State Test Writing Prompts: Prepare for Standardized Assessments
My name is Debbie, and I am passionate about developing a love for the written word and planting a seed that will grow into a powerful voice that can inspire many.
Understanding the Purpose of State Test Writing Prompts
Breaking down the essential elements of writing test prompts, developing effective writing strategies for standardized assessments, structuring your response: organizing ideas and presenting evidence, enhancing your writing style to impress the assessors, enhancing your writing style: impress the assessors, avoiding common mistakes on state test writing prompts, practical tips for time management during writing assessments, utilizing practice materials to sharpen your test writing skills, frequently asked questions, key takeaways.
State test writing prompts often seem daunting, but understanding the purpose behind them can greatly improve your performance. These prompts are carefully crafted to assess your writing skills and ability to express ideas effectively within a given time frame. By deciphering their purpose, you can approach these prompts with confidence and clarity.
1. Evaluating writing skills: State test writing prompts are designed to evaluate your competency in various writing areas, such as grammar, coherence, and organization. They assess your ability to construct a well-structured and articulate piece of writing within the given prompt. Understand that these prompts require not only good content but also impeccable execution.
2. Testing critical thinking: Beyond evaluating your writing abilities, state test writing prompts aim to assess your critical thinking skills. They prompt you to analyze a given situation, formulate opinions, and present arguments to support your views. By deciphering the underlying purpose, you can anticipate the type of critical thinking prompts you might encounter and prepare accordingly.
Analyzing Key Components in Writing Test Prompts
When it comes to writing test prompts, there are several important components that cannot be overlooked. These elements play a crucial role in shaping the prompt and determining how students approach their responses. By carefully analyzing each key component, educators can ensure that the prompts they create are effective and capable of assessing students’ writing abilities accurately.
- Purpose: The purpose of a writing test prompt is to elicit a specific type of writing from students. It may aim to persuade, inform, describe, or narrate. Determining the purpose is essential as it sets the tone and expectations for the student’s response.
- Genre: Writing test prompts can vary depending on the genre they focus on. Whether it is an argumentative essay, a personal narrative, or a research paper, the prompt must clearly indicate the genre to guide students in their writing approach.
- Prompt Structure: A well-structured prompt should include clear instructions, any necessary background information, and a clearly stated writing task. Breaking down the structure ensures that students understand what they are required to do and what is expected of them.
- Topic and Scope: The topic of the writing prompt provides students with a specific subject or area of focus for their response. Additionally, the scope of the prompt outlines the boundaries, specifying the extent of information or ideas that should be covered in their writing.
- Audience: Understanding the intended audience is crucial in guiding students’ writing style and language choices. The prompt should clearly define whether the response is aimed at a general audience, a specific group, or even oneself.
- Time Limit: Writing test prompts often come with time constraints. Providing students with a specific time frame allows them to manage their writing process efficiently and also prepares them for real-life writing scenarios.
By analyzing these key components in writing test prompts, educators can create well-crafted prompts that assess students’ writing skills effectively. Ensuring that these components are clearly defined and coherent helps students understand the task at hand and allows for fair and accurate assessment of their abilities.
When it comes to standardized assessments, having effective writing strategies can make all the difference in your success. These assessments require you to not only showcase your knowledge and understanding of the subject matter but also to do so in a clear, concise, and well-structured manner. Here are some tips to help you develop effective writing strategies for standardized assessments:
- Understand the prompt: Before you begin writing, carefully read and analyze the prompt. Identify the key points and the specific requirements of the task to ensure you address them appropriately.
- Plan and organize: Take the time to plan your response before diving into writing. Outline your main ideas, supporting details, and the overall structure of your essay. This will help you maintain a logical flow and prevent you from getting off-track.
- Use evidence and examples: To strengthen your arguments, incorporate relevant evidence and examples to support your claims. This not only demonstrates your understanding but also adds credibility to your writing.
Additionally, use transitional words and phrases to smoothly transition between ideas and paragraphs. This will help your writing flow and show a high level of coherence. Proofread your work carefully for grammar and spelling errors before submitting your essay. Finally, manage your time effectively during the assessment to ensure you have enough time to plan, write, and revise your response.
When it comes to crafting a compelling response, the way you structure your ideas and present evidence plays a crucial role in conveying your message effectively. Here are some key points to keep in mind to ensure your response is well-organized and persuasively presented:
- Outline your main points: Before diving into writing your response, take a few moments to brainstorm and outline the main points you want to address. This will help you provide a clear and logical flow of ideas throughout your writing.
- Use paragraphs: Break down your response into paragraphs to make it easier for your audience to read and comprehend. Each paragraph should focus on one main idea or argument, supported by relevant evidence.
- Present evidence effectively: To strengthen your arguments, incorporate supporting evidence such as facts, statistics, or examples. Be sure to clearly cite your sources, as this adds credibility to your response.
Furthermore, consider using transitional phrases to connect your ideas, making your response coherent and easy to follow. Phrases like “in addition,” “however,” and “on the other hand” help signal shifts in thought and guide your reader through your response smoothly. Additionally, bold important keywords or phrases to make them stand out and reinforce the significance of your ideas.
Remember, a well-structured response not only showcases your organization skills but also allows your audience to grasp your arguments easily. So take the time to structure your response thoughtfully, present your evidence persuasively, and watch your ideas come to life!
When it comes to written communication, the first impression is crucial. Whether you are writing an essay, a report, or an important email, refining your writing style is an effective way to make a lasting impact on assessors. Here are some valuable tips to help you enhance your writing style and leave the assessors truly impressed:
- Develop a unique voice: Your writing should reflect your personality and individuality. Take the time to find your own voice and writing style. Experiment with different tones and sentence structures to create an engaging and authentic piece of writing.
- Master grammar and punctuation: Nothing undermines the credibility of your writing like grammar and punctuation errors. Ensure you have a solid grasp on the basics of punctuation, verb tenses, and sentence structure. Proofread your work multiple times to eliminate any mistakes and use tools like spell checkers for additional support.
- Find the balance between simplicity and complexity: While it’s important to convey your ideas clearly, a touch of complexity can elevate your writing. Use a varied vocabulary, sentence length, and structure to maintain the reader’s interest. However, be cautious not to overwhelm them with excessive jargon or convoluted sentences.
- Engage the senses: To captivate assessors, tap into their imagination by including vivid descriptions that activate the senses. Paint a picture with words to evoke emotions and create a lasting impression.
- Revise and edit: Never underestimate the power of revision and editing. After writing your initial draft, take a step back and revisit your work with fresh eyes. Look for areas to improve, eliminate repetitive words or phrases, and ensure your ideas flow logically. This iterative process will refine your writing to its best version.
- Read extensively: The more you read, the more exposure you gain to different writing styles. Explore a variety of genres, authors, and subjects to expand your vocabulary and inspirations. This continuous learning journey will help you refine your own writing style over time.
By following these tips, you can impress assessors with your writing style and create impactful written content. Remember, practice makes perfect, so don’t be afraid to experiment and iterate until you find a style that resonates with both you and assessors.
When facing a state test writing prompt, it is crucial to be well-prepared and confident in your ability to ace it. To ensure success, it’s important to avoid some common mistakes that many students make. By keeping these tips in mind, you can improve your writing skills and boost your chances of achieving a high score.
1. Ignoring the prompt
One of the biggest mistakes students often make is neglecting to fully address the prompt. Take the time to carefully read and understand what is being asked of you. Make sure your response directly applies to the prompt, addressing all the key points. By staying focused, you can avoid veering off-topic and stay on track to a well-crafted essay.
2. Lack of organization
A common pitfall in writing is the lack of organization. Ensure that your ideas flow logically and coherently by creating an outline before you begin. Start with a strong introduction that clearly states your thesis. Then, develop your arguments in a coherent manner, providing evidence and examples to support your claims. Finally, wrap up your essay with a solid conclusion that summarizes your main points and reiterates your thesis. By structuring your essay in this way, you’ll demonstrate your ability to communicate effectively.
Effective time management is crucial when it comes to writing assessments. Here are some practical tips to help you make the most of your time and ace your writing tasks:
- Plan your time: Before you start writing, allocate specific time frames for planning, drafting, revising, and proofreading. This will help you stay focused and prevent procrastination.
- Read the prompt carefully: Take the time to thoroughly understand the writing prompt. Identify key requirements and brainstorm ideas to develop a clear and coherent response.
- Create an outline: Outlining your thoughts before diving into the actual writing can save you valuable time. It provides a roadmap for your essay and helps organize your ideas.
- Manage your word count: Keep track of the word limit and ensure your writing stays within the specified range. Avoid going off-topic or including unnecessary information that consumes your precious time.
Break it down: Don’t overwhelm yourself by attempting to write the whole essay in one go. Break it down into manageable parts, such as paragraphs or sections. Focus on one part at a time, concentrating fully on its quality and coherence.
Review and revise: Allocate sufficient time at the end to review your essay. Read through it carefully, checking for grammar, punctuation, and spelling errors. Make necessary revisions to enhance clarity and coherence.
Welcome to the world of test writing skills! Writing a test can be a challenging task, but with the right practice materials, you can sharpen your skills and ace any exam. Here are some creative ways to utilize practice materials to enhance your test writing abilities.
1. Familiarize yourself with different question types: Practice materials often provide a variety of question types, such as multiple choice, essay, or short answer. By working with these diverse formats, you can become comfortable and proficient in tackling any kind of question that may appear on the test.
2. Improve your time management: Time is crucial during exams, so it’s important to practice working within time constraints. Utilize timed practice tests and exercises to simulate real exam conditions. This will not only improve your ability to manage your time effectively but also train your mind to think quickly and efficiently.
Q: What are state test writing prompts? A: State test writing prompts refer to the essay questions or writing tasks given to students during standardized assessments. These prompts are designed to evaluate their writing skills and abilities.
Q: Why is it important to prepare for standardized assessments? A: Preparing for standardized assessments is crucial because they play a significant role in evaluating a student’s academic progress and determining their readiness for the next level of education. Additionally, these tests often hold weight in college admissions and scholarship opportunities.
Q: How can students effectively prepare for state test writing prompts? A: Students can prepare for state test writing prompts by practicing various writing prompts regularly . They should focus on developing strong thesis statements , structuring their essays well, and using appropriate grammar and vocabulary. Additionally, time management skills are vital to ensure completing the essay within the allocated time.
Q: Are there any strategies for brainstorming ideas before writing an essay for state tests? A: Absolutely! Before writing, it is helpful to spend a few minutes brainstorming ideas related to the given prompt. This allows students to gather and organize their thoughts, ensuring a better flow in their essays. Techniques such as mind mapping, making bullet points, or listing down key points can aid in structuring their ideas effectively.
Q: How should students structure their essays for state test writing prompts? A: To structure their essays for state test writing prompts, students should follow a clear introduction, body, and conclusion format. The introduction should provide background information and clearly state the thesis statement. The body paragraphs should present well-supported arguments or evidence, and finally, the conclusion should summarize the main points and provide a closing remark.
Q: Are there any specific writing techniques students should utilize in their essays? A: Yes, students should aim to incorporate a variety of writing techniques to enhance the quality of their essays. These may include the use of persuasive language, literary devices like metaphors or similes, strong examples or anecdotes, and cohesive transitions between different paragraphs or ideas.
Q: How can students manage their time effectively during the test? A: Time management during a state test is crucial. Students should allocate a specific amount of time for planning, writing, and revising their essays. It’s recommended to spend a few minutes brainstorming and outlining before diving into writing. Keeping an eye on the clock throughout the test helps students stay on track and ensures they have adequate time for revisions, proofreading, and making any necessary improvements.
Q: Are there any additional resources or practice materials available for students to prepare for state test writing prompts? A: Yes, various resources can assist students in preparing for state test writing prompts. Practice books, online resources, and official test prep websites offer sample prompts and essay topics to practice with. Additionally, seeking guidance from teachers or participating in writing workshops can further enhance students’ writing skills and boost their confidence in tackling state test prompts.
Preparing for standardized assessments can be daunting, but practicing with state test writing prompts can help students excel and feel confident.
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Writing Prompt Structure and Keywords for State Writing Tests
Tips and Tricks for State Testing Writing Prompts
Most writing prompts across all of the 50 states look very much alike. They have a similar structure, they use similar language, and they involve similar situations. While it’s true that writing prompts do change across grade levels, it’s also true that fourth grade writing prompts looks quite similar to high school writing prompts. In fact, the “writing situation” may be exactly the same, but with more complex language and writing requirements for high school students.
After learning some tips and tricks regarding the writing prompts found on state writing assessments, be sure to get 114 pages of free State Testing Released Writing Prompts here . Also, if you are looking to bring about true writing success for elementary students or struggling middle school writers, be sure to check out the “ Pattern Based Writing: Quick and Easy Essay ” page.
State writing assessments usually ask for one of these eight types of writing:
1) Narrative (A realistic story or an imaginative story)
2) Expository (Explain + Inform = Expository)
3) Persuasive (This is expository writing with an agenda.)
