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GED Reasoning Language Arts (RLA) Practice Test

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Congrats on taking our GED RLA sample quiz. Take our full GED RLA diagnostic exam below to see if you are ready for your exam or not.

1 . Question

Determine whether the underlined portion of the sentence below is correct or whether it needs to be revised.

For homes in typically colder geographic regions , it is particularly important to have effective and efficient heating systems.

• a. For homes in typically colder geographic regions
• b. For people in homes in typically colder geographic regions
• c. For homes in typically cold geographic regions
• d. People in typically colder geographic regions
• e. Homes in typically colder geographic regions

2 . Question

Inside the glove compartment were legal documents, pictures,  and there were a few napkins from the coffee shop, but no gloves.

• a. and there were a few napkins from the coffee shop, but no gloves.
• b. and there were a few napkins from the coffee shop, but not any gloves.
• c. and napkins from the coffee shop, no gloves were there.
• d. and napkins from the coffee shop, but no gloves.
• e. and napkins from the coffee shop, there were no gloves.

3 . Question

Concerns about global warming have grown into actual efforts sanctioned by non-governmental organizations and governments that not only work to  understand global warming and also to prevent it.

• a. understand global warming and also to prevent it.
• b. understand global warming but also to prevent it.
• c. understand global warming yet also to prevent it.
• d. understand global warming but also to prevent its growth.
• e. understand global warming yet also to prevent it’s growth.

4 . Question

Technology is rapidly expanding the scope of capabilities for both professional and personal use; such is the case with smart phones. Professionals now have devices available to them capable of digital media, internet access, phone communication, multi-person scheduling and office tools for documents and presentations. Businesspeople that are often mobile may maximize the use of these critical features on smart phones. Individuals who simply enjoy the luxury of multi-function devices often use these devices for frivolous pursuits such as downloading catchy ring tones, instant messaging about the latest gossip and looking up the world record for most cans crushed on one’s head during the Superbowl. This fusion of capabilities and increased availability of such devices could be a sign of a growing blend in society between work and personal life, or individuals could simply be taking a luxurious approach to their connectivity in personal lives.

The term “frivolous” implies that the author

• a. is fascinated by the endless capabilities on smart phones.
• b. hopes that technology ceases to expand its scope.
• c. believes that the average individual does not need a smart phone.
• d. has a smart phone.
• e. wants to see more developments added to smart phone technology.

5 . Question

What is the purpose of the conclusion sentence?

• a. Draw a conclusion about what we know smart phones can do
• b. Assume where technology is headed and how it will affect society
• c. Comment on human connectivity through the use of smart phones
• d. Predict how the government will regulate and guide future technology
• e. Present two possible explanations for the growing popularity of smart phones

6 . Question

But man is not destined to vanish. He can be killed, but he cannot be destroyed, because his soul is deathless and his spirit is irrepressible. Therefore, though the situation seems dark in the context of the confrontation between the superpowers, the silver lining is provided by amazing phenomenon that the very nations which have spent incalculable resources and energy for the production of deadly weapons are desperately trying to find out how they might never be used. They threaten each other, intimidate each other and go to the brink, but before the total hour arrives they withdraw from the brink.

The main point from the author’s view is that

• a. Man's soul and spirit can not be destroyed by superpowers.
• b. Man's destiny is not fully clear or visible.
• c. Man's soul and spirit are immortal.
• d. Man's safety is assured by the delicate balance of power in terms of nuclear weapons.
• e. Human society will survive despite the serious threat of total annihilation.

7 . Question

The phrase ‘Go to the brink’ in the passage means

• a. Retreating from extreme danger.
• b. Declare war on each other.
• c. Advancing to the stage of war but not engaging in it.
• d. Negotiate for peace.
• e. Commit suicide.

8 . Question

In the author’s opinion

• a. Huge stockpiles of destructive weapons have so far saved mankind from a catastrophe.
• b. Superpowers have at last realized the need for abandoning the production of lethal weapons.
• c. Mankind is heading towards complete destruction.
• d. Nations in possession of huge stockpiles of lethal weapons are trying hard to avoid actual conflict.
• e. There is a silver lining over the production of deadly weapons.

GED RLA Prep Course (100% Pass Guarantee)

Diagnostic ged language arts practice test.

Take our GED language arts practice test below. It is a diagnostic exam, so you will get a good idea of how well prepared you are.

Utilize our answer explanations to learn how to solve the problems.

If you want to practice other subjects, visit our  GED practice test  home.

GED Language Arts Overview

The GED language arts test includes 3 main topics:

• Reading for Meaning (35%)
• Identifying and Creating Arguments (45%)
• Grammar and Language (20%)

You will have 150 minutes to complete this portion of the GED exam. Of the 150 minutes, 3 minutes will be slotted for instructions and final review, 10 minutes for a break between parts 2 and 3, and 45 minutes dedicated for the written essay.

In terms of format on the GED language arts test, there are 3 sections. Question types include multiple-choice, drag and drop, select an area, and drop-down questions. 1 of the 3 sections is a written essay (extended response).

You can practice for the other sections of the exam by visiting our free GED practice test home. Here is the official GED RLA page .

Frequently Asked Questions

How many questions are on the ged language arts section.

The number of questions varies, but you can expect there to be around 46 questions and a written essay.

What is a passing score for the GED language arts section?

You will need to score a 145 or higher to pass this section of the exam. For more information, read our guide to  GED scores .

What kind of topics are tested on GED language arts?

There are 3 main topics tested. Those 3 topics are reading for meaning, identifying and creating arguments, and grammar and language.

• Authored By: Dave Evangelisti
• Last Updated: July 12, 2024

GED Extended Response Essay Prompts & Examples

A quick guide to writing an extended response for the ged language arts test.

