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O ne of the myths about writing is that either you have writing talent, or you don’t. True, some people have a special gift for effective writing. But good writing is a skill, and like other skills, it is something that everyone can learn. Throughout this chapter, you will review the structure of the writing exam and specific tips you can use to improve your score on the test. Read this chapter carefully, and then review your notes from the whole Language Arts, Writing section. When you are ready, move on to the practice questions that follow.  The GED Language Arts, Writing Test in a Nutshell The GED Language Arts, Writing Test consists of two parts. Part I (75 minutes) will ask you 50 questions about sentence structure, usage, mechanics, and organization. These questions will be drawn from informational pas- sages, business documents such as memos, and how-to texts. You will be asked the best way to correct or revise sentences or paragraphs. Part II (45 minutes) will ask you to write an essay of about 250 words (four to five paragraphs). Your essay prompts may ask you to write a narrative essay (tell a story), a persuasive essay (argue a point of view), or expos- itory essay (explain or describe your response to a question). Essays are scored holistically, taking into account the overall effectiveness of the essay. CHAPTER Tips and Strategies for the GED Language Arts, Writing Exam YOU HAVE reviewed what you need to know for the Language Arts, Writing Exam. Now you will learn some specific tips and strate- gies to use on the writing exam. 11 87  Sentence Structure Sentence structure refers to the way we put words together in sentences. Chapter 6 reviewed the building blocks of sentences: subjects, predicates, and objects; independent and dependent clauses; sentence bound- aries; parts of speech; and parallel structure. Approximately one-third of the questions on the GED writing test will be about sentence structure. Here are some tips for tackling questions about sentence structure: ■ Look for words that signal relationships and make connections: subordinating conjunctions, coordinating conjunctions, and conjunctive adverbs. These words help describe the relation- ship between ideas and determine sentence boundaries and punctuation. ■ Look carefully at word order. Are modifiers close to the things they modify? ■ Look for grammatical patterns. Is there—or should there be—parallel structure at work in the sentence? ■ Could sentences be combined effectively? ■ If you suspect a sentence fragment, isolate that sentence and see if it makes sense on its own. If not, it probably needs to be combined with another sentence or revised to be complete. ■ If you suspect a run-on sentence, look at each clause. Is it independent? If so, is there strong enough punctuation or connecting words between the clauses?  Usage Another third of the questions on Part I will be about usage: the rules that govern the form of the words we use and how we put those words together in sentences. Chapter 7 reviewed the usage rules you should know for the exam. Here are some specific tips for questions about usage. Verbs Because verbs are the driving force in every sentence, and because verbs can take so many different forms, you can be sure that many usage questions will be about verbs. Here are five tips to help you prepare for those questions: 1. Memorize irregular and troublesome verb forms. 2. Remember that verbs should be consistent in tense. 3. Make sure that verbs agree with their subjects. 4. Make sure the correct helping verbs are used to convey the intended meaning. 5. Use infinitives and gerunds correctly. Indefinite Pronouns To remember singular indefinite pronouns, note that someone, anyone, everyone, and no one all contain the word one. One, of course, is singular. Indefinite pronouns beginning with some, any, every and no are all singular. Agreement When it comes to agreement, think of sentences as a scale with subjects on one side and verbs on the other, or with antecedents on one side and pronouns on the other. The subjects and verbs need to agree in order for the scale to be balanced. Likewise, the pronouns need to agree with their antecedents to balance the scale. Pronouns It’s so easy to make a mistake with pronouns and con- tractions because we show possession of nouns with an apostrophe (Ralph’s car). With pronouns, however, pos- session does not require an apostrophe. If you get con- fused, think of a possessive pronoun that doesn’t get confused with contractions, like my or our. These do not have apostrophes; other possessive pronouns shouldn’t, either. And here’s one way to remember to use that when referring to things: both words begin with the letter t. Prepositional Idioms If prepositional idioms tend to give you problems, try writing sentences with the idioms to give yourself extra practice. Create a worksheet for yourself or someone else who may also need extra idiom review.  Mechanics About one-fourth of the questions on Part I will be about mechanics: the rules that govern punctuation, capitalization, and spelling. Chapter 8 reviewed punctu- ation guidelines, rules for correct capitalization, and – TIPS AND STRATEGIES FOR THE GED LANGUAGE ARTS, WRITING EXAM– 88 spelling for contractions and possessive pronouns as well as homonyms. Here are some specific tips for handling questions about mechanics. Punctuation Remember that punctuation marks are used to separate sentences, show the relationships between ideas, reveal tone, and clarify meaning. Each punctuation mark has a specific function and should only be used in specific sit- uations. Take the time to memorize the uses for each punctuation mark. Here are some tips to help you learn them: ■ Pay attention to how punctuation is used as you read. Now that you know the rules, the more you see them in action, the easier it will be to remem- ber them. ■ Write your own