4) Inform (The facts… just the facts!)
5) Imaginative (This is actually a narrative.)
6) Descriptive (Descriptive writing tasks are less common than the above types of writing.)
7) Summarize (Read a passage and then summarize what you have read.)
8) Respond to Literature (Read a passage and then answer the question using evidence from the text. This kind of writing is usually a little bit expository and a little bit persuasive.)
Note: In the collections of released writing prompts mentioned above, there are few examples of prompts for “Summarize” and “Respond to Literature.” As such, I have provides a couple samples of these prompts at the bottom of this page.
Prompt Length and Structure
Most state writing prompts will be two or three sentences. (This is especially true in elementary school.) Even though the prompts are quite short, they are often written in multi-paragraph form. Each sentence is written in a separate paragraph. In other words, each sentence will be written on a separate line.
Naturally, the wording and the requirements of the writing tasks get a little more complex with each grade. That being said, most prompts can be used across many different grades with only slight modifications to the language of the prompt.
The Two Parts of the Writing Prompt
Most writing prompts contain two parts. These two parts are:
1. The writing situation – The writing situation gives a little background on the topic that students will be writing about. Example: Many people own pets.
2. The writing task – The writing task contains the specific directions. These directions will often include keywords that identify the “mode of writing” being asked for. Example: Write a persuasive essay convincing your principal to extend recess time.
Some states have short 1-2 sentence prompts, while other states have longer 5-8 sentence prompts. Here is a fourth grade writing prompt from the Kentucky state writing assessment. It is six sentences, which is quite long for a fourth grade writing prompt. Kentucky seems to have longer prompts than most states. (Note: Even in high school, few writing prompts are longer than 6-8 sentences.)
Example: Kentucky – 4th Grade Writing Prompt (6 sentences)
Situation: The local newspaper is having a “Good Friend” contest. To enter your friend, you must think of an event in your life when your friend did something with you or for you that showed what a terrific friend he or she is.
Writing Task: Select your friend. (Remember, a friend could be a child your age or a grownup.) Choose an event that shows how your friend is a good friend to you. Write a letter to the newspaper that tells about that event so that people will know why your friend deserves to win.
Keywords for Writing Prompts
As mentioned, most writing prompts have a similar structure and use similar language. As such, certain words will be found in most every writing prompt. These words are almost always performing the same job. For example, if you see the word “principal” in a writing prompt, you can be 99% sure it is going to be a persuasive writing task.
We all know that keywords are often used to trick students, so don’t read too much into them. However, at least one of the keywords below will be found in most every prompt. It is worthwhile to point out these types of words and phrases and have students learn to spot them.
Writing Situation Keywords
- Imagine one day (Narrative)
- Imagine that (Narrative)
- Imagine you have (Narrative)
- Think about (Narrative or Expository)
- Think of someone (Inform or Expository)
- Think of a time (Narrative)
- What is your favorite (Expository)
- Your school principal is considering (Persuasive)
- Your school has some (Persuasive)
- Your school is (Persuasive)
- It is important that people (Persuasive)
- Sometimes classrooms (Narrative or Expository)
- You suddenly realize (Narrative)
- Pretend that (Narrative)
- Have you ever (Narrative)
- Everyone has a favorite (Inform or Persuasive)
- Your school newspaper is (Persuasive)
- Your parents want to (Persuasive)
- If you could be (Narrative or Expository)
- Select a (Inform)
- Identify a (Inform)
- Most people (Inform)
- Many public places do not permit (Persuasive)
- Do you agree or disagree? (Persuasive)
- Suppose that you (Narrative)
- Most students have a (Expository)
- Everyone enjoys (Expository)
- Think about the kinds (Inform)
- You have been named (Narrative)
- Your principal (Persuasive)
- The students at your school (Persuasive)
- Based on the story (Respond to Literature)
Writing Task / Writing Directions Keywords
- Write a story (Narrative)
- Describe it (Descriptive)
- Your assignment is Write about this person (Inform or Expository)
- Write to explain why (Expository)
- Explain what animal (Expository)
- Make up a story (Narrative) Tell a true story (Narrative)
- Explain the (Expository)
- Write an article for (Inform or Expository)
- Write a persuasive letter (Persuasive)
- Write a narrative about (Narrative)
- Write to persuade your classmates (Persuasive)
- Write a letter to (Persuasive)
- Write a persuasive essay (Persuasive)
- Write a speech to convince (Persuasive)
- Urge your readers (Persuasive)
- From your own experience, tell about (Narrative)
Intended Complexity and Confusion
Memorizing keywords is rarely a good use of time. State tests are usually sophisticated enough to discourage these types of shortcuts. For example, narrative writing prompts often use the word “imagine,” however, many other kinds of prompts also use that word as a set up for the situation.
Example: Imagine you have just been elected class president. Write a letter to your fellow students urging them to keep the schoolyard clean.
This example shows a persuasive writing task, yet uses the word “imagine” in describing the situation. Many students associate the word “imagine” with a story. One can be sure the wording is no accident.
Another monkey wrench thrown at students is that writing prompts in state writing tests often have students write for a transactive purpose . A transactive purpose is authentic writing with a real-world purpose.
For example, many state writing tests require students to write a letter to someone or write an article for the school newspaper. (Note: The prompt above asks students to write a persuasive letter. Many teachers may teach letter writing and they may teach persuasive writing , however, it never occurred to them to have students write a persuasive letter . Of course, it shouldn’t make a difference, yet it does.) Transactive purpose!
Response to Literature and Summarize Writing Prompts
As promised, here are a few examples of “respond to literature” and “summarize” writing prompts. Be sure to get the 114 pages of State Testing Released Writing Prompts here. Once again, you won’t find many examples of “respond to literature” and “summarize” writing prompts even in those 114 pages.
Respond to Literature Prompts
Here are three examples:
1) Read the story. What lesson does the author want the reader to learn? Be sure to use specific examples from the passage to support your answer.
2) Based on the story “When the Tiger Comes Home to Roost,” how can the reader tell that life in the jungle is dangerous? Use specific examples from the passage to support your answer.
3) Do you think “The Most Important Question” is a good title for this story? Why or why not? Use details from the story to support your answer.
Write a Summary Prompt
Write a summary of the article. Be sure to:
- state the main idea or ideas of the article
- tell the important details that support the main idea
- use your own words when writing your summary .
If you want your students to be prepared for state testing – this year and every year – check out Pattern Based Writing: Writing Success for Elementary and Middle School Students !
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How To Improve Student Writing Scores on the State Test
One area that is particularly troublesome for language arts teachers is that the writing portion is scored by a computer. How is it possible to take something as complex as grading an essay and reduce it to work that can be done by a machine? It’s very frustrating to have the countless hours that we spend grading reduced to something that can be done by a program.
How does the computer score the state tests? We don’t exactly know. However, there are a few things that we know the computer is looking for, and ways to help make those things visible.
So here are four things students MUST do in order to score well on the test and how you can help students prepare.
Many students are used to typing on a computer or device that automatically identifies, and in some cases corrects, errors. Those students who take the test on a computer or device need to be aware that there is no such feature on the test. And those who are writing by hand need to be looking for the errors that they made in the mad dash to finish an essay. Unlike a human grader, the computer may not recognize a misspelled word as what it is. However, it will definitely catch run-ons and fragments.
How to teach it : Emphasize that students need to allocate time to proofread their work. Emphasize it as a skill with every assignment. For example, if you give time for students to write a paragraph as an exit slip, instruct them to use the last minute or two before the bell rings to check over their work. We want proofreading to become something that students automatically do.
As the school year progresses, keep track of the errors that students are most likely to make as you see them in writing. I also have a bundle that addresses the most common errors students are likely to make in writing in fun comics and activities .
Have a thesis at the end of the introduction.
Yes, it’s formulaic and yes, there are other places you can put it. However, this is the best place to put your thesis if someone (or in this case some thing ) is looking for it. Also, a thesis shouldn’t be a question like: “Should museums charge admission?” or a statement like: “Read below to find out whether or not museum admission should be free.” A thesis statement must clearly state a position on an issue which will then be supported with evidence.
How to teach it : Thesis statements are part of regular instruction already, but emphasize what it should look like and where to put it. You can also have students practice thesis statements without writing an entire paper. Have them read an article or two and craft a thesis statement that they would use in a paper on this topic. Collect them on the way out and you’ll have a good idea in a couple of minutes how well they can write one.
Adding citations.
Students should be quoting from the passages. However, because there is more than one passage, they need to identify which passage their quotes come from. According to samples from past tests, it seems like you can either identify the passage by the author (“Robert Smith says …”) or by the passage (“In Passage 1 it says …”). Direct quotes are good – the computer will recognize that quotes are being used – but you shouldn’t quote too much. However, identifying the passage is critical as well.
How to teach it : First off, make sure students aren’t just writing an opinion piece that doesn’t use facts at all, which I suspect is a reason many students don’t score well.
Make sure you are giving students more than one passage to use as sources for assignments. For example, a lot of teachers use articles of the week regularly. Instead of giving students one article, give them two ask them to pull facts from both. When you discuss the article, have them identify the passage as they give their facts.
Address counterarguments.
The writing prompts for the state test ask students to address counterarguments to their claims. For years I taught 5 paragraph essays in which students stated three reasons to support an opinion, but weren’t asked to address the other side. Because of that, students might be inclined to neglect that they have to address what the other side would say. I would guess that this is the main reason that students don’t score well on the test is that they neglect this task, either because they haven’t been asked to do it, or because they don’t read the directions and know they should do it.
How to teach it : Throughout the year have students engage in persuasive tasks in which they must consider the other side and argue against that opinion. For example, we read two articles about Iowa schools that teach gun safety as part of physical education – one for and one against. Students had to take a side, but they also had to choose a point from the other side to dispute. You can also ask questions like: “What might the other side say? And why might they feel that way?” during class discussions in order to get students thinking about other points of view.
A Handy State Test Writing Visual!
I created this handout as a visual for students as they prepare for the test. It has all of the tips I addressed above as well as some other general suggestions. If you’d like a free copy of this handout, click below. You’ll also be added to my email list and get other great ELA tips delivered right to your inbox.
It’s easy to think that if we are doing test prep we aren’t teaching anything else. But in fact the skills that students need to do well on the writing section – writing thesis statements, using facts and citing them appropratiely- are skills that students need to have no matter what they write. True, we have to outwit the computer that grades these essay a little bit. But we only need to modify our instruction a little bit to sharpen these skills for the task. And in the end that’s what good instruction is all about – knowing how to respond appropriately to whatever task you’re given.
Here are some other blog posts on writing you might enjoy:
Writing Rubrics That Give You Back Your Weekends
Building Better Topic Sentences
Mini Timed Writings: Getting Students to Write More Without More Grading
A Workshop Approach to Essay Planning
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10 Great Ways to Practice for ELA State Testing
January 19, 2020 by [email protected] 2 Comments
Test prep can be beneficial to other content areas because the testing skills asked of students are skills we use throughout the year in the classroom. It’s important to target test prep skills and be conscious of them in our lessons. Here are 10 of the best ways to practice for the ELA Performance Task test.
Writing responses to questions about multiple reading passages can be a HUGE challenge for students. This skill is an integral part of state testing like SBAC and PARCC. Having watched my students attempt tasks like the ELA Performance Task, and noticing that several of them appeared bewildered when they first saw what was asked of them, I had an Ah-ha! moment. A plan of action!
I decided to make small steps out of what was being asked, and I would use small reading passages as test prep to simulate the larger task. This way, when students see what’s being asked on the test, they’ll have background experiences. The key is that I’ve made these experiences short .
Performance task testing skills are skills we use in real life. We look at several sources and analyze the text to locate information, compare and contrast, argue a point, etc. It’s a valuable skill. Look at the list below and you’ll see that these 10 essential skills are regularly taught in classrooms, we just need to put them all together.
I don’t believe it’s valuable asking students to do a lengthy task for test practice. My goal is to educate and inspire, not drill and kill testing skills. With this in mind, I’d like to share the…
10-Test Prep Skills for Writing a Written Response Using Multiple Reading Passages
Skill 1: understand the prompt..
Students need to read the prompt multiple times and annotate the prompt for clarity. Break down what it is asking. Number each direction they are being asked to do. It might be beneficial to write out each task they are being asked to complete. Encourage students to re-read the prompt before and after reading each written passage. They need to keep reminding themselves of what’s being asked. During each read, they should consider if there is information that can be used to address the prompt.
Skill 2: Annotate the text.
With the prompt in mind, underline, highlight, or use symbols to indicate significant information in the text. Number the paragraphs if possible. Use an easily-drawn T-chart or compare/contrast circles to take notes if needed. During annotation, make sure students are looking back at the prompt to see what’s being asked and that they’re not highlighting everything!! (I teach how to use highlighters early in the year!)
Skill 3: Read the passages more than once.