GED® Reading & Writing Practice Test ( 25 Questions )

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GED® Reading and Writing Lessons ( 10 Lessons )

Check out our other Free GED© Practice Test

Many students fear the writing part of the GED test. And we understand. After all, it takes effort and time to organize your ideas, fix sentence structures, and ensure that grammar, punctuation, capitalization, and spelling are correct. With only 45 minutes to complete your essay, how will you be able to finish your piece? Thankfully, there are ways to make this part easy for you. You don’t have to be a gifted writer to write succeed in writing a winning essay for the Extended Response portion of the GED writing test. There are tips to succeed in writing your essay.

Start reviewing with our helpful contents: GED Reasoning Through Language Arts Guide

What’s in the GED Writing Extended Response Portion of the Test?

This test will check how well you create arguments and use evidence. Also, it would also test your clarity and command of Standard English language.

Quick Tips to Remember When Writing Your Essay:

• Take a deep breath. Nervous about the test? Ease anxiety by taking deep breaths before writing your essay. Being stressed while writing might keep your focus away from the task and affect the quality of your essay.
• Read the two passages carefully . Make sure you understand each passage before choosing your position.
• Make an outline . Don’t write right away. Create an outline first. Choose a position that you can easily defend based on what you’ve read, then list down the main points to support this position.
• Your essay should have:
• 1. An introduction that states your main argument 2. At least 3 paragraphs with your supporting evidence 3. A conclusion that restates your main argument and main points.
• Focus on the first and last paragraphs first . This will help you stick to your argument and main points.
• Be clear . The paragraphs in between your first and last paragraphs should clearly explain your main points. Start each paragraph by stating the main point that you want to talk about.
• Proofread your work . Check your work for grammar and spelling errors. Improve sentence structures with the time that’s left.

Keep in mind that the saying, “practice makes perfect” applies here. Mastering essay writing takes a lot of practice and reading. Begin practicing your writing as well improving your comprehension skills with our Free GED Practice Tests for Language Arts. We also recommend reading high-quality newspapers, publications, and literary pieces to help build your English writing skills.

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GED Essay-Topics, Samples, And Tips

Last Updated on August 10, 2024.

This language Arts lesson is part of this website’s free online GED classes a nd practice tests, generously provided by the accredited comprehensive GED prep course created by Onsego.

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One part of the GED Reasoning through Language Arts (RLA) test is writing a GED Essay, also known as the Extended Response. You have 45 minutes to create your essay. The GED essay is an argumentative essay.

A common method for writing this type of essay is the five-paragraph approach.

Writing your GED Essay is not about writing an opinion on the topic at hand. Your opinion is irrelevant. You are asked to determine and explain which of the arguments is better.

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Table of Contents

• 0.1 Video Transcription
• 1 GED Essay Structure
• 2 GED Essay Topics
• 3 GED Essay Samples
• 4 Tips for Writing your GED Essay
• 5 How your GED Essay is Scored

Video Transcription

After reading the stimulus with two different arguments about a subject, your task is to explain why one of these arguments is better.

Remember, when writing your GED Essay, you are NOT writing your opinion on the topic. That’s irrelevant. You must write about why one argument is better than the other.

You are writing an analysis of the author’s two positions and explaining which argument is stronger. These two arguments are presented in the stimulus, so you don’t need to create any own examples.

So again, you only need to decide what argument is stronger and claim it and prove it. It is NOT about your opinion.

Since in your essay, you need to determine which argument is best supported, your claim should clearly state which of the two positions is stronger.

You will be provided with the stimulus material and a prompt.

The stimulus is a text that provides 2 opposing opinions about a certain subject. The prompt provides instructions and tells you what you need to do.

I’ll say it again because so many students make mistakes here, it’s NOT about your opinion on the topic but the subject that matters!

You need to analyze the arguments and determine which opinion is best supported throughout the text.

You are NOT asked which argument you agree with more, and you should NEVER respond with a personal opinion.

So, don’t use the word “I” such as “I think that…” “I agree because…” “In my opinion…”.

The GED essay is graded on a machine that uses algorithms to figure out your score.

So, no teacher will decide about the score in any way.

It’s very important that you remember this!

Let’s take a look at the structure, topics, and format of the GED Essay.

GED Essay Structure

Ged essay topics.

• GED Essay Sample
• GED Essay Scoring
• GED Essay Writing Tips

Remember: you need to analyze which of the presented arguments is better and explain why it’s better.

Likewise, make sure your reasons come from the text – you aren’t making up your examples; you’re talking about the ones in the passages.

How should you prove that one argument is stronger? – Look at the evidence in the text.

Did the author use a relevant statistic from a reliable source, or did he/she assume something with a hypothetical anecdote?

Once you know which is better supported, you’re on your way.

Keep in mind: Don’t Summarize!

It’s easy to substitute a simpler task (summarize each side) for the more complex task of evaluating arguments. But if all you do is summarize, your response will be considered off-topic and likely will not receive any points.

The GED Essay should contain:

• 4-7 paragraphs of 3 to 7 sentences each and 300-500 words in total.
• An essay (or response) that is significantly shorter could put you in danger of scoring a 0 just for not showing enough of your writing skills.
• As you read the stimulus material (text), think carefully about the argumentation presented in the passage(s). “Argumentation” refers to the assumptions, claims, support, reasoning, and credibility on which a position is based.
• Pay close attention to how the author(s) use these strategies to convey his or her position.

Every well-written GED essay has an introduction, a body, and a conclusion.

Your response will be an argument or an argumentative essay. Remember that you are NOT writing your opinion on the topic.

You are writing an analysis of two of the author’s positions and explaining which argument is stronger.

Things to keep in mind: the Extended Response (GED Essay) is scored by smart machines that are programmed to recognize correct answers. So, don’t try to be creative; just be correct. Also:

• Use proper grammar and sentence structure.
• Practice writing a 300 to 500-word essay.

Let’s look at the GED Essay structure: an introduction, a body, and a conclusion.

• The Introduction introduces the topic you are writing about and states your claim or thesis statement. Stand your position.
• The Body of the essay presents reasoning and evidence to support your claim. This is the longest part of the response and should be at least two paragraphs.
• The concluding paragraph sums up your main points and restates your claim.