sentences with each punctuation mark and each comma rule. Notice how punctua- tion can change the impact and meaning of sentences. ■ Teach the punctuation rules to someone else. Capitalization When capitalization is the issue, ask yourself whether the word in question is specific or general. If it is a specific person, place, or thing, then it probably should be capi- talized. Remember, in this regard, specific means partic- ular or individual, not detailed. For example, a poodle is a specific type of dog, but it is not capitalized because it doesn’t refer to a specific (individual or particular) dog. Rover, however, should be capitalized because Rover is a specific (particular, individual) dog. Contractions Whenever you come across a question with a contrac- tion, read it as two words. If it doesn’t make sense, then you need a possessive pronoun, not a contraction. Elim- inate the apostrophe. Homonyms Unfortunately, the only thing you can do to prepare for questions about homonyms is to memorize the correct meanings and spellings. Try using mnemonic devices to remember which word is which. For example: stationary vs. stationery: Remember that “stationery” is the one to write on because it’s spelled with an “er” like the letter you are writing. (See page 22 for more about mnemonic devices.) For a list of over 700 pairs of homonyms, visit www.cooper.com/alan/homonym_list.html. You can also find homonym quizzes and worksheets at www.edhelper .com/language/Homonyms.htm.  Organization Finally, a smaller portion of the questions on Part I will be about organization: how writers arrange their ideas. Chapter 9 reviewed essay structure and organizational patterns, effective paragraphs, and transitions. When you encounter a GED question about organization, these guidelines can help you identify the correct answer. 1. Identify the organizational pattern. How are the ideas in the passage or paragraph organized? Then consider: Does any sentence or paragraph seem to be out of place in the pattern? 2. Identify the main idea of the paragraph or pas- sage. What thought holds the paragraph or passage together? Is there a topic sentence expressing that thought? Then consider: Is there any sentence (or portion of a sentence) that doesn’t fit under the controlling idea? 3. Look for transitions in the paragraph or passage. Are there strong transitions leading you from one idea to the next? Would the paragraph or passage be more effective if more (or more appropriate) transitions were added?  Part II: The Essay Chapter 10 described the steps you should take to write well on an essay exam. You learned that when you must write under pressure, good planning and time manage- ment are the keys to success. – TIPS AND STRATEGIES FOR THE GED LANGUAGE ARTS, WRITING EXAM– 89 At test time, remember this guideline for using your time on the exam: ᎏ 1 4 ᎏ time (10–15 minutes): planning ᎏ 1 2 ᎏ time (20–25 minutes): writing ᎏ 1 4 ᎏ time (10–15 minutes): revising and editing Six Steps for Essay Exam Writing When you are writing for an exam, follow these six steps: Step 1: Understand the writing prompt. Step 2: Formulate a clear thesis. Step 3: Brainstorm support for your thesis. Step 4: Create a detailed outline. Step 5: Write the essay. Step 6: Proofread carefully. The following 11 tips can help you write a successful essay for the GED: 1. Make sure you understand the prompt. What kind of essay are you being asked to write? 2. Make sure you directly answer the prompt. Remember, you will receive a score of 1 or 0 if you do not write on the assigned topic. 3. Remember that you only have 45 minutes, so it’s important not to waste any time. If you are stuck and can’t seem to get started, try freewriting or another brainstorming technique. This will help you get some ideas down on paper and get your thoughts flowing. 4. Remember that in a brainstorm, there’s no such thing as a stupid idea; write down anything that comes to mind. When you’re ready to outline, you can eliminate ideas that don’t fit. 5. On the GED, it’s important to write for a general audience. That means two things: a. You must provide context for your readers. Don’t assume that your readers know what you know. For example, if you are writing about your favorite film, you must provide some essential information about that film for your readers, including the basic plot and characters. b. You must use an appropriate level of formal- ity. Avoid jargon (technical or specialized lan- guage) and slang. Don’t try to use big words just to sound more intelligent. Often, the more simple words are the most clear and effective. Besides, you may end up misusing vocabulary and saying things you don’t mean. 6. Make sure you have a clear purpose. Know what you want to accomplish in your essay. What is your goal? Before you begin to write, draft a the- sis statement. Remember that a thesis must say something about the subject. 7. Remember that first impressions count. Get your reader’s attention and state your thesis clearly in your introduction. 8. Remember that writing is a process, and effective planning is perhaps the most important part of that process. Plan your essay carefully. Use your outline to organize your ideas and make sure you have provided strong and sufficient support. If you don’t have at least two supporting ideas, you should rethink your essay. If you are making an argument, use order of importance (least-to- most important) to organize your ideas. 9. Make sure to provide strong transitions through- out your essay. Use transitional words and phrases to connect sentences and ideas. 10. Remember that style is important. When you revise: a. Try to make a few word choice changes so that your writing has more impact. Use pre- cise, vivid verbs and nouns. b. Check for wordiness and redundancy. Don’t repeat yourself or use bulky constructions such as in this day and age (today is more concise and appropriate). c. Be sure you have some variety in sentence structure. If your essay has a sing-songy or monotonous rhythm, combine sentences and add introductory phrases so that your sen- tence patterns are more diverse. 