Teaching close reading skills is crucial to developing deeper understanding. The more a passage is read, the more students will understand the content and successfully address the prompt. Show the benefits of close reading by using two short (perhaps complex) passages. ( Find a blog post here on the topic. )Note that the first read is for getting the gist of the passage. It’s really during the second and third reads that we can truly dig deeper into the text. See this free Close Reading resource for more detail .
Skill 4: Restate the prompt in the written response.
Brainstorm several ways to restate the prompt. Practice each possibility. This becomes the topic sentence. Generally, the short answer to the prompt is in the topic sentence. This skill can be easily taught and practiced throughout the year.
Test Prep Skill 5: Cite the sources.
Mentioning the source should be done early in the response. Practice ways to cite sources. Most state tests allow sources to be cited by either title or number.
Skill 6: Answer the question (or questions).
Reread the question again to make sure it’s been answered. It is helpful to number the items being asked of you. The answer comes before the explanation.
Skill 7: Use transition words.
Remind students of the words needed to move a reader through a written response. Categorize the transition words and phrase into those that work for the beginning, middle, and end of the written response.
Test Prep Skill 8: Find synonyms for key words.
Avoid repeating the same word or phrase in the written response. Note the key words in the prompt. Show students how to think about synonyms for these words or phrases.
Skill 9: Write a conclusion.
Restate the prompt and answer the question (simply) one more time. Brainstorm transitional words and phrases for writing a conclusion. Use synonyms for key words so the conclusion is somewhat different from the topic sentence.
Test Prep Skill 10: Reread the written work.
Students must read what they have written. Check for clarity, grammar, punctuation, and correct spelling. Use the prompt to check the spelling of domain-specific words.
These 10-Steps are all essential skills we generally teach throughout the year. Put them together as a strategy for written portions of state testing, including the longer Performance Task.
If you’d like a resource to help you get started, I’ve created a differentiated paired passage reading on King Tut. There are two activities with the same passages. I’ve kept the readings short and high-interest. Find this test prep practice resource HERE.
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Reader Interactions
January 20, 2020 at 8:55 am
These tips are exactly what students need. I enjoyed your post.
February 2, 2020 at 12:18 pm
Marcy, these are such helpful reminders! Your post is timely, as testing season will be coming up soon enough! Thanks for breaking down the necessary steps for test taking.
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TSI Essay Guide
One challenging component of the TSI test is the essay question. You will be asked to write a persuasive essay on a controversial issue or an issue of current interest. The TSI essay will be evaluated on your organization, focus, development and support, sentence structure, and mechanical conventions. Fortunately, your essay is only required to be 300-600 words in length. A simple 5 paragraph essay will be more than sufficient. Scores on the essay section range from 1 to 8, with 8 being the highest.
An essay that is too short to be evaluated, written on a topic other than the one presented, or written in a language other than English, will be given a score of zero. The biggest differences between the low-scoring and high-scoring essays is LENGTH and CLARITY. Aim to achieve multiple paragraphs with good organization, and this essay should be fairly easy!
TSI Essay Tips and Strategies
- Understand that the TSI Essay will NOT require any outside knowledge. You are not expected to have any specific technical know-how or understanding of specific books or authors. The essay will be based off a provided prompt meant to spark your creativity. Everything you need to answer the question will be part of the prompt!
- Select one side only. Unlike real life where most of our opinions are a mix of gray, the TSI essay requires you to take a strong stand on one side and one side ONLY of the issue. You won’t be able to adequately argue a middle-of-the-road approach, and you risk appearing indecisive and muddling your essay.
- Remember that you will not be scored on your opinion. Don’t worry if you feel you are choosing a less commonly held position on the topic. The reader will NOT give you a lower score based on personal bias.
- Don’t change your position mid-essay. Even if you feel you’re running out of steam and you’re regretting your position on the topic, stay strong and finish the essay anyway. Don’t waffle, and don’t try to take a “middle of the road” approach. You don’t have time to go back and re-write the whole thing.
- No example is “too” specific. As long as you can argue logically that it supports your thesis, no example is “too” specific. Most essays are way too general. Aim to make the reader think, “wow, what extreme detail!” as they read. If you are using an example from personal experience, using some names, dates, places, and other concrete details can go a long way. Replace abstracts with absolutes.
- Incorporate the opposing side. A great way to strengthen your own argument is to acknowledge that there is in fact complexity to the issue. However, if you bring up and describe the opposing side, make sure to criticize it effectively and reiterate that your side is the only one that is valid. This is a great tool to use in your conclusion, although many students include it in an additional body paragraph.
- Keep the introduction and conclusion brief . Don’t take forever to get to the topic. The function of an introductory paragraph is to introduce the reader to the topic in the prompt, and then to clearly and forcefully state your position on it. More than 3-4 sentences is too long. In the conclusion, 1-2 sentences is great to reiterate your position and leave the essay with a closing idea. Save your writing-time for your body paragraphs!
- Use Transition Words . Scroll down to the bottom of this article to see a good list of common transition words. Be sure to use these words as you move between paragraphs! Always make sure the reader will understand why you are moving from one paragraph to the next paragraph!
TSI Essay Template
This is a sample outline for the TSI Essay. Notice we are aiming for 5 paragraphs total. You may opt for a shorter 4 paragraph version if 5 paragraphs are too many for you to write, but aim for 5 paragraphs if you can. If you have trouble completing 5 paragraphs, see if you can streamline your body paragraphs. They can often be bloated with unnecessary wordiness. Keep the introduction and the conclusion short and sweet.
Paragraph 1 — Introduction (3–4 sentences)
You will want to begin your essay with one of the following: a generalization about the topic, a quotation, a short anecdote to set-up the correctness of your position, a historical framework, or a piece of news illustrating the contemporariness of the issue. Admit the complexity of the issue.
You have two goals in the beginning part of the essay: to introduce the topic, and to express your opinion on it. Be sure to place your thesis as the final sentence in your introduction.
Paragraph 2 — First Example (4–6 sentences)
Start with your most-powerful or relevant example. Be specific. Your example can be from history, science, politics, business, entertainment, pop culture, current events, personal experience, etc. Anything can be an example, but choose ONE only for each paragraph. It needs to be something you are knowledgeable about and also something that you believe strongly supports your thesis. You have three tasks in your body paragraphs:
- Introduce your example.
- Describe it.
- Explain how it fully supports your thesis.
You should spend the majority of your body paragraph accomplishing the third step: explaining how it fully supports your thesis . Aim to convince the reader through very concrete details how your position on the issue is correct.
Paragraph 3 — Second Example (4–6 sentences)
Use a transition phrase to introduce the second example. Describe it, and explain again how it fully supports your thesis. You may refer to your first example if you need to, but prioritize a focus on your new example. Don’t mention your third example until you get to the third paragraph.
Paragraph 4 — Third Example (4–6 sentences)
Use a transition phrase again in the first topic sentence. Describe the example. Explain how it supports. Make sure you are elucidating for the reader how each example relates to the topic.
Paragraph 5 — Conclusion (2–4 sentences)
In your conclusion, introduce the opposing side. Explain their position in general terms. Refute their position. Then reinforce the correctness of your own thesis. This takes care of having to come up with a conclusion—you’ll already know what to do! Here’s how it might look:
Although ________ is demonstrably correct, some have argued that _______, believing that ________. However, this viewpoint on the present issue is negated by ________. Rather, __________. Therefore, in the long run,
TSI Essay Practice
Be sure to write at least 2–3 sample essays before your exam so you are comfortable with the format. Have a teacher, friend, or trusted relative read through your essay and give you feedback. You may want to start with our TSI Practice Test Essay .
We have also provided some more TSI essay prompts in the list below. You can use these TSI essay topics to write additional practice essays. Try to utilize the template that we have provided in order to structure your response.
TSI Essay Topics
1) Do works of art have the power to change people’s lives? Some people say a book or a movie has the power to do just that. Are they exaggerating, or can art have such a large impact of individuals?
2) Is an education a requirement for a successful career? Explain the topic and either agree or disagree with the statement, offering support for your position.
3) Scientists and politicians argue over whether global warming and climate control present a real threat to human welfare. Take a position on this issue and explain whether or not you believe this to be a serious problem for humanity.
Transition Words List
Agreement Words
- in the first place
- not only … but also
- as a matter of fact
- in like manner
- in addition
- coupled with
- in the same fashion / way
- first, second, third
- in the light of
Opposition Words
- in contrast
- different from
- of course …, but
- on the other hand
- on the contrary
- at the same time
- in spite of
- (and) still
Causation Words
- in the event that
- for the purpose of
- with this intention
- with this in mind
- in the hope that
- in order to
Example Words
- in other words
- to put it differently
- for one thing
- as an illustration
- in this case
- for this reason
- to put it another way
- that is to say
- with attention to
TSI Practice Test Essay >>
Writing Essays on Standardized Tests
Be sure to follow the instructions and write about the topic given. If you get off topic, it’s unlikely that you’ll receive a good score, no matter how well you write.
Pace yourself, but be efficient . Don’t rush, but make sure that you get your thesis and your most important arguments and examples on the paper before time is up. Even an unfinished essay can receive a good score if the author has demonstrated an ability to make a convincing argument.
Think before you write. If you start writing before you have a good idea about what you want to say, you’ll end up writing a disorganized, unconvincing essay. Take a few minutes before you begin writing to organize your thoughts. Write a brief outline if that will help. In addition, as you write, think before you start each new sentence.
Quality is more important than quantity. Although essays that receive high scores are usually not short, it’s better to write a shorter but more effective and convincing essay than to write a 500-word essay without a clear point or sense of organization.
Make every word count. Avoid repetition and unnecessarily long sentences and expressions. It’s better to state things simply, but efficiently and clearly, than to spend time trying to sound impressive.
Remember that your goal is to make a persuasive argument. Whether you’re writing about why 16-year-olds should be allowed to drive or about the most memorable day of your life, writing is always persuasive. If you’re writing about the former topic, you need to present facts and reasons that support your position; if you’re writing about the latter topic, you need to present information that will convince the reader that that day was truly important in your life.
State your thesis clearly, and make sure that your argument supports it. Your “thesis” is the main point that you want to make, the idea of which you want to convince the reader. If your essay doesn’t contain a clear thesis statement (usually at the end of the introduction), your essay is likely to be confusing. And obviously, if your argument doesn’t support your thesis, your essay will not be effective.
Base your essay on concrete evidence: specific reasons and examples that support your thesis. Although you have to look at the big picture and be abstract at times, without concrete evidence your argument won’t be effective.
Concentrate on the body of the essay; the introduction and conclusion are not as important. Very basic and functional introductions and conclusions are sufficient for timed essays. Don’t spend a lot of time writing a brilliant introduction and then fail to leave yourself time to support your thesis with evidence. (But if you do have time to write a more thoughtful and creative intro and conclusion, your essay will be even stronger.)
Let what you have to say dictate the structure of your essay, but try to keep it simple and clear. The structure of your essay will vary depending on the topic. Organize your ideas into paragraphs in a way that’s appropriate for your topic. Stick to a fairly basic structure, and include a topic sentence in each paragraph.
Be specific and accurate in your presentation of facts. Broad generalizations and inaccurate information make an essay weak, so don’t use an example that you’re not sure about or that you only have very general things to say about (e.g., don’t talk about the French Revolution if all you know is that there was a revolution and a bunch of people got killed).
On most standardized tests, it’s perfectly acceptable to write from the first person point of view. Although in writing some essays it’s preferable to avoid “I” and “me” and write from a completely objective point of view, for these kinds of essays it is not only acceptable but sometimes even required by the topic. Even for an essay topic that’s not specifically about something personal, using examples from your own experience can be very effective. You probably know yourself and your own life better than you know history or literature, and personal experiences are usually more emotionally resonant.
Follow the rules of Standard English. Avoid ungrammatical expressions. Try to apply what you have learned from grammar exercises to your own writing.
Avoid slang. Many young writers are so used to using slang expressions that they use them unconsciously and often, but slang is inappropriate for an essay.
Don’t write beyond your abilities; a conversational and natural tone is best. In an effort to sound intelligent and educated, some writers will try to use expressions they don’t really understand and will try to write in a very formal style that they haven’t really mastered. Write in a natural way, as if you’re having an intelligent conversation.
If at all possible, proofread your essay before you turn it in. It’s almost inevitable that, in rushing to write an entire essay in a short period of time, you will make some stupid mistakes. It should be easy to spot most of these mistakes and correct them if you can read over your essay one time before you turn it in.
Write legibly. Handwriting is not supposed to be a factor in your score, but an essay that is difficult to read can be frustrating, and a frustrated scorer isn’t likely to be very forgiving. The scorers have hundreds of essays to score every day, so they’re not going to be able to spend a lot of time deciphering your writing, and they might miss or misunderstand some of your important statements and ideas.
Writing Resources
Writing Essays on Standardized Tests (PDF)
Writing – Main Page
Some Advice on Writing
Academic Writing
Writing College Application Essays
Building a Repertoire of Examples (PDF)
Persuasive Essay Assignment (PDF)
Questions for Editing, Evaluation, and Revision (PDF)
Guidelines for Writing Short Stories (PDF)
PDF version
© 2005 C. Brantley Collins, Jr.