Here are a few examples of GED Essay Topics. Click on the title to read a full stimulus and a prompt.

An Analysis of Daylight-Saving Time

The article presents arguments from both supporters and critics of Daylight-Saving Time who disagree about the practice’s impact on energy consumption and safety. Check here to read the full article.

Should the Penny Stay in Circulation?

Analyze the presented arguments and decide which one is better supported. Check here to read the full article.

Is Golf a Sport?

Proponents say that golf meets the definition of “sport.” Opponents say that golf better meets the definition of “game” than “sport. Analyze both opinions and determine which one is better supported. Check here to read the full article.

GED Essay Samples

Click here to access a sample of a GED essay with an explanation of the structure. Getting familiar with GED essay samples will help you plan your essay and understand what elements are important.

When reading the essay subject, you really should take the time to pull together your thoughts. By arranging your ideas rationally, you will be able to express your thoughts far better on paper. When you start writing, concentrate on the guidelines that you came to understand in English class.

Pay attention to English language usage (grammar); you must use the right punctuation and capitalization and decide on suitable word solutions.

Check here to read a GED Essay Sample with our comments.

Tips for Writing your GED Essay

1. Make sure you read the stimulus and prompt cautiously

It’s good to practice this carefully. Check out each question carefully and take a little time to figure out the topic and what kind of answer will be expected.

It is important to read the questions meticulously.

Usually, students simply run over stimulus and prompt and begin to write immediately, believing that they will save time this way.

Well, this actually the most undesirable thing to do. Take a short while and try to understand the questions completely in order to respond to them appropriately. If you wish, highlight the essential words and phrases in the stimulus to be able to look at it from time to time to be certain you stick to the topic.

2. Sketch an outline for the essay

In general, you will only need a few minutes to plan your essay, and it is imperative to take that time. As soon as you grasp the questions entirely, and once you have scribbled down some initial ideas, make an outline of the essay and follow that.

Plan an introduction, body, and conclusion. Following this process is going to save you a lot of time and it helps establish a rational development of thoughts.

3. Stick to the subject

Each paragraph in the body of your response should explain why a piece of evidence supports your claim or disputes the opposing claim to explain your evidence.

You can describe or restate it. This shows that you understand precisely what it means and how it relates to your claim.

Cite the mentioned details or facts of a specific point and relate them to your claim.

Your response should include evidence from both passages and explain what strong evidence supports one argument and why faulty evidence weakens the other argument.

4. Proofreading and Revision

By the time you completed writing your essay, you should go back to the beginning and read your essay carefully again, as you quite easily could have forgotten a comma or have misspelled a word while writing your essay. See also this post ->  Is the GED Language Arts Test Hard?

While rereading your essay, pay close attention to whether your essay provides well-targeted points, is organized clearly, presents specific information and facts, comes with proper sentence construction, and has no grammar or spelling mistakes.

How your GED Essay is Scored

Your GED essay is scored by smart machines that are programmed to recognize correct answers. So don’t try to be creative; just be correct.

They will be using five criteria to assess your essay.

• Organization: were you clear about the essential idea, and did you present a well-thought strategy for composing your essay?
• Clear and swift response: did you deal with the subject adequately, without shifting from one focal point to another?
• Progress and details: did you apply relevant examples and specific details to elaborate on your original concepts or arguments, as opposed to using lists or repeating identical information?
• Grammar Rules of English: did you use decent writing techniques like sentence structure, spelling, punctuation, syntax, and grammar, and did you shape and edit your essay after you penned the first draft?
• Word choice: how far did you choose and employ suitable words to indicate your points of view?

Your 45 minutes will go quickly, so focus on these important points to get the best score.

What’s important is to make a clear statement about which position is better supported. Write clear sentences and arrange paragraphs in a logical order.

GED testing includes four modules (independent subtests) in Mathematical Reasoning (Math), Reasoning through Language Arts, Science, and Social Studies that can be taken separately. You should study very well, be effective on test day, and pass the subtest(s) you registered for.

GED writing for essays may be a bit tricky, but you can store all this information for proper learning on a list and change to proper write essay techniques before test day has arrived. Just practice a lot, and you’ll see that it’ll be getting better and better. So now you know all about writing the GED Essay.

How to Write & Pass a GED Essay

By: Jen Denton, Student Success Coach on January 3, 2023 at 3:21 AM

The GED essay intimidates a lot of people. Writing a whole essay from scratch in 45 minutes or less can be tough, but it doesn't have to be. This GED essay writing guide will help you know what to expect and how to pass the written portion of the test. Learn all about the GED extended response with examples, tips, and a breakdown of everything you'll be graded on.

Table of Contents

What is the ged essay, example ged essay questions, example ged essay, ged essay practice, ged essay structure, how is the ged essay scored, 8 tips to help you pass the ged essay.

The GED test is made up of four subjects: mathematical reasoning, social studies, science, and reasoning through language arts (RLA). The RLA subject test includes two parts, one of which is the GED extended response, sometimes called the GED essay. You will have 45 minutes to complete the essay to the best of your ability. If you don’t finish in time, don’t worry! The essay is only worth 20% of your final RLA score, so you can still pass the test even if you don’t get a high score on the essay.

The extended response can be on a variety of topics, but it will always follow the same format. You will be given two different articles on the same topic, usually argumentative essays with a firm position. You will be asked to evaluate the two arguments and write your own argumentative essay determining which article presented the strongest position. The essay should be 3-5 paragraphs long, with each paragraph between 3-7 sentences.

All GED essay questions will ask you to read and evaluate two passages that take different stances on the same topic. Essays should determine which passage presents a stronger argument and back up that claim with analysis of evidence from the passages.

Here is an example GED essay question:

Analyze the arguments presented in the press release and the letter to the editor. In your response, develop an argument in which you explain how one position is better supported than the other. Incorporate relevant and specific evidence from both sources to support your argument.

Remember, the better-argued position is not necessarily the position with which you agree. This task should take approximately 45 minutes to complete. 1

1  "Extended Response Scoring - GED." https://ged.com/wp-content/uploads/extended_response_scoring.pdf . Accessed 25 Feb. 2021.