11. Even if you have only a few minutes left at the end of the exam, take the time to review what you have written. If you make only one or two minor corrections, you have still made an improvement in your essay. – TIPS AND STRATEGIES FOR THE GED LANGUAGE ARTS, WRITING EXAM– 90 N ow it’s time to put all that you have learned into practice. In the following section, you will find six passages and 60 multiple-choice questions like those you will see on Part I of the Language Arts, Writing Test. You will also find five writing prompts like those you will see on Part II. Follow the directions in each section carefully as you do these practice exercises. Then check your answers care- fully against those offered on page 107. CHAPTER GED Language Arts, Writing Practice Questions ARE YOU ready for the GED? The practice questions in this chap- ter will show you how much you know and what you might still need to study. And because the questions are just like those on the GED, this practice chapter will show you exactly what you can expect on the exam. 12 91 [...]... parts of my body: the tight shoulders, the cramped legs, the belly that is in knots Which is the best way to write the underlined portion of sentence 15? If the original is the best way, chose option a a the belly that is in knots b the belly with knots c the knots in the belly d the knotted belly e the belly having knots 21 Sentence 1: Effective face to face communication depends upon the ability to... necessary The Gateway Arch A (1 )The skyline of St Louis, Missouri, is fairly unremarkable, with one huge exception: the Gateway Arch that stands on the banks of the Mississippi (2)Part of the Jefferson National Expansion Memorial, the Arch is a remarkable monument builded to honor St Louis’s role as the gateway to the West B (3) Construction on the 630 -foot-high structure began in 1961 (4 )The construction... not fit the context of the paragraph or passage Choice c is incorrect for the same reason Choice d is incorrect because sentence 14 does not offer an idea similar to the one in sentence 13 110 20 d Choice d gives the sentence parallel structure; the other items in the list follow the adjective, noun pattern of the knotted belly Choices a, b, c, and e are all incorrect because they do not correct the lack... sentences 3 and 4? a Construction on the 630 -foot-high structure began in 1961, following four years later with the completion of the construction b The construction on the 630 -foot-high structure was completed four years later in 1965, after construction began in 1961 c Construction on the 630 -foot-high structure began in 1961 and was completed four years later in 1965 d Construction on the 630 -foot-high... strengthening muscles C (7) While yoga tones and strengthens the body, it also tones and strengthens the mind (8) Many poses can be only held if you are completely focused on the task, and full benefit of the poses are coming only through proper breathing (9) Concentrated, deep breathing during yoga helps you extend more fully into the poses (10) Thereby gaining greater benefit from the stretch (11) And the. .. moving sentence 7 to the end of paragraph C b changing You should to The second step is to c inserting the number 2 at the beginning of the paragraph d changing the you’s in the sentence to we e deleting sentence 7 100 – GED LANGUAGE ARTS, WRITING PRACTICE QUESTIONS – Questions 31 –40 refer to the following passage 31 Sentence 2: Part of the Jefferson National Expansion Memorial, the Arch is a remarkable... the passive voice; it also does not continue the parallel structure Choice d is the most concise, but it does not use the transitional phrase the third step 25 a The infinitive is formed by using to + the base form of the verb, so be shown should be changed to show Choice b is incorrect because the participle form paying should follow the helping verb are Choice c is incorrect because the words in the. .. This is the most concise and active sentence, and it is written in the style of the rest of the passage Choice a is incorrect because it uses the passive voice in the first part of the sentence Choice c is incorrect because it is wordy and awkward Choice d is incorrect because it uses the passive voice in the second part of the sentence Choice e is illogical 56 c The sentence asks a question, so the period... the train from sliding until two big engines come to help him push the train up over the mountain When the train arrives in town, everyone cheers the little red caboose who saved the train from disaster From that day on, the children save their biggest cheers for the little caboose: the last car on the train, but he’s also the most loved There are several things I love about this story First, I can certainly... only physical (3) In the correct form, yoga is a practice of unification: an emotional, spiritual, and physical exercise Sentence 3: In the correct form, yoga is a practice of unification: an emotional, spiritual, and physical exercise Which is the best way to write the underlined portion of the sentence? If the original is the best way, choose option a a In the correct form b Formed in the correct manner . abcde 22. abcde 23. abcde 24. abcde 25. abcde 26. abcde 27. abcde 28. abcde 29. abcde 30 . abcde 31 . abcde 32 . abcde 33 . abcde 34 . abcde 35 . abcde 36 . abcde 37 . abcde 38 . abcde 39 . abcde 40. abcde 41 on the other, or with antecedents on one side and pronouns on the other. The subjects and verbs need to agree in order for the scale to be balanced. Likewise, the pronouns need to agree with their. body: the tight shoulders, the cramped legs, the b elly that is in knots. Which is the best way to write the underlined portion of sentence 15? If the original is the best way, chose option a. a. the