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Writing Essays for Exams
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What is a well written answer to an essay question?
Well Focused
Be sure to answer the question completely, that is, answer all parts of the question. Avoid "padding." A lot of rambling and ranting is a sure sign that the writer doesn't really know what the right answer is and hopes that somehow, something in that overgrown jungle of words was the correct answer.
Well Organized
Don't write in a haphazard "think-as-you-go" manner. Do some planning and be sure that what you write has a clearly marked introduction which both states the point(s) you are going to make and also, if possible, how you are going to proceed. In addition, the essay should have a clearly indicated conclusion which summarizes the material covered and emphasizes your thesis or main point.
Well Supported
Do not just assert something is true, prove it. What facts, figures, examples, tests, etc. prove your point? In many cases, the difference between an A and a B as a grade is due to the effective use of supporting evidence.
Well Packaged
People who do not use conventions of language are thought of by their readers as less competent and less educated. If you need help with these or other writing skills, come to the Writing Lab
How do you write an effective essay exam?
- Read through all the questions carefully.
- Budget your time and decide which question(s) you will answer first.
- Underline the key word(s) which tell you what to do for each question.
- Choose an organizational pattern appropriate for each key word and plan your answers on scratch paper or in the margins.
- Write your answers as quickly and as legibly as you can; do not take the time to recopy.
- Begin each answer with one or two sentence thesis which summarizes your answer. If possible, phrase the statement so that it rephrases the question's essential terms into a statement (which therefore directly answers the essay question).
- Support your thesis with specific references to the material you have studied.
- Proofread your answer and correct errors in spelling and mechanics.
Specific organizational patterns and "key words"
Most essay questions will have one or more "key words" that indicate which organizational pattern you should use in your answer. The six most common organizational patterns for essay exams are definition, analysis, cause and effect, comparison/contrast, process analysis, and thesis-support.
Typical questions
- "Define X."
- "What is an X?"
- "Choose N terms from the following list and define them."
Q: "What is a fanzine?"
A: A fanzine is a magazine written, mimeographed, and distributed by and for science fiction or comic strip enthusiasts.
Avoid constructions such as "An encounter group is where ..." and "General semantics is when ... ."
- State the term to be defined.
- State the class of objects or concepts to which the term belongs.
- Differentiate the term from other members of the class by listing the term's distinguishing characteristics.
Tools you can use
- Details which describe the term
- Examples and incidents
- Comparisons to familiar terms
- Negation to state what the term is not
- Classification (i.e., break it down into parts)
- Examination of origins or causes
- Examination of results, effects, or uses
Analysis involves breaking something down into its components and discovering the parts that make up the whole.
- "Analyze X."
- "What are the components of X?"
- "What are the five different kinds of X?"
- "Discuss the different types of X."
Q: "Discuss the different services a junior college offers a community."
A: Thesis: A junior college offers the community at least three main types of educational services: vocational education for young people, continuing education for older people, and personal development for all individuals.
Outline for supporting details and examples. For example, if you were answering the example question, an outline might include:
- Vocational education
- Continuing education
- Personal development
Write the essay, describing each part or component and making transitions between each of your descriptions. Some useful transition words include:
- first, second, third, etc.
- in addition
Conclude the essay by emphasizing how each part you have described makes up the whole you have been asked to analyze.
Cause and Effect
Cause and effect involves tracing probable or known effects of a certain cause or examining one or more effects and discussing the reasonable or known cause(s).
Typical questions:
- "What are the causes of X?"
- "What led to X?"
- "Why did X occur?"
- "Why does X happen?"
- "What would be the effects of X?"
Q: "Define recession and discuss the probable effects a recession would have on today's society."
A: Thesis: A recession, which is a nationwide lull in business activity, would be detrimental to society in the following ways: it would .......A......., it would .......B......., and it would .......C....... .
The rest of the answer would explain, in some detail, the three effects: A, B, and C.
Useful transition words:
- consequently
- for this reason
- as a result
Comparison-Contrast
- "How does X differ from Y?"
- "Compare X and Y."
- "What are the advantages and disadvantages of X and Y?"
Q: "Which would you rather own—a compact car or a full-sized car?"
A: Thesis: I would own a compact car rather than a full-sized car for the following reasons: .......A......., .......B......., .......C......., and .......D....... .
Two patterns of development:
- Full-sized car
Disadvantages
- Compact car
Useful transition words
- on the other hand
- unlike A, B ...
- in the same way
- while both A and B are ..., only B ..
- nevertheless
- on the contrary
- while A is ..., B is ...
- "Describe how X is accomplished."
- "List the steps involved in X."
- "Explain what happened in X."
- "What is the procedure involved in X?"
Process (sometimes called process analysis)
This involves giving directions or telling the reader how to do something. It may involve discussing some complex procedure as a series of discrete steps. The organization is almost always chronological.
Q: "According to Richard Bolles' What Color Is Your Parachute?, what is the best procedure for finding a job?"
A: In What Color Is Your Parachute?, Richard Bolles lists seven steps that all job-hunters should follow: .....A....., .....B....., .....C....., .....D....., .....E....., .....F....., and .....G..... .
The remainder of the answer should discuss each of these seven steps in some detail.
- following this
- after, afterwards, after this
- subsequently
- simultaneously, concurrently
Thesis and Support
- "Discuss X."
- "A noted authority has said X. Do you agree or disagree?"
- "Defend or refute X."
- "Do you think that X is valid? Defend your position."
Thesis and support involves stating a clearly worded opinion or interpretation and then defending it with all the data, examples, facts, and so on that you can draw from the material you have studied.
Q: "Despite criticism, television is useful because it aids in the socializing process of our children."
A: Television hinders rather than helps in the socializing process of our children because .......A......., .......B......., and .......C....... .
The rest of the answer is devoted to developing arguments A, B, and C.
- it follows that
A. Which of the following two answers is the better one? Why?
Question: Discuss the contribution of William Morris to book design, using as an example his edition of the works of Chaucer.
a. William Morris's Chaucer was his masterpiece. It shows his interest in the Middle Ages. The type is based on medieval manuscript writing, and the decoration around the edges of the pages is like that used in medieval books. The large initial letters are typical of medieval design. Those letters were printed from woodcuts, which was the medieval way of printing. The illustrations were by Burn-Jones, one of the best artists in England at the time. Morris was able to get the most competent people to help him because he was so famous as a poet and a designer (the Morris chair) and wallpaper and other decorative items for the home. He designed the furnishings for his own home, which was widely admired among the sort of people he associated with. In this way he started the arts and crafts movement.
b. Morris's contribution to book design was to approach the problem as an artist or fine craftsman, rather than a mere printer who reproduced texts. He wanted to raise the standards of printing, which had fallen to a low point, by showing that truly beautiful books could be produced. His Chaucer was designed as a unified work of art or high craft. Since Chaucer lived in the Middle Ages, Morris decided to design a new type based on medieval script and to imitate the format of a medieval manuscript. This involved elaborate letters and large initials at the beginnings of verses, as well as wide borders of intertwined vines with leaves, fruit, and flowers in strong colors. The effect was so unusual that the book caused great excitement and inspired other printers to design beautiful rather than purely utilitarian books.
From James M. McCrimmon, Writing with a Purpose , 7th ed. (Boston: Houghton Mifflin Company, 1980), pp. 261-263.
B. How would you plan the structure of the answers to these essay exam questions?
1. Was the X Act a continuation of earlier government policies or did it represent a departure from prior philosophies?
2. What seems to be the source of aggression in human beings? What can be done to lower the level of aggression in our society?
3. Choose one character from Novel X and, with specific references to the work, show how he or she functions as an "existential hero."
4. Define briefly the systems approach to business management. Illustrate how this differs from the traditional approach.
5. What is the cosmological argument? Does it prove that God exists?
6. Civil War historian Andy Bellum once wrote, "Blahblahblah blahed a blahblah, but of course if blahblah blahblahblahed the blah, then blahblahs are not blah but blahblah." To what extent and in what ways is the statement true? How is it false?
For more information on writing exam essays for the GED, please visit our Engagement area and go to the Community Writing and Education Station (CWEST) resources.
Choose Your Test
Sat / act prep online guides and tips, which colleges require the sat essay complete list.
SAT , SAT Essay
Planning to take the SAT? Before you sign up, you need to decide whether you're going to take the test with or without the optional Essay . How should you pick? Well, some colleges require that you apply with the SAT with Essay; others don't care whether you submit an SAT score with or without the Essay.
In this article, I'll provide you with a complete list of colleges that require or recommend taking the SAT with the Essay .
UPDATE: SAT Essay No Longer Offered
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.
What Is the Optional SAT Essay?
The redesigned SAT debuted in March 2016 with a now-optional Essay section. For the Essay, you have 50 minutes to read a passage (similar to those you see on the Reading section ) and write an essay dissecting how the author made the argument . Did the author use evidence to support the main claim? Appeals to emotion? Specific word choice?
If you take the SAT without Essay, the test length is three hours . However, if you take the SAT with Essay, the optional Essay adds 50 minutes . It also costs more to take the SAT with Essay : $64.50 vs $49.50 without the Essay.
Don't automatically assume you must take the Essay. Whether it's important for you depends on which schools (and scholarships) you're applying to and what the rest of your application looks like. I'll go into more depth later about how to decide which version of the SAT to take.
List of Schools That Require the SAT With Essay
Below, I've compiled a list of colleges that require or recommend taking the SAT with Essay. All data comes from the College Board and some individual schools we consulted separately.
Note: This list is subject to change, so make sure to double-check with each school you're applying to.
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| Abilene Christian University | TX | Recommend |
| Albany College of Pharmacy and Health Sciences | NY | Recommend |
| Allegheny College | PA | Recommend |
| Augsburg University | MN | Recommend |
| Austin College | TX | Recommend |
| Benedictine University | IL | Require |
| Caldwell University | NJ | Recommend |
| California State University, Northridge | CA | Recommend |
| Central Connecticut State University | CT | Recommend |
| Central Michigan University | MI | Recommend |
| Cheyney University of Pennsylvania | PA | Recommend |
| City University London | UK | Require |
| College of Wooster | OH | Recommend |
| Colorado School of Mines | CO | Recommend |
| Cooper Union for the Advancement of Science and Art | NY | Recommend |
| Corban University | OR | Recommend |
| Cornerstone University | MI | Recommend |
| Dallas Christian College | TX | Recommend |
| Delaware State University | DE | Require |
| DeSales University | PA | Require |
| Dominican University of California | CA | Require |
| NC | Recommend | |
| Earlham College | IN | Recommend |
| Eastern Illinois University | IL | Recommend |
| Eastern Nazarene College | MA | Recommend |
| Eastern University | PA | Recommend |
| Endicott College | MA | Recommend |
| Five Towns College | NY | Recommend |
| Florida Agricultural and Mechanical University | FL | Require |
| Gallaudet University | DC | Recommend |
| George Washington University | DC | Recommend |
| Georgia Highlands College | GA | Recommend |
| Georgia Institute of Technology (Georgia Tech) | GA | Recommend |
| Greenville University | IL | Recommend |
| PA | Recommend | |
| Hofstra University | NY | Recommend |
| Holy Family College | WI | Recommend |
| Holy Family University | PA | Recommend |
| Howard University | DC | Require |
| Husson University | ME | Recommend |
| Indiana University South Bend | IN | Recommend |
| Indiana University Southeast | IN | Recommend |
| Indiana Wesleyan University | IN | Recommend |
| Inter American University of Puerto Rico: Barranquitas Campus | PR | Recommend |
| John Wesley University | NC | Require |
| Juilliard School | NY | Recommend |
| Keiser University (West Palm Beach) | FL | Recommend |
| Kentucky State University | KY | Require |
| Lehigh University | PA | Recommend |
| Madonna University | MI | Recommend |
| Manhattan College | NY | Recommend |
| Martin Luther College | MN | Require |
| Marymount California University | CA | Recommend |
| Massachusetts Maritime Academy | MA | Recommend |
| McMurry University | TX | Recommend |
| Mercy College | NY | Recommend |
| Modern College of Design | OH | Recommend |
| Molloy College | NY | Require |
| Montana Technological University | MT | Recommend |
| Morehouse College | GA | Recommend |
| Mount Saint Mary College | NY | Recommend |
| Mount St. Joseph University | OH | Recommend |
| National-Louis University | IL | Recommend |
| New Jersey City University | NJ | Recommend |
| Nichols College | MA | Recommend |
| North Park University | IL | Recommend |
| Ohio University | OH | Recommend |
| Oregon State University | OR | Recommend |
| Purdue University Northwest | IN | Recommend |
| Randall University | OK | Recommend |
| Randolph-Macon College | VA | Recommend |
| Reading Area Community College | PA | Recommend |
| Rowan University | NJ | Recommend |
| Rutgers University—Camden Campus | NJ | Recommend |
| Rutgers University—Newark Campus | NJ | Recommend |
| Saint Michael's College | VT | Recommend |
| SciencesPo | France | Recommend |
| Seton Hill University | PA | Recommend |
| Shiloh University | IA | Recommend |
| Shippensburg University of Pennsylvania | PA | Recommend |
| Soka University of America | CA | Require |
| Southern California Institute of Architecture | CA | Require |
| Southern Illinois University Carbondale | IL | Recommend |
| Southern Oregon University | OR | Recommend |
| Spring Hill College | AL | Recommend |
| Sul Ross State University | TX | Recommend |
| SUNY Farmingdale State College | NY | Recommend |
| SUNY University at Stony Brook | NY | Recommend |
| Tarleton State University | TX | Recommend |
| Texas A&M International University | TX | Recommend |
| Texas A&M University | TX | Recommend |
| Texas A&M University—Galveston | TX | Require |
| Texas State University | TX | Recommend |
| The King's College | NY | Recommend |
| United States Air Force Academy | CO | Recommend |
| United States Military Academy (West Point) | NY | Require |
| University of California, Berkeley (UC Berkeley) | CA | Require |
| University of California, Davis (UC Davis) | CA | Require |
| University of California, Irvine (UC Irvine) | CA | Require |
| University of California, Los Angeles (UCLA) | CA | Require |
| University of California, Merced | CA | Require |
| University of California, Riverside | CA | Require |
| University of California, San Diego (UCSD) | CA | Require |
| University of California, Santa Barbara (UCSB) | CA | Require |
| University of California, Santa Cruz | CA | Require |
| University of Evansville | IN | Recommend |
| University of Hawaii: West Oahu | HI | Recommend |
| University of La Verne | CA | Recommend |
| University of Mary Hardin-Baylor | TX | Recommend |
| University of Massachusetts Amherst | MA | Recommend |
| University of Minnesota: Twin Cities | MN | Recommend |
| University of New England | ME | Recommend |
| University of North Texas | TX | Require |
| University of Northwestern—St. Paul | MN | Recommend |
| University of Texas at Dallas | TX | Require |
| University of the Virgin Islands | VI | Recommend |
| University of Toledo | OH | Recommend |
| University of Washington Bothell | WA | Recommend |
| VanderCook College of Music | IL | Recommend |
| Virginia Union University | VA | Recommend |
| Wabash College | IN | Recommend |
| Webb Institute | NY | Recommend |
| Webber International University | FL | Recommend |
| Wesleyan College | GA | Recommend |
| West Virginia University Institute of Technology | WV | Require |
| Western Carolina University | NC | Require |
| William Jewell College | MO | Recommend |
Surprisingly (and in contrast to how it's been in the past), top schools mostly do not require the SAT essay . Currently, no Ivy League School requires students to take the SAT with Essay; the same is true for Stanford, Caltech, Duke, Georgetown, Johns Hopkins, MIT, Northwestern, NYU, and UChicago. Many of these schools no longer even recommend students to take the SAT with Essay, which is a huge turnaround from just a couple of years ago.