The following is an example high scoring essay:

Both the press release and the letter to the editor offer positions that are supported by both fact and opinion. The press release seeks to exhort the new bill for expansion of Highway 17, while the letter argues that the passing of the bill could prove detrimental to the district. While both sides make an acceptable case, the latter provides a stronger argument.

One example of the letter’s stronger argument is the explanation that federal tax dollars pay for the road, as it will incorporate six different states, therefore eliminating this particular state’s ability to strike the bill down. This proves, with factual information, that the district did not have a fair say in the bill. The notion that few residents will use the road that their tax dollars are providing is an opinion. However, a resident and small-business owner in the town is more credible in the awareness of the town’s concern, as compared to a representative who attended a few meetings in the town hall.

Another example of the better supported argument in the letter is the reference to the construction jobs as temporary. The press release praises the new jobs created by the highway construction, as this is a valid point. However, the author of the letter is correct in the fact that the jobs will not create a boom in the district’s economy, or fill in the gap caused by the closures in the manufacturing plants, as the press release leads listeners to believe. The road construction does not solve the long-term issue of unemployment in the town. In addition, the author of the letter counters the argument that new motels, restaurants, and gas stations along the highway will create permanent jobs for the residents of the town. She explains that, “…only minimum wage jobs will remain.” This is a valid argument also, as unemployed residents that need enough income to support a household would not be much better off. Providing restaurant or motel jobs is very unlikely to feed or support an entire family. It will not pick up the laid-off employees of the manufacturing plants, who may have worked for many years towards promotions and a pension.

Another example of the letter’s stronger argument is the author’s explanation of the 2001 study. She concedes that the representative is correct in citing that bypasses are proven to reduce noise and traffic in town, but she argues that the study shows a negative effect on local businesses. This piece of the study was not mentioned by Representative Walls or the press release, and it is a proven fact. This draws more credibility to the argument in the letter. Also, although it is a speculation, it is more reasonable that traveler’s will stick to the main highway and not venture miles off their path into small town when chain gas stations, restaurants, and motels are conveniently located directly at the highway exits. It is less likely that old roads in the towns will become historical locations, attracting tourists and boosting small business sales.

Despite the argument and evidence given by the press release, it appears that the letter to the editor offers a stronger case. The author’s ideas are backed up by logical explanations and facts with a few speculations. Though the press release offers some fact, it is mainly specked with anticipations and hopes, driven to overshadow any doubts and quell any concerns. The letter is penned by a resident of the town and owner of a business, subject to firsthand opinions of the citizens of the district. The press release is pushed by an elected representative who, upon visiting the town a number of times and consulting a small percentage of the constituents, is convinced she understands the majority. Although both parties may very well have the best interests of the district in mind, and either position could be correct, it is clear that the letter provides a better-supported argument. 2

2  "Extended Response Scoring - GED." https://ged.com/wp-content/uploads/extended_response_scoring.pdf . Accessed 25 Feb. 2021.

For GED essay practice, try writing your own essay based on the example above. Set a timer for 45 minutes and do your best to write an essay with your own analysis and ideas.

You can practice more writing skills with this free test or enroll today in the GED Academy to get access to more GED essay prompts and personalized feedback from GED Essay graders.

The structure for the GED essay can take a few different forms, depending on how you decide to organize your ideas. No matter what, it should include an introduction paragraph, 1-3 body paragraphs, and a conclusion paragraph. To receive a passing score, your essay must present a clear topic supported by details from both passages. Include your main idea in an introductory paragraph. In middle paragraphs, make connections between your details and your main idea. Your conclusion should also fit logically with the details.

The introduction should demonstrate your understanding of the overall topic based on the passages you read and a claim. The claim is a statement of your argument. It doesn’t need to go into detail, but should state your essay’s position on the questions presented.

The body paragraphs will go into more detail. They will include a combination of summary, analysis, and evidence to back up your claim. Be sure to include analysis of both passages.

The conclusion should explain the result of your findings and reinforce your original claim.

You can earn up to six points on the GED extended response. There are three main categories your essay is graded on, and you can earn up to two points for each.

Creation of arguments and use of evidence: Craft a strong claim and use analysis of the arguments and evidence from the passages to support it.

Development of ideas and organizational structure: Write a substantial essay with clear transitions between ideas, including a strong introduction and conclusion.

Clarity and command of standard English conventions: Use appropriate language and demonstrate strong language and grammar skills.

The extended response accounts for 20% of the total RLA score.

• Read all the instructions. The most common reason people score low on the essay is because they misunderstand the prompt.
• Make an outline. After reading the passages and the prompt, write down your ideas and organize them during your pre-writing.
• Make a list of evidence. When you read the passages, take notes on the important details you want to remember later, so you don’t have to spend time searching for it later.
• Write your introduction last. A lot of people get tripped up by how to start the essay. If that’s you, just skip this step and go back to it once you’ve written the rest of the essay.
• Write first, edit later. You only have 45 minutes, so use your time wisely. Write your first draft of the essay before you start fine-tuning and editing it. Save that for your remaining time so you don’t turn in a half-written essay.
• Use formal language. Avoid “I” statements like, “I think” or casual language like slang.
• Don’t check the clock. Time always seems to go faster when you need it to go slow. Every time you look at the clock, that’s breaking your focus on your essay.
• Practice! The only way to get better at writing essays is to write more essays. Practice using the GED Writing Practice Test , and remember to time yourself!

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GED Sample Essay

The following is an example of a high-scoring essay response to our free practice GED Essay Prompt. Below our GED sample essay is a brief analysis justifying its perfect score.

Police militarization is a hot-button topic these days. Some believe that criticizing the actions of the police hurts their ability to do their job, while others argue that the police are overstepping their authority and often cause more harm than good. Both passages address this issue head on; however, the critique of police militarization published by the ACLU is the best-supported and ultimately the most convincing argument.

