GED Information Bulletin

Questions You May Have - Language Arts, Writing - Social Studies - Science
Lanuage Arts, Reading - Mathematics - Sample Score Report - General Hints

The Language Arts, Writing Test has two parts. Part I contains 50 multiple-choice questions, that require you to revise and edit workplace, "how to," and informational documents. Part II assesses your ability to write an essay about a familiar topic. The scores earned on both parts are combined and reported as a single score.

Part I

There are 50 questions on the Language Arts,Writing Test, Part I. They are divided among the following three question types: correction, revision, and construction shift.

These questions address the following content areas:

Organization (15%): Restructure paragraphs or ideas within paragraphs, identify topic sentences, create unity and coherence in the document.

Sentence Structure (30%): Correct sentence fragments, run-on sentences, comma splices, improper coordination and subordination, misplaced modifiers, and lack of parallel structure.

Usage (30%): Correct errors in subject-verb agreement, verb tense, and pronoun reference.

Mechanics (25%): Correct errors in capitalization, punctuation, spelling (restricted to errors related to possessives, contractions, and homonyms).

SAMPLE QUESTIONS

Directions: Choose the one best answer to each question.

Questions 1 through 6 refer to the following letter of application.

1. Sentence 2: My work experience and education combined with your need for an experienced landscape supervisor have resulted in a relationship that would profit both parties.

Which correction should be made to sentence 2?

(1) insert a comma after education
(2) change combined to combine
(3) change have resulted to would result
(4) replace profit with prophet
(5) replace parties with party's

Answer: 3

The use of the original verb form, "have resulted," implies that the applicant and the employer have already been working together. However, because the applicant is actually seeking employment, it is clear that he has not worked with this company before. The verb form "would result" effectively conveys the possibility for a profitable future relationship for both if applicant were to be hired.

2. Sentences 3 and 4: In May, I graduated from Prince William Community College. Graduating with an associate of arts degree in horticulture.

Which is the best way to write the underlined portion of these sentences? If the original is the best way, choose option (1).

(1) College. Graduating with
(2) College, I graduated with
(3) College. A graduation with
(4) College. Having graduated with
(5) College with

Answer: 5

This question requires you to identify the sentence fragment and revise it so that the resulting sentence (which combines the first sentence and the fragment) is structured more effectively.

3. Sentence 10: I will be, as a landscape supervisor at your firm, able, to put to use the skills and knowledge that I have obtained from my professional career and
education.

If you rewrote sentence 10 beginning with

As a landscape supervisor at your firm,

the next words should be

(1) and able I will be
(2) I will be able
(3) putting and using with ability
(4) obtaining my professional career and education
(5) able to put to use I will be

Answer: 2

In the original sentence, the words between the commas separate main sentence part, thereby interrupting the clear flow of ideas. By moving distracting words to the beginning of the sentence and following sentence and with "I will be able...," the relationship of holding position and being able to put skills and knowledge into practice is clarified.

4. Which sentence below would be most effective at the beginning of paragraph B?

(1) There are many companies in this community, a Capital City Gardening Services is one of them.
(2) A company such as yours is known for a lot of things, especially the beautiful fountain, great billboard, and large parking area
(3) Like carpet-cleaning services, gardening services range in cost.
(4) A company is only as good as its reputation.
(5) Gosh, I don't know where to begin when saying good things about your company.

Answer: 4

This question requires, you to recognize that paragraph B needs a topic sentence. You must refer to the entire paragraph to select the most effective topic sentence. In organizational questions of this this type, all five alternatives are grammatically correct, but because problems in tone or content, only one alternative is appropriate.

5. Sentence 11: I have included a copy of my resume, which details my principal interests education, and past work experience.

Which correction should be made to sentence 11?

(1) remove the comma after resume
(2) replace principal with principle
(3) insert a comma after interests
(4) replace past with passed
(5) no correction is necessary

Answer: 3

In the list of the three categories that appear on the applicant's resume, a comma must be used to separate the first and second items.

6. Which revision would improve the effectiveness of this letter?

Begin a new paragraph with

(1) sentence 3
(2) sentence 5
(3) sentence 7
(4) sentence 9
(5) sentence 12

Answer: 1

This organizational question requires you to study the entire document to determine where an effective paragraph break should occur. A paragraph starting with sentence 3 would clearly summarize and highlight the applicant's educational and professional qualifications.

Part II

In the second part of the Language Arts, Writing Test, you will write an essay about an issue or subject of general interest. The essay topic will require you to present your opinion or explain your views about the assigned topic.

You will have 45 minutes in which to plan, write, and revise your essay. You will be given scratch paper on which you may jot notes, outline, and first draft. The answer booklet has two pages of lined paper on which you will write your final essay.

Scoring

Two trained readers will score your essay on the basis of the following features:

• well-focused main points
• clear organization
• specific development of your ideas
• control of sentence structure, punctuation, grammar, word choice, and spelling

Each reader will score your essay on a 4-point scale, and the scores will be averaged to find your final score. If you earn a final score of less than 2 on the essay, you must retake both Parts I and II of the Language Arts, Writing Test. Also, you must write only on the assigned topic; if you don't, your essay will not receive a score, and you will have to retake both parts of the test.

All writers make mistakes when they write quickly. Good writers take the time to go over what is written and correct mistakes. Your writing will show your best skills if you take the time to plan what you want to say and review it to make any needed corrections.

Hints for Language Arts, Writing, Part I

Make sure you read the whole document before you start to answer the questions. Some questions test your ability to create a unified paragraph or document and assume, that you have already read the entire text

Read the document carefully. When you come across errors, think about how you would correct them. Also, consider whether all the sentences in a paragraph support the main idea. Finally, think about whether the sentences appear in logical order. Then, once you start working on the questions, you may already have an idea about the correct answers.

Hints for Language Arts, Writing, Part II

Use the scratch paper provided to plan out your response to the topic. Jot down notes, ideas, outline, or any other tools that might help you plan the organization and content of your paper.

Organize your essay as a direct response to the topic assigned. Your essay should state your response and then explain why you answered the way you did. Make sure you address the assigned topic.

Use details and examples that show the reader what your response is and how and why you believe it is. The more convincing your essay is, the more effective it is. Whatever the specific essay topic may be, think of your essay as an attempt to convice the reader of the corrections of your response.

Be sure that all the details and examples you provide in your essays are directly relevant to your response to the essay topic. Stay on the topic! If you are off-topic, your essay will not receive a score.

Once you get your essay topic, plan to use some of your test time for planning and final revising in addition to writing.