Similarly, most liberal arts colleges do not require or recommend the SAT with Essay ; however, there are some exceptions, such as Soka University, which does require it.
In general, most state schools also do not require the SAT with Essay, though there's still a significant portion that do. There tends to be some weird variance even within states. For example, all University of California schools require the SAT with Essay, but most of the California State University schools do not.
Regardless of the types of schools you're applying to, don't assume that they all ask for the SAT with Essay . Check with every school to make sure you understand their testing requirements.
How to Decide Whether to Take the SAT Essay: 4 Questions
When making your decision about whether to take the SAT with Essay or the SAT without Essay, you'll need to consider the following four questions.
#1: Do Any Schools I Want to Apply to Require the SAT Essay?
If you're applying to any school that requires the Essay, then you must take the SAT with Essay . If you take the SAT without Essay, your application will be incomplete and you won't get admitted. By contrast, if you apply to any schools that don't require the SAT Essay, you can still take the SAT with Essay since these schools will accept both types of SAT scores (with or without Essay).
To reiterate, colleges that require the SAT Essay won't consider your score if you took the SAT without the Essay . The last thing you want to do is take the SAT without the Essay and get a good score—but then find out that one of your target schools requires you to take the SAT with Essay.
Remember that some colleges change their application policies from year to year, so make sure to double-check the testing policies of the schools you're applying to .
#2: Do Any Schools I Want to Apply to Recommend the SAT Essay?
If you're not applying to any schools that require the SAT Essay section but are applying to some that recommend it, then I'd still suggest taking it . This gives you another dimension schools can use to evaluate your application; however, there are some cases in which you shouldn't take the SAT with Essay.
If, for some reason, you do not qualify for SAT fee waivers and paying the extra cost to take the SAT with Essay would be a financial burden to you , then please don't feel as if you have to take it. In this case, it's fine to take the SAT without Essay instead.
In addition, if you really struggle to write essays under time constraints (due to anxiety), you might want to opt out of the Essay . That said, I only recommend this for students who normally have strong English and writing skills but struggle to write coherent essays when there's the added pressure of a time constraint.
For example, do you get As on essays you can work on at home but Cs on in-class essays because you get easily nervous? If that's the case, taking the SAT with Essay might not be a good idea.
#3: Am I Applying to Any Scholarships That Require an SAT With Essay Score?
Many scholarships (such as National Merit ) require you to submit SAT scores , and some specifically want SAT with Essay scores.
Therefore, be sure to check the requirements of each scholarship you're planning on applying for . While scholarships that don't require or recommend the SAT Essay should still accept your SAT with Essay score, scholarships that require the Essay section will not consider your SAT score if you took the no-essay version .
#4: Will the SAT Essay Enhance My Application in Other Ways?
Generally speaking, taking the SAT Essay if it's not required won't add a lot to your application. In truth, colleges that don't recommend or require the Essay really don't pay much attention to it.
Nevertheless, the Essay might be helpful for international students who want to prove they have strong English skills and who think they'll do especially well on it. If you fall into this category and feel confident you'll get a high score on it ( after doing practice essays , for example), definitely consider taking the SAT with Essay.
On the other hand, if you don't think you'll do well on the Essay, I recommend against taking it.
What's Next?
Need help preparing for the SAT? Read our ultimate study guide to get expert tips on prep and access to the best free online resources. If you're taking the test soon, learn how to cram for the SAT .
Want to learn more about the SAT Essay? Check out our step-by-step guide to writing a great essay .
Not sure where you want to go to college? Learn how to do college research right and figure out your SAT target score .
As an SAT/ACT tutor, Dora has guided many students to test prep success. She loves watching students succeed and is committed to helping you get there. Dora received a full-tuition merit based scholarship to University of Southern California. She graduated magna cum laude and scored in the 99th percentile on the ACT. She is also passionate about acting, writing, and photography.
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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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Practical Advice To Help Students Be Successful With State Testing
State testing in the US happens each May. The pressure is on to ensure students are as prepared as possible. You’re considering doing “test prep” with your students, but what exactly does that mean? You don’t know the topics or what genre students will need to write. So where do you start?
Trust that workshop , when you do it consistently, prepares students for standardized tests. Standardized tests often demand students to read several passages, answer questions, and write an entire essay. Workshop allows students to build their stamina in reading and writing and helps strengthen their comprehension and analytical skills. For the test’s essay portion, students will plan, draft, revise, and edit their writing. If you’ve been teaching writing workshop, you know this as the stages of the writing process .
When thinking about test prep , we must keep in mind that the goal isn’t to teach to the test but instead to give students the opportunity to practice their writing in authentic ways. We want students to confidently approach state testing in their writing skills and strategies.
Embracing Authentic Test Prep in the Classroom
First, we must begin unpacking the test with our students by ensuring they understand how to take a standardized test online, read the directions, and familiarize themselves with the test-specific language and the various question types.
How to take a Standardized Test Online
Since this test is online, students need familiarity with the software. They’ll need to know how to access the menu for embedded resources. They’ll also need the necessary technology skills to respond to each question type. Here are some of the skills students need on the test.
- Select an option
- Deselecting an option by selecting a different option
- Highlight an option by selecting an option
- Mark a checkbox corresponding to an option
- Deselecting a checkbox that’s already marked to select a different option
- Typing a response into a text box
- Selecting text, clicking, and dragging text to a new area
- Start and pause an audio clip by selecting buttons
In addition, you can provide students with a review of the universal tools available for them to use during the test. Below are some of the tools available to all students during testing.
- Digital notepad
- English dictionary, glossary, and thesaurus
- Expandable items
- Expandable passages
- Highlighter
- Line reader
- Mark for review
- Scratch paper
- Strikethrough
- Zoom in/zoom out
Since this test is online, students should also be getting daily practice with their typing skills. This will facilitate the typing portion of the test, such as the short response and the essay.
Understanding Standardized Testing Directions
Taking a test online can be difficult, and reading the directions carefully can be a task in itself. Teachers can allow students to familiarize themselves with test-specific language ( e.g., most likely, best, pick two choices ) by having them log in to the student interface practice test ( click here to access the website). This will allow them to get the practice they need reading the directions and let them ask questions if something is unclear before taking the test.
Various question Types
As students prepare to take the test, it’s important they have an opportunity to view and practice each question type. Below are some question types that will appear on the test.
- Multiple Choice
- Single Correct Response
- Highlight the correct response
- Multiple Correct Responses (checkboxes)
- Matching Tables, including True/False as well as Yes/No
- Two-part multiple-choice questions
- Hot Text (select and move text)
- Listening Tasks
EXPERT TIP: For an in-depth analysis of each standardized question type, you can watch this video provided by the California Department of Education.
Opportunities for Writing Practice
We can begin by creating opportunities for students to write in all three genres: narrative, information, and opinion, using the Writing Process stages. Students can apply what they have been practicing during Writing Workshop to standardized tests. You can teach the specifics of the testing genre in a workshop structure. This will help students understand how they can apply the writing skills they’ve learned in workshop to a passage or prompt on a test.
Just as students learn to plan, elaborate, revise, edit, and publish during their writing, they’ll do the same during the test’s essay portion. Below are some examples of teaching points that they can use for a narrative “test prep” unit:
- Writers start the process of writing to a test prompt by reading the assignment and underlining the action words to help them understand what they have to do.
- Writers prepare to write their narrative for a test prompt by reading the given sources and starring interesting things so they can easily cite parts of the sources in their story.
- Writers who need to write a narrative on a test, plan their narrative by thinking of the information they remember most from the sources they just read and then turning that into a problem and a solution.
- Writers continue planning a narrative for a test prompt by using the hamburger outline or story mapping to write the characters, setting, problem, and solution, keeping the narrative organized.
- Writers plan their narrative to answer a test prompt by making themselves the main character and deciding who the other characters are.
- Writers plan their narrative for a test prompt by describing the solution in their graphic organizer (hamburger or story mapping).
- Writers draft their narrative for a test prompt by starting their story with a description of the characters and setting so that their narrative is well-organized.
- Writers continue to draft their narratives for a test prompt by starting a second paragraph describing the character’s problem.
- Writers finish their draft for a narrative prompt by writing the solution to their story.
- Writers always revise their drafts by rereading and adding details from the source to make their story more believable.
- Writers revise their draft for a narrative by rereading and adding descriptions of the character’s actions to make their story come to life.
- Writers revise their narrative draft for a test prompt by looking for places to add the characters’ dialogue so their story comes to life.
- Writers edit their narrative for a test prompt by thinking of what they know about spelling and punctuation and rereading their story to correct any spelling and punctuation mistakes.
EXPERT TIP: At the end of each unit of study, you can give students the practice they need by giving them a state-aligned writing prompt and allowing them to think through how they would answer the prompt using the stages of the writing process. You can visit the CAASPP website for released copies of previous performance tasks.
Below are examples of teaching points that you can use when creating a test prep unit:
Suggested Test Prep Teaching Points for Writing
- Pay close attention to the prompt (what the task is asking them to do). Some prompts ask us to provide information or explain something. Readers need to analyze an informative/explanatory prompt to better understand the question.
- Notice the prompt (what the task asks them to do). Some prompts ask us to provide information or explain something. Readers need to analyze a narrative prompt to better understand the question.
- When writing to a prompt, writers PLAN for how their writing will go. They can make a timeline (for narrative writing) or boxes and bullets (for informational or opinion writing).
- When writing to a prompt, writers must include evidence from the text that supports their answer. Often, the task will ask them to identify text evidence that BEST supports their ideas.
- When writing to a prompt, it’s important that their thoughts are clear and easy to understand. One way writers do this is by using thought prompts and transitional phrases. (Examples include: One important thing to know… An example of this… Evidence of _________ includes…)
- When writing to a prompt, our thoughts should be clear and easy to understand. One way writers do this is by using transitional phrases to link ideas together. (Examples of this include: Also,… Furthermore,… In addition,…)
- When writing to a prompt, writers make sure they reread what they’ve written to see if it makes sense and edit their work for conventions (punctuation, spelling, grammar, capitalization). They can use the spell check feature on the online assessment.
