to judge or evaluate something using the information taught during class, then you will want to use the extended response.
• If you are including more than one essay, be cognizant of time constraints. You do not want to punish students because they ran out of time on the test.
• Write the question in a novel or interesting manner to help motivate the student.
• State the number of points that the essay is worth. You can also provide them with a time guideline to help them as they work through the exam.
• If your essay item is part of a larger objective test, make sure that it is the last item on the exam.

Scoring the Essay Item

One of the downfalls of essay tests is that they lack in reliability. Even when teachers grade essays with a well-constructed rubric, subjective decisions are made. Therefore, it is important to try and be as reliable as possible when scoring your essay items. Here are a few tips to help improve reliability in grading:

• Determine whether you will use a holistic or analytic scoring system before you write your rubric . With the holistic grading system, you evaluate the answer as a whole, rating papers against each other. With the analytic system, you list specific pieces of information and award points for their inclusion.
• Prepare the essay rubric in advance. Determine what you are looking for and how many points you will be assigning for each aspect of the question.
• Avoid looking at names. Some teachers have students put numbers on their essays to try and help with this.
• Score one item at a time. This helps ensure that you use the same thinking and standards for all students.
• Avoid interruptions when scoring a specific question. Again, consistency will be increased if you grade the same item on all the papers in one sitting.
• If an important decision like an award or scholarship is based on the score for the essay, obtain two or more independent readers.
• Beware of negative influences that can affect essay scoring. These include handwriting and writing style bias, the length of the response, and the inclusion of irrelevant material.
• Review papers that are on the borderline a second time before assigning a final grade.
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• Study for an Essay Test
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• ACT Format: What to Expect on the Exam
• 10 Common Test Mistakes
• Tips to Create Effective Matching Questions for Assessments
• GMAT Exam Structure, Timing, and Scoring
• Self Assessment and Writing a Graduate Admissions Essay
• Holistic Grading (Composition)
• The Computer-Based GED Test
• UC Personal Statement Prompt #1
• SAT Sections, Sample Questions and Strategies
• Tips to Cut Writing Assignment Grading Time
• Ideal College Application Essay Length
• How To Study for Biology Exams

GED Essay Writing Guide

What is the ged rla “extended response” question.

The Reasoning Through Language Arts (RLA) section of the GED includes an Extended Response essay question. You will only have 45 minutes to complete this essay, so it is important to familiarize yourself with the nature of the prompt. Read through this guide to become more familiar with the prompt and how to write the best response possible.

If you follow the strategies and the template provided in this guide, you’ll be able to produce a high-scoring essay in the time allotted! 😀

GED Essay Overview

Since the GED Exam is administered on a computer, you will type your essay into a text box. You will first be presented with two Stimulus Passages and then you will be given an essay prompt. The Stimulus Passages will each have 4–5 short paragraphs that introduce an issue and take a stance on that issue, with one passage opposing the other. You will then be given the following prompt:

  ➤ Pro Tip: Remember that the 45 minutes includes the time you take to read the Stimulus Passages. Read the passages thoroughly, but quickly, and make note of any specific points that stand out to you so that you can easily reference them as you formulate your argument.

GED Essay Strategy

In order to maximize your 45 minutes, it’s important to decide ahead of time how much time you will spend on each step. We recommend following the guide below, but you should write some practice responses with a timer nearby to get a good understanding of how our guide can best serve you. Make sure you do not hand-write your practice essays, as it is always best to recreate test conditions as closely as possible when preparing.

Follow this strategy when writing your GED Essay:

Step 1 ► Read and Analyze the Stimulus Passages (5 Minutes).

Start by reading both of the passages. Make sure you understand the issue and the position that each passage is taking. Try to ignore your own personal feelings on the topic as you read. Ultimately, your job is to explain why one of the sides is better supported ; it is fine to completely disagree with the side you defend, so long as you adequately support your stance. You are not writing about who you agree with, you are writing about who supports their argument best .

Step 2 ► Select Your Position and Outline Your Ideas (5 Minutes).