While the second passage lacks specific statistical data, the ACLU states that there were 80,000 military raids by police last year. This is surprising and supports the idea that military-style raids have become too commonplace in society. The writer then highlights the inherent problem with these raids: “of all the incidents studied where the number and race of the people impacted were known, 39 percent were Black, 11 percent were Latino, 20 were white.” Police militarization has disproportionately impacted African-Americans, further supporting how detrimental police militarization is to society.

Another reason why the ACLU’s argument is better-supported than Hagner’s argument is because it directly discusses ethical corruption, unlike Hagner’s essay. The ACLU states, “Companies like Lockheed Martin and Blackhawk Industries are making record profits by selling their equipment to local police departments that have received Department of Homeland Security grants.” The ACLU implies that the reason for this militarization is profit; if this is true, then there is no actual real-world need for the militarization of the police. Private companies are ultimately designed to make money, not help the police, so police militarization poses an ethical problem.

Finally, the ACLU’s argument is much more convincing than Hagner’s argument because it uses much more impactful diction. The forcefulness of calling the drug war “wasteful and failed” highlights the high-stakes nature of this issue. Readers, most likely taxpayers, have a vested interest in not having their money wasted by the government. The author goes on to imply that the reader may not be safe, since “heavily armed SWAT teams are raiding people’s homes in the middle of the night.” The tone of this essay is much more impassioned than the tone of the second, helping to draw engage the reader on an emotional level.

Sample Essay Analysis

This essay is very well-organized. It uses 5 paragraphs and lays out the structure in the following manner:

• Paragraph 1 — Introduction (why the ACLU position is better-supported)
• Paragraph 2 — Reason #1 — Statistics (two examples given from passage)
• Paragraph 3 — Reason #2 — Ethics (one example given from passage)
• Paragraph 4 — Reason #3 — Diction (two examples given from passage)
• Paragraph 5 — Conclusion

In the introduction, the author thoughtfully presents the topic of police militarization and explains why it is relevant in today’s society. Both arguments are introduced, and the thesis is clearly placed at the end of the paragraph so they are easy for the reader to find. The thesis clearly states which argument the author believes is better-supported, and the language is confident.

Each of the next three body paragraphs is well-organized, starting with transitional words or phrases and including at least one example that supports the thesis. The body paragraphs cite specific examples from the passage, and then explain how those examples support the overall argument. The author uses three different examples: statistics, ethics, and vocabulary, to prove why the ACLU’s argument is better-supported. These diverse examples show that the author understands what makes an argument weak or strong.

Finally, the concluding paragraph makes a minor concession to the opposing side, praising the numbered list that appears therein, before reiterating the thesis from the Introduction.

The essay avoids any grammar or spelling errors and the sentence structure is clear and varied with the appropriate usage of commas and other punctuation. Clear command of the English language is demonstrated. As a result, this essay would earn a perfect score.

GED Practice Questions >>

GED Essay: Everything You Need To Know In 2024

Learn all you need to know about the GED essay, its structure sample, topics, tips, and how it is scored in this post.

January 1, 2022

The GED essay is intimidating to many people. Writing an entire essay from scratch in 45 minutes or less may seem difficult, but it does not have to be. This GED essay writing overview will help you prepare for and learn about the written section of the exam . In this post, Get-TestPrep will show everything you need to know about GED essays , including their structure, sample topics, tips, and how they are stored .

What Is The GED Essay?

The GED exam consists of four subjects : Mathematical Reasoning, Social Studies, Science, and Language Arts Reasoning (RLA ). The GED extended response , sometimes known as the GED essay, is one of the two portions of the RLA subject test. You’ll have 45 minutes to finish the essay to your best capacity. Don’t worry if you don’t finish on time! Because the essay accounts for just 20% of your ultimate RLA score, you can still pass the test even if you don’t receive a high essay score.

The GED extended response can cover a wide range of topics, but it will always be formatted in the same way. You will be assigned two articles on the same topic, which will typically be argumentative essays with a firm position. You’ll be asked to assess the two arguments and create your own argumentative essay based on which article delivered the more compelling argument. The essay should be three to five paragraphs long, with each paragraph including three to seven sentences.

GED Essay Structure

An introduction, a body, and a conclusion are included in every well-written GED essay. You have to write an argument or an argumentative essay. Keep in mind that you are not expressing your own view on the subject. You’re analyzing two of the author’s points of view and determining which one is more compelling. Keep in mind that the Extended Response (GED Essay) is graded by machine intelligence that has been designed to detect the right responses. So, instead of trying to be creative, simply be accurate. Also:

• Make sure you’re using proper grammar and sentence structure.
• Practice writing a 300-500 word essay.

Let’s take a look at the format of a GED Essay : an introduction, a body, and a conclusion.

• The introduction outlines your claim or thesis statement and explains the topic you’re writing about. Maintain your position.
• The body of the essay includes facts and arguments to back up your claim. This section of the response should be at least two paragraphs long.
• The concluding paragraph restates your claim and summarises your important points.

GED Essay Topic Examples

Here are a few GED Essay Topics to get you started:

Topic 1: An Analysis of Daylight-Saving Time

The article presents arguments from proponents and opponents of Daylight Saving Time, who disagree on the practice’s impact on energy consumption and safety.

Topic 2: Should the Penny Stay in Circulation?

Analyze the arguments offered and pick which one has the most support.

Topic 3: Is Golf a Sport?

Golf , according to proponents, satisfies the criteria of “sport.” Opponents argue that golf more closely resembles a “game” than a “sport.” Analyze both points of view to see which one has the most support.

Visit our website for more topics as well as full articles on each topic and take our free latest FREE GED practice test 2024 to get ready for your exam!

GED Essay Examples

Getting to know the GED essay sample  can assist you in planning your essay and determining which elements are most vital.

When reading the essay topic, you should truly take your time to collect your views. You will be able to articulate your views better on paper if you organize your thoughts properly. Concentrate on the standards that you learned in English class before you begin writing.

Pay attention to how you use the English language (grammar); you must use proper punctuation and capitalization, and you must use appropriate word solutions.