Suggested Test Prep Teaching Points for Reading
- Readers monitor their reading by talking through the text. This means they have a conversation in their head about what they’re reading. They can reread each paragraph and talk through the text.
- Readers determine the main idea and identify key details. They do this by rereading each paragraph and asking, “What is the main idea? What details support the main idea?” and annotating the text.
- Readers analyze story characters by thinking about what characters say, think, and do. They do this to grow ideas about the text: learning more about the character and/or thinking about the author’s message or main idea. (Reading narrative)
- Readers also use different skills to define unfamiliar words. They can determine the meaning of an unknown word by using the words and sentences around it (context clues).
- Readers identify main ideas and then think about what they have in common (find a pattern). Then readers can put the main ideas together to write a summary.
- Readers notice the structure of the text they are reading. It is easier to understand the text when we know how it is structured and organized. (Some examples of text structures in nonfiction: compare and contrast; pros and cons; cause and effect)
While some students may feel stressed when it comes to standardized testing, our role as educators is key. When students prepare, they’re less likely to feel the pressure — setting them up for a successful testing period.
Allowing your students to practice workshop regularly will prepare them for anything the test throws their way.
Read more articles like this:
- 5 Simple Ways to Get Kids Ready for Test Taking
- Dreading Test Prep? There’s a Good Reason
- The Writing Process for Primary Grades
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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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5 tips to prep your students for state testing.
Get your students ready for state testing without the stress and pressure. Here are five essential test prep tips for stress-free success.
Spring is an exciting time of year, but it also signals that state tests are heading your way.
Teachers have put in lots of hard work. However you feel about state tests, we all want our students and schools to perform well.
With the right strategies in place, we can make sure our students feel confident and reach their potential.
No-stress test prep
Help your students reach their full potential with these five easy-to-follow tips .
1. Plan to review material that will be included in the state assessment. You can create practice questions, quizzes, and activities targeting the content and critical state standards. Be sure your students are familiar with key concepts.
2. Identify gaps that you can fill before state testing. Start by reviewing the curriculum from the year. Next, brush up on weak areas by providing extra focus and practice. Finally, run through key concepts again as a refresher.
3. Familiarize yourself with the content of the state tests by looking at sample test questions. In addition, you can get information about the format and structure of the exams on your state’s website. As a result, you’ll better understand where to focus extra attention.
4. Review formative assessments if you’ve used them throughout the year. Now is the time to revisit those topics to pinpoint specific areas of struggle. Now is the time to identify students’ misconceptions or confusion regarding core concepts. Addressing these topics now will keep them fresh in students’ minds.
5. Create practice tests for your students so they’re comfortable with the format and style of questions they’ll encounter on the state test. You’ll be able to identify which concepts need additional attention. Review and clarify test-specific terms students may not understand, such as “evaluate” and “examine.”
Last-minute test prep tips
Check with your administrator about providing short breaks during testing. It not only helps students sharpen their focus but also aids in completing the assessment successfully.
Finally, encourage your students to get a good night’s sleep before the test . On testing day, encourage them to have a nutritious breakfast and arrive at school on time . These small steps can help students stay focused and reduce stress during testing.
Be aware of students displaying any signs of anxiety or stress so you can provide them with appropriate help and guidance. We want to create a supportive and calm environment for students during assessments.
Although stressful, with a few simple steps, you can feel confident and less anxious on test day.
Give yourself enough prep time, develop a plan to keep everything organized, and focus on your own self-care during this time.
With these five essential tips in mind, you and your students will be on your way to less stress and increased confidence when tackling state tests.
Need some test-prep teaching ideas?
If you’re looking for inspiration for your lessons before state testing, I’ve got you covered.
Check out the Test-Prep Bundle for Reading Comprehension. It focuses on lessons and skills your students need heading into state testing. The level is just the right amount of challenge so students feel confident in their skills.
Inside this bundle, you’ll receive:
Weather Events Text Evidence Passages – 10 nonfiction passages for comprehension and close reading.
Compare and Contrast Step-By-Step Lessons – with pictures and paired passages, plus lessons on writing and understanding compare and contrast paragraphs and essays.
Main Idea and Supporting Details Passages – with differentiated worksheets and two bonus activities
Reading Comprehension Strategy Posters – for anchor charts – reference aids in the classroom.
Want to read more test-prep articles?
How to Teach Students to Cite Text Evidence
How to Teach Compare and Contrast Essays
How to Teach the RACE Writing Strategy
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Three State Testing Tips for Students and Parents
- Curriculum & Skills
March 28, 2023 by Bob Engler
How to pass the state test is straightforward: Perform above the minimum passing score.
Self-motivated, independent learners, however, don’t settle for the minimum. They challenge themselves to go well above and far beyond squeaking by. And their scores on standardized state tests and college entrance exams are important measures of their achievement.
Now that those tests are looming over the academic landscape, it’s time to review some state testing tips for parents and students. Students who start studying early can potentially avoid the stress and anxiety of cramming and build up their confidence to hit the ground running on test day.
Connections Academy students have a built-in advantage. Working with their parents and Learning Coaches, they can use the flexibility of their daily school schedules to build in time for some important test prep.
State Testing Tip No. 1: Exercise, Sleep Well, Eat Well
Exercise is not directly related to exam performance, but it supports healthy sleep , encourages better food choices , and delivers more oxygen to the brain—all of which contribute to test success.
High achievers generally have good sleep and nutrition habits, but they also are prone to pulling all-nighters to get ready for the big test. That can hurt more than it helps. Establishing a healthy routine as a matter of test preparation eliminates the need for stressful cram sessions.
Carving out time for physical activity, rest, and healthy eating habits in your student’s schedule jumpstarts a study routine that contributes to:
Better cognitive function. Everything about a test—thinking understanding, reasoning, and language skills, for instance, as well as the brain’s ability to organize information, and emotional wellbeing—are all traced back to good food and sound sleep.
Reduced stress and anxiety. Kids who are well fed and rested are in better emotional condition, more self-confident, and relaxed.
Improved recall. Sleep gives students’ brains time to process and store information, which improves memory retention. Diets high in nutrients such as omega-3 fatty acids also have been shown to improve memory and cognitive function.
Increased energy and alertness. Kids who are focused and alert are much more likely to thrive in a test-taking situation than peers who are sleepy, hungry, and cranky.
State Test Tip No. 2: Learn How to Study for State Testing
How your student studies for standardized exams depends on the test format .
Multiple choice questions evaluate mastery of facts. Essay tests, on the other hand, challenge students to demonstrate their depth of knowledge, writing skills, and their reasoning ability. Many standardized tests include both formats.
How to study for state testing essays could include reviewing relevant material, lecture notes , and practicing writing short answers based on that information.
Flash cards are a tried-and-true way to prepare for the multiple choice section of state tests. The immediate feedback of flash cards—since the answer is either right or wrong—encourages self-reflection and quick information recall.
State Testing Tips for Exam Day
Knowing what to expect on the state test is one thing, but just as important is establishing a strong foundation for staying focused, alert, and self-assured on exam day itself.
Here are some things for students to remember:
- Read each question and its answers carefully before marking down your answer.
- Ask for help if you don’t understand the directions.
- Skip a question if it takes you too long to figure out. Answer the questions you know first before coming back to the skipped questions
- Try to answer every question by making the best choice you can.
- Double-check your answers if you finish early.
All that’s left now is for your student to get to bed early the night before the test, have a good breakfast the morning of the exam, and then go crush it!
- Testing & Assessments
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Oh, testing. How you are the bane of all teacher’s existence. I get it – your students need to do well. You rely on it, the school relies on it, the district relies on it, and the state relies on it. No pressure , right? Wrong. State testing is increasingly one of the most stressful times of a teacher’s year. Today I’m sharing my favorite tips for attempting to relieve a little bit of that testing insanity. Be sure to share your suggestions in the comment below!
Get your students excited for testing days!
They may not love taking the test, but they will love mints, fun pencils, and winning prizes! Every year during the testing season I would reach out to parents for donations of fun prizes (or cash to purchase prizes) and then I would buy raffle tickets like THESE ! We typically had 2 hours for each test. Students that worked consistently until the 1-hour mark would all receive one ticket. Students that consistently worked until 1 hour and 30 minutes would receive another ticket. Students that worked until the 2 hours mark would win two more tickets. This encouraged students to recheck their work, not be the first to finish and take their time. Immediately after the test, I would choose three tickets to play games on the computer right away (or something they were excited about). We would also raffle off bigger prizes (like a Kindle!) or lunch purchased by me from a nearby restaurant, or a new notebook! The awards didn’t have to be too crazy. Students just like anything that’s a little different .
I also made sure to purchase my own FUN #2 pencils (approved by my principal) and then I would decorate them with silly stickers , pencil grippers , eraser toppers and I would give each student a heavy duty eraser ! Before testing, I walked around with my bag of pencils and large erasers and let students choose 2 to use during that test. After testing, the pencils were immediately sharpened by a volunteer and then placed back into the bags for the next day of testing. It was simple, but it made testing a little more magical.
I also had no limit on how many mints students could consume while testing. If they wanted ten spearmints and five peppermints , they got them! I started off by giving students 2 of whichever flavor they wanted. But if they asked for more, later on, I would happily oblige. It’s the little things, y’all!
To see a little more of what our testing classroom looked like, check out my old blog post HERE . And snag these signs to throw up on your classroom wall! The new decor is always exciting!
Work hard, play hard
That’s pretty much been my motivation for life. I believe profoundly in both and strive to reach a healthy balance. I felt the same way for my students. We would work hard in the classroom, but with the understanding that we would get to do fun things as well. An extra recess here and there, lunch outside or in the classroom, a morning playing a team building game , etc. I made the most of our time together and let students know that they needed to as well. Being upfront about the schedule and rigor of the day, helped them prepare and adjust. It also meant we were preparing for tests from the start of the year. End of year tests should be as important as all other tests, and we would prepare as such! This meant that test-taking time was just another routine assessment. State tests don’t have to be stressful if your students feel prepared.
Preparing all year meant I needed high-quality materials! I couldn’t cruise through November without preparing my students for the Spring test. That did them (nor I) any favors. I made sure that my students were comfortable writing to prompts by creating a well thought out writing curriculum and systematic on-demand writing environment. I am in love with anything Lucy Calkins and even created my own writing units . By using a rigorous curriculum and periodic prompts, like these monthly test prep units from my store, I was able to get students comfortable answering any sort of writing prompt. It’s all about pacing and making sure students are faced with high expectations year round! A few months before the state test, I would gear them up with a little test prep unit , so that they could wrap their minds around what was expected of them.
I’ve been at schools with super involved parents and I’ve been at schools where parents are MIA. You’re always going to have a few of each, no matter where you teach! I’m not sure about you, but if I’m nervous, a little support from someone who cares about me goes a LONG way. The same goes for students. I would send home a letter to parents about 2-3 weeks before testing began asking them to send in a message for every day of testing. In Colorado, 5th graders had 14 tests to take. Insanity . So I asked for 14 different letters from student’s families. They could be pictures drawn by siblings, encouragement written by parents, scribbled notes from grandparents… anything . Then I would have them seal each letter up in an envelope with the student’s name on it and send them back into me in a Ziploc bag or large folder. Whatever students didn’t get all 14 letters or didn’t get any letters at all got letters from me, their previous teachers, their PE teacher, etc.! You can find more details about this in my Motivational Testing Letter + Note Freebie on TpT.
Do gimmicks drive anyone else insane? I had so many new students who would come in and try to write an essay based on OREO… but they wouldn’t have any idea what it stood for… or what type of prompt they should use OREO with. I firmly believe that teaching should be just that… teaching . Students don’t need “tricks” to learn. They need to see high-quality writing samples. They need to roll their sleeves up and look for author’s craft . They need to immerse themselves in other writers. They do not need to memorize another acronym. I fully believe that students get more confused when we try to simplify things for them. Just teach them what good writing should look like, continuously model it for them , and support them along the way! They’ll become students who LOVE to write… and what’s more motivational than that?
If you’re still with me, THANKS! I know this post was a mouthful. I would love to hear your tips and tricks during the testing season! Please leave them in the comments below so we can all grow and support our kiddos!
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What Federally Mandated State Tests Are Good For (And What They Aren’t)
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Federally mandated state testing, which did not take place last year because of the pandemic, is happening this spring. However, with the waivers states have been allowed, involving the identification of low-performing schools, the shortening of tests, and changes to the percentage of students to be tested, this marks the second year that continuity under the Every Student Succeeds Act has been broken. For that reason, this is an opportune time to start shifting the focus of state testing back toward a purpose for which the tests are more appropriately designed.
In recent years, school administrators and teachers have put pressure on state policymakers and testing officials to address the desires of local educators for more immediate information from state tests to inform their day-to-day instruction while still satisfying the federal accountability requirements. Guiding day-to-day instruction is not something states’ summative-test results can or should be expected to do, despite the ESSA’s unmet requirements for quick, individual student results that are “interpretive, descriptive, and diagnostic.”