Ask yourself: which side seems like it has more supporting details and/or examples? Your task with this essay is similar to that of a teacher grading an essay. It doesn’t matter if you agree with the position; it matters that the writer supported their position well.

Remember, “better-supported” does not necessarily mean “right.” You are not required to argue in favor of one of the positions; you only need to explain why one position is better-supported than the other position.

Passage 1 : argues that school lunches should be 100% vegetarian in order to improve the health of students and to tackle the obesity epidemic in schools. This passage provides:

• statistics showing that vegetables are good for children.

Passage 2 : argues that animal protein is crucial for superior athletic performance and sustained energy levels in children. This passage provides:

• quotes from a doctor who says that protein from meat keeps children alert in classes after lunchtime.
• scientific research that supports this claim.
• statistics from counties that switched to vegetarian lunches which show that test scores dropped after adopting vegetarian lunches.

Which side is “best supported?” Which side should you choose for your essay? If you said, Passage 2, you are correct. Even if you are a vegetarian, you should be able to see that there is more supporting evidence in the passages for the “pro-meat” side. You will not receive a bad score if you choose to support the side that has less evidence, but it makes your task harder.

You should spend approximately 5 minutes deciding your position and outlining your essay. You can simply type your outline at the top of the text box (and delete it after you finish your essay). We will discuss more specifics about how to outline our essay in the “Template” below!

Step 3 ► Write your Essay (30 Minutes).

At this point, approximately 10 minutes will have gone by. You have read the passages and outlined your position. Now, simply start with paragraph 1, and follow the outline you created. Remember to stop periodically and refer back to your outline at the top. Most GED Extended Response essays are between 4–7 paragraphs and each paragraph is composed of 3–7 sentences. We suggest that you aim for 5 paragraphs; doing so ensures that your argument is complete.

As you will see in the Template below, it’s okay if some paragraphs are shorter than others! Don’t feel like you have to write sentences to fill up space; always write with purpose. Once you’ve made your point in a given paragraph, add a concluding sentence and move on. You should spend approximately 30 minutes on your essay.

Step 4 ► Read Everything Over At Least Once (5 Minutes).

Proofreading can make a good essay great, and a great essay stellar, so don’t forget that you will need at least 5 minutes at the end to thoroughly read through what you have written. Go back to the outline and review your notes. Does the essay you wrote follow the outline? Is it well-organized? If you’re happy that you didn’t stray from your plan, delete your outline notes. This is very important! If you do not delete your notes, scorers will think it is part of your response and take points off.

If you have extra time, look for spelling and grammar errors. Do your verb tenses agree? Did you accidentally leave off the “s” on a plural noun? How are the transitions between paragraphs? Does the essay “flow?” Remember, you can re-type any sentences you dislike, and you can add additional sentences for clarity. This is a timed response, so it does not have to be perfect, but if you have the time to fix mistakes you’ll only be helping your chances.

GED Essay Template

In the four-part strategy above, you read about the importance of planning and making an outline for the position you selected. Your outline should follow this general format:

• Paragraph 1 — Introduction
• Paragraph 2 — Body Paragraph
• Paragraph 3 — Body Paragraph
• Paragraph 4 — Body Paragraph
• Paragraph 5 — Conclusion

★ Paragraph 1 — Introduction

The introduction and conclusion are short paragraphs that “bookend” your essay. Your introduction should:

• introduce the topic from the passage,
• explain both sides of the issue (showing that you understood what you read),
• and make a claim that one side is better-supported and thus, more convincing (this should be the final sentence of the introduction).

Below is a possible template for the introductory paragraph. When you are writing your essay, you can write a very similar introductory paragraph while replacing the underlined portions to fit the prompt that you are answering:

  ★ Paragraphs 2–4 — Body Paragraphs

The real strength of your essay lies in your body paragraphs. Each body paragraph must introduce and describe one reason why the position you chose is better-supported. There will be 3 reasons in total (if you follow the 5-paragraph format). Look for some of these common ready-made arguments when reviewing the passages:

Authority figure — Does the passage quote a reputable figure with specialized knowledge, such as a doctor, scientist, or other expert? Does the reference lend credibility to the overall argument?