Tips For Writing Your GED Essay

Make sure you carefully read the stimulus and prompt.

Putting this into practice is an excellent idea. Examine each question carefully and set aside some time to determine the topic and the type of response that will be requested. It is critical to read the questions thoroughly. Students frequently skip past the stimulus and prompt and get right into writing, assuming that they will save time this way. 

This is, by far, the most uninteresting thing to do. Take a few moments to attempt to fully comprehend the questions so that you can reply accurately. If you like, underline the important words and phrases in the stimulus so you can go over it again later to make sure you’re on track.

Make a rough outline for the GED language arts essay

In general, planning your essay will only take a few minutes, but it is critical that you spend that time. Make an outline of the essay and follow it as soon as you have a complete understanding of the questions and have scribbled down some early ideas.

Make an outline for your introduction, body, and conclusion. Following this procedure will save you a lot of time and aid in the development of a logical thought process.

Keep your focus on the topic

To describe your evidence, each paragraph in the body of your response should explain why a piece of evidence supports your claim or disputes the opposing claim. You have the option of describing or restarting it. This demonstrates that you know exactly what it means and how it applies to your claim. Refer to the specifics or facts of a certain issue that you’ve discussed and tie them to your claim.

Include evidence from both passages in your response, and explain why strong evidence supports one thesis and why flawed evidence undermines the other.

Revision and proofreading

By the time you’ve finished writing your essay, you should go back to the beginning and reread it attentively, since you may easily have missed a comma or misspelled a term while doing so.

Pay great attention when rereading your essay to see if it has well-targeted arguments, is arranged properly, contains particular information and facts, has good sentence construction, and has no grammatical or spelling mistakes.

Learn more about how to practice GED essays as well as the whole Language Arts section in GED Language Arts Study Guide  

How To Write a GED Essay?

When writing the GED essay, you should allocate the time as follows:

• 3 minutes to read the directions and the topic
• 5 minutes of prewriting (freewriting, brainstorming , grouping, mapping, etc.)
• 3 minutes to organize (create a thesis statement or controlling idea, and summarize important points)
• 20 minutes to draft (write the essay)
• 8 minutes to revise (go over the essay and make adjustments to concepts)
• 6 minutes to edit (check for grammatical and spelling errors). 

How Your GED Essay Is Scored?

Smart machines that are designed to detect the right answers score your GED essay. So don’t try to be creative; just be accurate.

They will evaluate your essay based on five factors.

• Organization : did you give a well-thought-out approach to writing your essay and were you clear on the main idea?
• Clear and swift response: Did you deal with the matter appropriately, without straying from one emphasis point to another, with a clear and quick response?
• Progress and specifics: instead of utilizing lists or repeating the same material, did you use relevant instances and particular details to expound on your initial notions or arguments?
• Grammar Rules of English: Did you apply proper writing strategies such as sentence structure, spelling, punctuation, syntax, and grammar, and did you shape and revise your essay after you finished the initial draft?
• Word choice : How well did you pick and use appropriate phrases to express your points of view?

Your 45 minutes will fly by, so focus on these key elements to get the best score possible. What is more important is to state unequivocally which side is more popular. Check that your phrases are clear and that your paragraphs are organized logically.

Each of the four modules (independent subtests) in Mathematical Reasoning (Math), Reasoning via Language Arts, Science, and Social Studies can be taken independently. To pass the subtest(s) for which you registered, you must study thoroughly and be efficient on test day. Consider taking our GED Language Arts Practice Test for the Language Arts section.

GED essay writing can be difficult, but you can keep a list of everything you need to know and switch to proper essay writing approaches before the exam. Simply practice a lot and you’ll notice that it gets better over time. So you’ve learned everything there is to know about writing the GED Essay .

How to write an essay for the GED?

• Read through all of the instructions.
• Create an outline.
• Make a list of all the evidence.
• Last, write your introduction.
• Write first, then edit.
• Make use of formal language.
• Don’t look at the time.

Is there an essay portion on the GED test?

How is the ged essay graded.

The essay is graded on a four-point scale by two certified GED essay readers. The scores of the two GED readers are averaged. If the essay achieves a score of 2 or above, it is merged with the language arts multiple-choice score to generate a composite result.

Final Words

In conclusion, this guide on the GED essay provides valuable insights and strategies to help you excel in the GED essay section. By understanding the structure of the GED essay , practicing effective writing techniques, and familiarizing yourself with the scoring rubric, you can approach the GED essay with confidence and achieve a successful outcome. Remember to plan your essay, organize your thoughts, and support your ideas with relevant examples and evidence. Additionally, refining your grammar and punctuation skills will enhance the overall quality of your writing. With consistent practice and a thorough understanding of the expectations for the GED essay, you can showcase your writing abilities and earn a strong score on the GED essay.

Eligibility Requirements For GED In District of Columbia

November 25, 2022

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Eligibility Requirements For GED In Wyoming

You may learn more about how to obtain a GED in Wyoming by reading the answers to the questions related to GED requirements in Wyoming we receive below.

September 19, 2022

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AP® English Language

How to score your own ap® english language practice essay.

• The Albert Team
• Last Updated On: March 1, 2022

Practice makes perfect, which makes completing practice free response questions advantageous to the student. Figuring out how you did; however, is more difficult than it seems. As the writer, you have a certain bias that may make it more difficult to grade your own practice essay, but it can be done. If you remain impartial, follow the AP® English Language free response question rubric , and apply the ideas in this guide.

How to Draft a Response

Before we talk about how to score your essay, we must discuss how to draft a response to the AP® English Language free response questions. The first step is to understand your prompt and passage. Next, you must craft a thesis, or your argument. This is vital, because your entire essay should be based around the claim that you present in the thesis. The thesis should contain a roadmap to the rest of your essay, including your supporting details.

Once you have crafted your thesis, then write a short, quick introduction to that thesis, and insert your thesis after the introduction. This introduction must be concise and supplementary to your argument.