Many people have questioned the need for spring 2021 testing, viewing the main purpose of state assessments to be school accountability for student academic performance for which states determine percentages of proficient students. This limited view overlooks the power of end-of-year state assessments for program evaluation and improvement.
Standardization in testing means comparability—a quality of state tests that enables local educators and residents in general to get an external perspective on how their local instructional programs are doing. How does our student performance compare with that of other schools serving similar populations?
State test results should raise questions that need further investigation to answer. Why are we underperforming in this subdomain of math? Why is this subgroup in our school underperforming their counterparts in other schools in our state? Are our new approaches in this area working? Finding the answers to such questions informs program-improvement efforts that may not immediately benefit the students tested but instead should benefit many more students in the future.
There is strong feeling among educators and noneducators alike that teachers and schools should not be penalized because of the impact of COVID-19 on student learning. I agree. But the need for program-evaluation information is greater than ever right now. How well have we served our students via online instruction, packets sent home, or any other method compared with other schools? What is the extent of learning loss during the pandemic?
State test results should raise questions that need further investigation to answer.
Clearly, we should be prepared to see this spring’s results reflect a negative impact from COVID-19. Although the stakes have been relaxed this year, state testing officials would do well to maintain a focus on program evaluation not only now but also in the future after the stakes are reimplemented.
State tests are designed to produce reliable total test scores for students in mathematics, English/language arts, science, and other subjects states may test. But the tests generally do not yield reliable subtest scores—e.g., geometry or measurement in mathematics or physical or life science within science. Typically, subtest scores are based on just a handful of machine-scorable items hardly representing a good sampling of the content and skills in a subtest area. These areas are still very broad, so the sparse coverage of relevant content and skills makes subtest scores neither reliable nor valid for making important instructional decisions for individual students. For a test to be truly diagnostic, it would require multiple items addressing narrowly defined learning targets.
The U.S. Department of Education could offer guidance on ESSA relaxing the unmet requirement for states to provide diagnostic reports for individual students, while still requiring the reporting of total test scores for all students. Diagnoses of students’ specific learning gaps are best left to other components of a balanced assessment system. School average subtest scores are more reliable than individual student subtest scores even with the poor sampling of content. However, that poor sampling means important programmatic decisions for school programs are still questionable—and this is a validity issue. Local educators observing patterns of scores over a few years would be a better basis for major changes to programs.
There’s a place for end-of-year summative testing in both program evaluation and accountability assessment. For these purposes, I’d want to know how students in a school perform near the end of a school year. ESSA now allows accountability assessment to take place during the course of the school year. Interim benchmark tests covering recently taught material and interim general achievement measures are appropriate for purposes of early warning to identify students and curricular areas needing additional attention before end-of-year testing. However, many of these tests have the same limitations as the state summative tests because of the sparse coverage of relevant content and skills. And they don’t reflect student achievement at the end of the school year.
There are testing-program designs that can shorten the testing time for individual students yet broaden the coverage of a subject-area domain for school-level results. Reliable total test scores could still be provided for individual students, while reliable school results in subtest areas and even finer breakdowns of content and skills could be reported, offering more valuable information for program evaluation. Innovative curriculum-embedded performance assessments a few times during the school year could tap higher-order cognitive skills that the efficient end-of-year tests shortchange and could yield immediate results from teacher scoring of student work on complex tasks or projects. These, too, could count toward federally required accountability results.
Challenges create opportunities. The pause in 2020 testing and waivers this year—because of the pandemic—make this a good time to renew our emphasis on state assessment as a powerful activity for informing program improvement. We should not think of it solely as a vehicle for producing accountability data or a source of information for real-time instructional use—something it cannot be. Since the collection of longitudinal student-achievement data for ESSA has to be restarted anyway, changes to assessment designs can be made this year or next that optimize their utility for program evaluation. Such changes would be a way to get state assessment back on track with respect to what it can legitimately do, not just for the short term but also for the foreseeable future.
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11 Things Every Parent Should Know About State Testing
There’s nothing like a big standardized test to give even the best test takers the major jitters!
Just thinking about the tick, tick, tick of the clock for a timed test can produce clammy hands. Pounding hearts. Roller-coaster queasiness. And we’re talking about you … Imagine how your child feels!
If your child has the state test coming up, know this: You’re doing the right thing to get up-to-speed!
In this post, you’ll have the information at your fingertips to:
- Know exactly what the state test means for your child.
- Take control of preparation, so you eliminate surprises on test day.
- Build your child’s confidence and lower the test-taking anxiety that can creep its way into homework and family time.
- Ensure your child has a solid foundation of skills for his or her grade level. (Because that’s what really matters, right?)
- Plus, download your FREE Tips for prepping your child for the State Test Guide!
You may hear it called:
- A standards test
- An assessment of academic readiness
- A proficiency exam
- Something else
To keep it simple, we’ll call it a “state test”
The key things you should know about state testing, 1. the purpose of state testing..
The purpose of state testing is to determine whether your child has mastered the skills that he or she should know for a specific grade level.
Think of the skills that your child is learning in school as building blocks. Each year, the skills build on each other. To be ready for the skills in the next grade, your child first needs a solid foundation in the current grade’s skills.
State testing is testing the sturdiness of that foundation.
It’s important to understand that your state test isn’t testing actual curriculum or material from textbooks, worksheets, homework or software.
2. Testing “grade-level skills.”
Your state is testing whether your child understands and can use the skills needed for his or her grade level.
Let’s say you have a 3rd grader …
And your state says that a 3rd grader should have the following language arts skill:
“The ability to describe characters in a story (such as their traits, motivations or feelings) and explain how their actions contribute to the sequence of events”
This is a fancy way of saying your child should have basic reading comprehension skills.
If your child reads a chapter book, can he or she draw basic conclusions about the characters and how the characters influence what’s happening in the story?
To evaluate this skill on a state test, your child may be asked to read a one-page narrative. Then, your child may get a question that asks:
“According to this narrative, which statement best describes Simon, the main character?”
You’ll notice your child isn’t being tested on whether he or she read a specific chapter book before the test.
3. How the test affects your child in school (why the test is important.)
State tests are intended to objectively:
- Evaluate whether your child on track for his or her grade level
- Hold schools accountable for student performance
As a parent, you should know that a state test does NOT affect your child’s grades in school.
Depending on the state where you live, though, it may affect whether your child can move to the next grade level or graduate from school.
It also can affect how your child is taught in school and where your child may be placed within a class. State tests give schools and school districts information that is intended to help them:
- Improve how students are taught
- Coach teachers
- Provide additional support for students
Every day, teachers use different methods to “assess” whether your child understands skills, so they can offer the right support. The test is intended to give schools, districts and states an objective measure of how your child is doing.
4. Changes due to the pandemic.
For the most part, the biggest change is how schools are looking at the data and how they will use that data going forward. Most districts know that their students have made less progress than usual during the pandemic. The state test will reveal where the gaps are. Schools will use that information to come up with support plans for the fall.
5. Who has to take the test.
Generally, all students are tested every year from grades 3+. The 3rd, 8th and high school tests are the ones the federal government looks at to gauge effectiveness. However, each state has their own guidelines about exempting a student from the test, so check with your district to understand what the expectations.
6. Kids who are homeschooled.
In most states, homeschooled children do not have to take a state test.
However, if you homeschool your child and you want to know how your child is doing, you can bring your child in for a Sylvan Insight™ Assessment.
You’ll learn exactly how our child is doing compared to grade level standards. You’ll find out whether your child is on track and which skills may need extra attention.
7. When state tests are given.
In most years, tests are given in the spring. The pandemic has altered the testing schedule, with some states testing in the fall to better understand what the students know while they can still use that information in the classroom. The testing schedule may continue to flex until the pandemic is behind us.
8. The test format.
Typically, your child will be asked to answer different types of questions:
- Multiple-choice questions
- Short written responses
- A longer essay (in some states)
As of early 2019, 50% of U.S. states offer their tests in a digital format, such as on a computer.
For the states that still administer the tests with a paper and pencil, they use “bubble sheets.”
(Do you remember those tests where you had to fill in circles to answer questions, and you had row after row of circles? Those are bubble sheets.)
9. Subjects that are tested.
Every state will test your child’s math and reading skills. Most states also will evaluate writing skills.
As for other subjects?
It varies widely.
Some states test science and social studies. Some test a student’s knowledge of the state’s history. Some test civics. Some states might have a writing test, but only for certain grade levels.
10. The role of the ACT® or SAT®.
You may be wondering, does the ACT or SAT count as our state test for high school students?
It depends on your state.
For a long time, only a few states in the South and in the Midwest used the ACT as their high school state test. Now, there’s a movement in many states to use the SAT or the ACT as the high school state test.
States do this for a couple of reasons:
- It gives them an independent test of college readiness.
- It gives your teen a way to take the SAT or ACT for free.
To find out whether the SAT or ACT counts as your state test, visit your state’s Department of Education website.
11. How to prepare for state testing.
Should you be doing anything to get your child ready? Yes! Download our FREE guide below for 6 easy tips and strategies to prep for the state testing!
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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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7.3: Reviewing an Argument Analysis Essay
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Whether you are revising your own draft or reviewing a classmate's draft, you can start by asking yourself the following questions:
Is the thesis clear, specific, and focused? Does it tell us what is important or interesting about the argument’s attempt to convince us and/or give a central reason for its success or failure?
Does the essay articulate the main claims, reasons, and any important assumptions of the argument, whether implicit or explicit?
Does the essay convincingly identify at least two key important strategies the argument uses to establish credibility and trust or affect the reader’s emotions?
Does the essay assess the effectiveness of the strategies and identify any potential pitfalls or ways in which the strategies could backfire?
Does each body paragraph have sufficient quotations or paraphrases of specific examples?
Does it introduce quotations and paraphrases signal phrases that accurately show us the argument’s purpose?
Does the conclusion offer a final evaluation of the argument and its significance, value, or implications?
Does the essay clearly show how one paragraph connects to the next and back to the thesis?
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Daily Writing Tips
How to write an essay for a scholarship: a step-by-step guide.
Crafting an essay for a scholarship is your chance to show why you’re a worthy investment. It’s not just another essay; it’s a personal narrative that embodies your aspirations and showcases your potential.
In this step-by-step guide, we’ll lead you through each part of the scholarship essay process: understanding the prompt, outlining your thoughts, engaging introductions, strong body paragraphs, impactful conclusions, and essential revisions. Plus, we’ll touch on those final checks before you hit submit.
Ready to turn your educational dreams into a compelling story? Let’s begin the journey of writing an essay that might just change the course of your future.
What Is a Scholarship Essay and Why Is It Important?
A scholarship essay is a written piece you submit as part of your college or university scholarship application. It’s your opportunity to demonstrate to the scholarship committee why you are the best candidate for the award.
The scholarship essay is important because it allows the committee to get to know you beyond your grades and test scores. It lets you share your personal story, accomplishments, and future plans.
What Are Scholarship Essay Prompts Asking For?
Scholarship essay prompts typically ask you to discuss your academic achievements, extracurricular activities, community service, leadership roles, or any challenges you’ve overcome. The prompt will guide you in showcasing your unique qualifications. For example, a prompt might ask you to describe a time when you demonstrated leadership or to explain how a particular experience has shaped your academic and career goals.
How Can You Plan Your Scholarship Essay Effectively?
Effective planning is the key to writing a strong scholarship essay. Here are the steps to follow:
1. Read the prompt carefully: Start by thoroughly reviewing to understand the requirements and instructions of the essay prompt. Make sure you know exactly what the prompt is asking you to do.
2. Brainstorm experiences and accomplishments: Reflect on your academic, extracurricular, and personal experiences that might help explain the prompt. Think about your achievements, the challenges you’ve overcome, and how you’ve made a difference in your community.
3. Develop a thesis or central theme: Based on your brainstorming, determine a thesis or central theme that will help focus your essay. This statement should explain the main point you want the scholarship committee to understand.
4. Create an outline: Organize your essay by making an outline. Include an introduction, body paragraphs, and a conclusion. This will help you write a structured and coherent essay.
5. Do additional research: Depending on the prompt, you may need to research relevant information to support your essay. For example, if the prompt asks you to discuss a social issue, you may need to research facts and statistics to support your points.
6. Allow time for writing and revising: Don’t wait until the last minute to write your essay. Give yourself enough time to write a draft, get feedback, and make revisions . Rushing through the process can result in a weaker essay.
How Do You Create a Compelling Introduction for Your Scholarship Essay?
The introduction is the first thing the scholarship committee will read, so making a strong impression is important. Here are the steps to create a compelling introduction:
1. Hook the reader: Start your introduction with a captivating hook , such as a quote, anecdote, or intriguing statement. This will immediately engage the reader and make them want to continue reading.
2. Provide context: Offer relevant background information to give the reader context about who you are and your experiences. This could include details about your academic background, extracurricular activities, or personal interests.