History — Does the passage explain a historical event or a precedent to back up its claim?

Statistics — Does the passage provide any numbers or data? Does the data help the author’s position?

Logical reasoning — Is there a strong element of logic or “common-sense” to the argument, and is it presented in a clear, cohesive manner?

Ethics — Is a moral argument made? Does the author insist his or her position is correct because it is the “morally right” thing to do?

Emotion — Does the author appeal to the reader’s feelings? Does the argument evoke an emotional response?

Reasonable Assumptions — Does the author rely on assumptions to draw any conclusions? Are the assumptions reasonable?

Forceful Vocabulary — Does the author’s word choice add weight and importance to the argument?

Not all of these will be present in every passage, but you will only need 3, and it is likely that at least 2–3 of these will be used in each argument. If the passage you choose only has 2 of the above supports, consider writing more than one paragraph about each, using different support. Let’s look at how we can “plug” three of these examples into our thesis from above:

  When you outline your GED Essay, pre-write your thesis and decide on which three forms of support you will discuss to prove that your passage is better-supported. This will help you organize of the rest of your essay. Now that we have chosen our three examples, we can make a more specific outline:

• Paragraph 1 — Introduction (why Position X is better-supported)
• Paragraph 2 — Emotional Appeal
• Paragraph 3 — Authority Figure’s Opinion
• Paragraph 4 — Forceful Vocabulary
• Paragraph 5 — Conclusion (why Position Y is not well supported)

Let’s look at how we can “plug” some of these ready-made arguments into a body paragraph:

  Notice how this body paragraph introduces the example in the first sentence (“logical reasoning”), and then cites 3 specific examples from the passage that employ this logical reasoning. The final sentence reiterates and emphasizes the overall idea of the paragraph. This paragraph is only 5 sentences (if you include a quote), yet it does a great job (1) introducing the superiority of the argued position, (2) giving examples from the passage to support a specific idea, and (3) concluding the paragraph.

In each body paragraph, you must defend your assertion that ONE position is better-supported with at least one specific reference showing this support. If you choose, “authority figures” as an example, but there is only 1 authority figure mentioned in the passage, it’s okay to spend the entire body paragraph discussing that one figure. You do not need to make up anything that is not in the passage—in fact, you shouldn’t!

★ Paragraph 5 — Conclusion

Finally, let’s look at how we can structure the conclusion:

GED Essay Scoring

Three separate scorers will grade your response based on each of the three traits of your essay: (1) Analysis of Arguments and Use of Evidence, (2) Development of Ideas and Structure, and (3) Clarity and Command of Standard English. Notice that if you follow the strategy and template provided above, all of these traits will be accounted for, and you won’t have to worry about them on Test Day! 😀

GED Essay Practice

Now you’re ready to write a practice essay. Try our GED Essay Practice Question .

TOEFL iBT ®  Test

The premier test of academic English communication

Select any step to learn more about using TOEFL iBT ®  scores.

Interpreting TOEFL iBT Scores

The score range is 0–30 for each section of the TOEFL iBT test. Each score range is divided into four or five proficiency levels to help you more accurately assess a test taker's skill.

Scoring Resources

• Performance Descriptors for the TOEFL iBT ®  Test (PDF)
• Scoring Guides (Rubrics) for TOEFL iBT Speaking Responses (PDF)
• Scoring Guides (Rubrics) for TOEFL iBT Writing Responses (PDF)

For related research, see Score Use Research .

Test forms with omitted sections

ETS administers some TOEFL iBT test forms with one or more sections omitted. When one of these forms is administered, scores are given only for the sections that were taken, and no total test score appears on the score report. If you receive this type of report and would like more information about why it was administered this way, please contact the test taker.

Test-taker score concerns

If you have a concern about a test taker's TOEFL scores, please fill out the TOEFL iBT ®  Score Inquiry Form (PDF) and send it to [email protected] .