In the body paragraphs the thesis is supported. It is recommended that you do this in three body paragraphs at least. Great ways to do this is by citing proof from the passage or passages and inserting your own logical progression. By utilizing the text you allow yourself to gain credibility as a writer and impress your examiners.

The student will need to complete the three drafts in two hours and fifteen minutes; therefore, it is imperative that the student follows his or her argument and strongly supports it.

If you are practicing writing these free response questions on your own, then it is recommended that you write in a quiet environment that you cannot be disturbed in. This will allow you to focus on the paper as you would in the test location.

Remaining Impartial and Unbiased

When scoring your own AP® English Language free response question essay (FRQ) it is important to be an impartial and unbiased as possible. Be sure to spend at least half an hour away from the essay. This will allow you to clear your mind and be able to see the various mistakes and improvements that can be made to your essay easier.

The best way to do this is by writing the response in the beginning of the week, and then setting it aside until the end of the week. Once you pick the essay back up at the end of the week, then you can read the free response as if you are an outsider scoring your paper. This simulates an examiner reading your paper as it will be done for the AP® English Language scoring.

Be sure to remember that you should not be too easy on yourself. Growth is important with these practice free response questions, and that cannot be done if you deem your paper “perfect”.

Focusing on the AP® English Language Free Response Question Rubric

The next step in scoring your own free response question is to have the AP® English Language Argument Rubric in front of you as you read your essay. By doing this, you will not diverge from the given requirements of the College Board.

Ask yourself questions or make a checklist that contains all of the elements that you will need.

1. Is your grammar and mechanics confusing?

Always be sure to note this, because if your grammar and mechanics are too sloppy or confusing, then your score will fall to a 2. If your use of language is understood but contains major errors, then you will receive a 4 or 5. If your language is tolerable with minimal errors, then you could receive a 6, 7, 8, or 9 depending on the other elements of your essay.

2. How many supporting details do you have? Is your argument supported?

Your argument must be adequately supported. Do you do this in your essay? If there is no evidence of support, then give yourself a 1. Work on bringing in reasoning skills and pulling evidence from your passage.

If your essay reflects few supporting details, then give yourself a 5. This means that you have an argument and supported it, but there is more to be desired. The audience has not bought into your argument yet.

To be able to score yourself with a higher score, your support must be thorough. Citing from the text is extremely important as well as explaining why that quote supports your argument.

3. Is your evidence convincing?

Convincing evidence goes hand in hand with supporting details. Having convincing evidence means that you have utilized your supporting details and explained why they are important. Your purpose is to persuade, and having convincing evidence is vital. The examiner should not doubt the validity of your interpretation, because your evidence must convince the reader.

In order to get an 8 or 9 on the AP® English Language free response questions , you must find textual evidence, use it, and elaborate on its significance to your argument. The last element is especially important as it is the core of your essay.

If you did not relay the significance of your evidence to the argument at all, then give yourself a 4. This means that you have an argument and you have support, but you have not connected the two yet.

If you did relay the significance to the argument somewhere in the essay, then give yourself 5 to a 7 depending on how often you did this.

4. Is your argument clear?

Clarity goes a long way on the AP® English Language free response questions . Your argument must be elevated to the highest priority and explained. This allows the examiner to have no question of what you are claiming.

If you go back and read your essay to find that you are not sure what the argument is, then give yourself a 2. This means that your essay is unsure in your thesis.

To earn a higher score is to be clearer in your argument. Your thesis statement needs to provide a clear claim that you will see and understand every time you read the essay. An essay with a score of eight or nine is direct in its argument and is not subtle in sharing it with the reader. This is the most effective way of delivering the thesis.

5. Do you utilize your sources?

There is an essay called the synthesis essay which is within the free response question section of the AP® English Language exam. The synthesis essay rubric dictates that you use at least three of the sources in your essay to get a high score.

If you are writing a synthesis essay and you did not include sources, then give yourself a 2. As you utilize sources proficiently your score will rise. It is recommended to use three or more sources; however, be cautious in using more than five. This will seem excessive and your credibility as a proficient analyst will suffer, because the essay will be predominantly the source material and not your own ideas.

6. Are you off topic?

Staying on topic is essential to the free response questions . Never stray from your argument for any reason, because if you are off topic, then your score will drop to a 3 or even may not be scored at all. If you remain on topic, then you have a chance at a much higher score, which will depend on your use of persuasion.

7. Is your writing effectively persuasive overall?

The purpose for writing the essays for the AP® English Language free response questions is to persuade through argumentation and synthesis. Your use of the English language, however, also plays a role in the effectiveness of your response.

Using rhetorical devices and figurative language takes your essay to the next level, and an examiner may bump your score up a number if you are eloquent enough. Therefore, if your essay is especially convincing in its language usage, then take the overall score and raise it one point.

Tips to Remember

There are some elements to keep in mind when you are scoring your own paper. Remember that examiners love to reward students for what they do well. If you see a point that resonated, then keep that in mind as you score yourself.

It is also important to note that the AP® English Language exam’s free response questions are a long and arduous task if you do not practice beforehand. Practice frequently throughout the year to gain the benefits you need and keep on scoring!

Photo by Popular Science Monthly [Public domain], via Wikimedia Commons

By the way, you should check out Albert.io for your AP® English Language review. We have hundreds of AP® English Language practice questions written just for you!

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GED Reasoning Through Language Arts Test

Here is our free GED Language Arts practice test. These practice questions will help you prepare for the Reasoning Through Language Arts test. You will be given a total of 150 minutes for this section of the GED. The first part of this test has 51 multiple choice questions that must be answered within 95 minutes. This is followed by a 10 minute break and then a 45 minute essay question. Start practicing right now with our GED Language Arts test questions.

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1 . Question

Read this sentence from paragraph 1., what can readers infer from this sentence.

• The GSA was created 100 years ago as a way to sell cookies.
• Selling Girl Scout cookies is hard, but rewarding work.
• Learning valuable life lessons is an American tradition.
• The GSA want to emphasize the fun that their scouts are having more than anything else.