3. State your central thesis : Clearly articulate your essay’s main point or argument, aligning it with the scholarship prompt. This thesis statement should be a concise and clear statement of the key idea you will explore in your essay.
4. Outline your approach: Give the reader a sense of how you will develop your essay’s central theme throughout the body paragraphs. This can be a brief overview of the main points you will cover.
5. Express your passion: Convey your enthusiasm, motivation, and personal investment in the topic and your pursuit of the scholarship. This will help the committee understand why this scholarship is important to you.
6. Keep it concise: Aim for 3-5 engaging sentences that introduce your essay in a manner that is easy to understand and compelling. The introduction should be long enough to capture the reader’s attention but not so long that it becomes overwhelming.
What Makes a Strong Body for Your Scholarship Essay?
The body of your scholarship essay is where you will expand on your central theme and provide evidence to support your points. Provide specific examples and evidence from your experiences to support your arguments. This could include details about your academic achievements, extracurricular involvement, community service, or personal challenges you’ve overcome.
Use the body paragraphs to showcase your unique qualities and how they make you a strong candidate for the scholarship. This could include your leadership skills, problem-solving abilities, creativity, or dedication to your studies. Keep your essay logically organized and focused on the main point you want to make, with each paragraph building on the previous one and contributing to the overall argument you’re making.
Vary your sentence structure to keep your writing engaging and easy to read. Alternate between shorter and longer sentences, and help guide the reader through your essay. Back up your claims and arguments with relevant facts, statistics, or expert opinions to strengthen the credibility of your essay.
How Should You Conclude Your Scholarship Essay?
The conclusion of your scholarship essay is your final opportunity to make an impression on the committee. In the conclusion, restate your thesis or central theme in a clear and understandable way. This will remind the reader of the main point you’ve been focused on throughout your essay.
Briefly summarize the key points and arguments you made in the body of your essay. This will help reinforce your main ideas and leave a lasting impression on the reader. Explain why the scholarship is important to you and how it will help you achieve your academic and career goals. Demonstrate your passion and commitment to making the most of the scholarship opportunity.
Conclude your essay with a strong, memorable statement that leaves the reader with a positive impression of you as a candidate. This could be a call to action, an inspirational quote, or a final reflection on the significance of the scholarship.
How Can You Revise Your Scholarship Essay for Maximum Impact?
After you’ve written your first draft, it’s important to revise and edit your essay so it’s as strong as it can be. Carefully read through your essay to catch any spelling, grammar, or punctuation errors. Even small mistakes can ruin the overall quality of your essay.
Ask someone you trust, such as a teacher, mentor, or family member, to review your essay and provide feedback. They may be able to locate areas for improvement or offer a fresh perspective. Ask them to review your essay’s organization to ensure your introduction, body, and conclusion flow logically. Don’t be afraid to rearrange or add/remove paragraphs to strengthen the overall structure.
Examine your essay’s central arguments and claims. Are they supported with sufficient evidence and examples? Look for ways to develop your points further. Review your writing style and make adjustments to improve clarity, concision, and engagement. This could involve varying sentence structure, eliminating unnecessary words, or using more vivid and descriptive language.
Double-check that your essay fully addresses the scholarship prompt and showcases your qualifications in a way that aligns with the committee’s expectations. Don’t be afraid to make multiple rounds of revisions. The more you refine your essay, the stronger it will be.
What Are the Final Steps Before Submitting Your Scholarship Essay?
Once you’ve completed your revisions, there are a few final steps to take before submitting your scholarship essay. Take advantage of sources that provide essay and paper help to add to and ensure the quality you have written is up to the scholarship committee’s standards. Also, always be sure to review everything
1. Follow instructions: Carefully review the scholarship guidelines and instructions to ensure you’ve followed all the requirements, including formatting, length, and submission procedures.
2. Double-check formatting: Ensure your essay is properly formatted according to the scholarship guidelines, including margins, font size, and spacing.
3. Proofread again : Do one final proofread to catch any lingering errors or typos. It’s easy to miss mistakes when you’ve been working on the essay for a long time.
4. Submit before the deadline: Don’t wait until the last minute to submit your essay. Allow plenty of time to complete the application process and submit your materials before the deadline. 5. Make copies: Keep a copy of your final essay for your records. This can be helpful if you need to refer back to it or make adjustments for future scholarship applications.
Here are some dos and don’ts for effective scholarship essay writing
- Understand the Prompt: Carefully read and analyze the scholarship prompt to ensure your essay directly addresses the requested topic or criteria.
- Showcase Your Unique Qualities: Use the essay as an opportunity to highlight your distinctive experiences, skills, goals, and passions that make you a standout candidate.
- Organize Your Essay Logically: Craft a clear and well-structured essay with an engaging introduction, cohesive body paragraphs, and a compelling conclusion.
- Support Your Claims: Back up your key points and arguments with specific examples, anecdotes, and evidence from your experiences.
- Maintain a Positive and Enthusiastic Tone**: Convey your enthusiasm for the scholarship and your commitment to making the most of the opportunity.
- Proofread and Edit Carefully: Review your essay multiple times to catch any grammar, spelling, or punctuation errors.
- Follow All Formatting Requirements: Adhere to the prescribed page limits, font sizes, and other formatting guidelines specified by the scholarship provider.
Don’ts
- Don’t Repeat the Prompt: Avoid simply restating the prompt in your essay. Instead, use your unique voice and perspective.
- Don’t Make Broad, Unsupported Statements: Avoid making claims or generalizations without providing concrete evidence or examples to support them.
- Don’t Use Clichés or Overly Formal Language: Steer clear of overused phrases and maintain a natural, conversational tone throughout your essay.
- Don’t Exaggerate or Embellish: Be honest and authentic in your writing . Avoid making claims that you cannot substantiate.
- Don’t Neglect the Conclusion: Don’t treat the conclusion as an afterthought. Use it to leave a lasting, positive impression on the reader.
- Don’t Miss Deadlines or Requirements: Ensure you submit your essay by the specified deadline and adhere to all other requirements outlined by the scholarship provider.
- Don’t Plagiarize: Ensure that your essay is entirely your own work and that you properly cite any external sources you use.
Following these dos and don’ts can help you craft a compelling scholarship essay that stands out from the competition.
Writing a good scholarship essay is important to get the funding you need for your education and career goals. By following the steps in this guide – understanding the prompt, brainstorming your experiences, writing a strong introduction and body, and leaving a lasting conclusion – you can create an essay that makes you stand out as an excellent candidate.
The essay is not just about listing your accomplishments – it’s about showing who you are as a person and why you are the ideal recipient. Infuse it with enthusiasm, personal stories, and a vision for your future. This will help you craft an essay that leaves a lasting impression.
As you prepare to submit your scholarship essay, be proud of your work and confident that you’ve presented your best self.
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Testing critical thinking: Beyond evaluating your writing abilities, state test writing prompts aim to assess your critical thinking skills. They prompt you to analyze a given situation, formulate opinions, and present arguments to support your views. By deciphering the underlying purpose, you can anticipate the type of critical ...
COLLECTION 2: Here is another fabulous collection from the Pennsylvania Department of Education. It's 47 PAGES and has released writing prompts from the sixth grade, ninth grade, and eleventh grade writing assessments. 6th Grade Narrative: Your teacher comes into the room and places a book on the desk.
Tips and Tricks for State Testing Writing Prompts Most writing prompts across all of the 50 states look very much alike. They have a similar structure, they use similar language, and they involve similar situations. ... Quick and Easy Essay " page. State writing assessments usually ask for one of these eight types of writing: 1) Narrative (A ...
The writing prompts for the state test ask students to address counterarguments to their claims. For years I taught 5 paragraph essays in which students stated three reasons to support an opinion, but weren't asked to address the other side. Because of that, students might be inclined to neglect that they have to address what the other side ...
Skill 4: Restate the prompt in the written response. Brainstorm several ways to restate the prompt. Practice each possibility. This becomes the topic sentence. Generally, the short answer to the prompt is in the topic sentence. This skill can be easily taught and practiced throughout the year.
The 2022 Grades 3-8 English Language Arts Tests contain multiple-choice (1-point), short-response (2-point), and extended-response (4-point) questions. For multiple-choice questions, students select the correct response from four answer choices. For short-response and extended-response questions, students write an answer to an open-ended ...
Admit the complexity of the issue. You have two goals in the beginning part of the essay: to introduce the topic, and to express your opinion on it. Be sure to place your thesis as the final sentence in your introduction. Paragraph 2 — First Example (4-6 sentences) Start with your most-powerful or relevant example.
Harvard College Writing Center 5 Asking Analytical Questions When you write an essay for a course you are taking, you are being asked not only to create a product (the essay) but, more importantly, to go through a process of thinking more deeply about a question or problem related to the course. By writing about a
Writing Essays on Standardized Tests. Be sure to follow the instructions and write about the topic given. If you get off topic, it's unlikely that you'll receive a good score, no matter how well you write. Pace yourself, but be efficient. Don't rush, but make sure that you get your thesis and your most important arguments and examples on ...
2. Divide the essay into at least four (4) paragraphs: A. Paragraph I: Introductory Paragraph: Address the prompt; state the issue covered by the prompt. Make a claim; state your point of view concerning the issue addressed in the prompt. Support the claim; state what evidence will be used in the essay to support your
Most essay questions will have one or more "key words" that indicate which organizational pattern you should use in your answer. The six most common organizational patterns for essay exams are definition, analysis, cause and effect, comparison/contrast, process analysis, and thesis-support. Definition. Typical questions.
Write an essay about ... Many are concerned that the state's requirements for core courses in mathematics, English, science, and social studies may prevent students from taking important elective courses like music, foreign languages, and vocational education. Many believe that electives like music, art and languages create a
If you take the SAT without Essay, the test length is three hours. However, if you take the SAT with Essay, the optional Essay adds 50 minutes. It also costs more to take the SAT with Essay: $64.50 vs $49.50 without the Essay. Don't automatically assume you must take the Essay.
This video goes through some strategies for how to write an essay for a standardized tests like AzMERIT. If you have questions or request for future videos, ...
Request a quote or schedule a quick demo. We offer special pricing for districts looking to just use Writable for assessment practice. Writable's reading passages for grades 3-11 come directly from the SBAC, and our rubrics are adapted to be more student-friendly. All assignments are tagged to the SBAC and CAASPP standards for easy reporting ...
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.
Standardized tests often demand students to read several passages, answer questions, and write an entire essay. Workshop allows students to build their stamina in reading and writing and helps strengthen their comprehension and analytical skills. For the test's essay portion, students will plan, draft, revise, and edit their writing.
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.
We offer special pricing for districts looking to just use Writable for assessment practice. Writable's reading passages for grades 3-12 come directly from the Ohio State Test, and our rubrics are adapted to be more student-friendly. All assignments are tagged to the Ohio standards for easy reporting once grading is complete.
Help your students reach their full potential with these five easy-to-follow tips. 1. Plan to review material that will be included in the state assessment. You can create practice questions, quizzes, and activities targeting the content and critical state standards. Be sure your students are familiar with key concepts.
Many standardized tests include both formats. How to study for state testing essays could include reviewing relevant material, lecture notes, and practicing writing short answers based on that information. Flash cards are a tried-and-true way to prepare for the multiple choice section of state tests. The immediate feedback of flash cards ...
Being upfront about the schedule and rigor of the day, helped them prepare and adjust. It also meant we were preparing for tests from the start of the year. End of year tests should be as important as all other tests, and we would prepare as such! This meant that test-taking time was just another routine assessment.
Again, standardized tests are a good measure of a student's achievement, the standardized tests and increased testing are a better college preparation, and the testing is not too stressful for students. Immediately, we need to call the United States Department of Education and tell them that standardized tests should be kept in schools. Sources.
State tests are designed to produce reliable total test scores for students in mathematics, English/language arts, science, and other subjects states may test. But the tests generally do not yield ...
If your state offers SAT Essay as part of its in-school testing, you can find practice essay prompts and scoring explanations below. Downloads. SAT Practice Essays and Score Explanations—Digital NOTE: The Essay is only available in certain states where it's required as part of SAT School Day administrations. If you're going to be taking the ...
The Key Things You Should Know About State Testing. 1. The purpose of state testing. The purpose of state testing is to determine whether your child has mastered the skills that he or she should know for a specific grade level. Think of the skills that your child is learning in school as building blocks. Each year, the skills build on each ...
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 ...
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Find full-length practice tests on Bluebook™ as well as downloadable paper (nonadaptive) practice tests to help you prepare for the SAT, PSAT/NMSQT, PSAT 10, and PSAT 8/9. Bluebook Practice Resources. Find a test preview and official full-length practice tests on the Bluebook app. ...
The scholarship essay is important because it allows the committee to get to know you beyond your grades and test scores. It lets you share your personal story, accomplishments, and future plans. ... State your central thesis: Clearly articulate your essay's main point or argument, aligning it with the scholarship prompt. This thesis ...