2 . Question

Which detail in the passage supports the idea that the tradition of selling girl scout cookies started as a local project before it caught on within the gsa nationally.

• “…from these humble beginnings, a national fundraising phenomenon was born” (paragraph 2).
• “In more recent years, the GSA has begun to focus more heavily on design…” (paragraph 5).
• “by 1951 Girl Scout cookies came in three varieties: Sandwich, Shortbread, and Chocolate Mints” (paragraph 4).
• “For nearly 100 years, the Girl Scouts and their supporters have made their annual cookie sale into an iconic American tradition” (paragraph 1).

3 . Question

Which idea about the history of the girl scout cookie is supported by the passage.

• A troop in Oklahoma was the first to use commercial bakers in their fundraising efforts.
• The GSA is known for putting little effort into the design and presentation of their product.
• A troop in Philadelphia was the first to use commercial bakers in their fundraising efforts.
• The GSA have always been focused on how the design of their cookie boxes impacts their cookie sales.

4 . Question

Read this sentence from paragraph 4..

• Girl Scouts in New York are better marketers than Girl Scouts in Philadelphia.
• Selling cookies didn’t become profitable for Girl Scout troops until 1935.
• Girl Scouts in Philadelphia are better marketers than Girl Scouts in New York.
• The name “Girl Scout cookies,” which is so well-known now, wasn’t created until 1935.

5 . Question

How does the final paragraph of the passage relate to the rest of the passage.

• It summarizes the history of Girl Scout cookies.
• It provides a counterargument to solidify the position of the writer.
• It provides the most recent chronological information in the passage.
• It calls the audience to action.

6 . Question

Based on the passage, what is an important thing that the girl scouts of america want readers to understand about girl scout cookies.

• While selling Girl Scout cookies has become a nationwide program, it started very humbly.
• The more cookies you buy, the more fun the Girl Scouts will have.
• Most successful women in business first learned marketing as a member of the Girl Scouts of America.
• Any Girl Scout cookies you buy today were baked and packaged by actual Girl Scouts.

7 . Question

Read this sentence from paragraph 5., replacing the word “excitement” with “astonishment” changes the meaning of the sentence to suggest that allowing daisies to sell cookies was.

• unexpected.

8 . Question

The memo below is unfinished. for each numbered selection choose the option that correctly completes the sentence..

• client's
• clients's
• clients'

9 . Question

• Pam Roberts the shift coordinator about
• Pam Roberts: the shift coordinator about
• Pam Roberts, the shift coordinator, with
• Pam Roberts, the shift coordinator, about

10 . Question

  [10]

• they're

11 . Question

  [11]

• have included

12 . Question

What is the main idea of this passage.

• Yoga is good exercise.
• There are many different yoga styles.
• Good teachers may or may not be certified.
• Yoga classes offer many choices.

13 . Question

Based on the passage, which statement is probably true.

• Yoga students must be flexible to be successful.
• A good yoga teacher should be certified.
• A serious yoga student may change teachers during their studies.
• All yoga studios offer free parking.

14 . Question

The author of this passage would probably agree with which statement below.

• Certification for yoga teachers is vital.
• “No pain, no gain” is true in yoga, too.
• Good western yoga classes should include breathing exercises.
• There is no teacher who is “best” for all students.

15 . Question

In paragraph 3, “implemented” most nearly means.

• carried out
• put into effect
• used as a tool
• supplied with implements

16 . Question

Of the choices below, it can be inferred from this passage that the author most likely.

• is a student.
• has taught yoga.
• is a physical fitness teacher.
• owns a yoga studio.

17 . Question

In paragraph 1, the writer mention pranayama to.

• indicate that yoga is a deep practice, with many levels.
• prove that a student can learn how to relax by studying yoga.
• interest the readers, so they read the rest of the passage.
• show that she is an expert, since she knows this specialized vocabulary word.

18 . Question

• Follow Sorting Guidelines: Discover which materials (paper, plastic, glass) get classified as recyclable and sort them accordingly. Some programs, for example, require newspapers to be sorted from office paper. Other programs might only accept plastic milk jugs versus all types of plastic materials.
• Keep Recycled Material Clean: Most programs request participants rinse bottles, cans and other materials prior to placing them at the curbside. Rinsing also provides proactive pest deterrence for the recycling bin.
• Know Your Recycling Bins: Most curbside recycling programs designate official recycling bins. Participants who forget to use the official recycling bins risk having their recycled materials left behind on recycling day.
• Know Your Recycling Day: Curbside recycling schedules that run concurrent with local garbage collection schedules allow households to schedule garbage and recycling chores for the same day.
• In Doubt, Leave it Out: In order to avoid potential contamination of the recycling pile, refrain from placing all non-recyclable items in recycling bin.

Creating a successful home, school, or work recycling program takes very little effort, while creating substantial environmental and economic benefits. Recycling practices easily blend into modern American life. Most successful recycling programs begin and end with locating their recycling corner. Strategically placing a recycling center in a corner of a high traffic location often works to attract individual attention along with providing a centralized waste removal location.

Prior to 1990, what type of material was not recycled?

19 . question, which of the following is not a reason for the increase in recycling in the 20th century.

• better technology
• stricter recycling laws
• reverse vending machines
• decrease in yard trimming

20 . Question

What inference can be made from the phrase, “1990’s recycling technology wave,” as used in the passage.

• Prior to the 1990’s, Americans rarely recycled.
• Recycling became much more popular in the 1990’s.
• Recycling became easier and more convenient in the 1990’s.
• Recycling peaked in the 1990’s before declining.

21 . Question

According to the passage, which of the following is a general recycling rule.

• Only place recyclables in the recycle bin if it is garbage day.
• Don’t put non-recyclable items in the recycling bin.
• Rinse the recycle bins before placing them on the curb for pick-up.
• Plastic items may always be recycled.

22 . Question

Read this sentence from the article., which of the following inferences can be made.

• While recycling is easy, some people still refuse to recycle.
• Recycling is now completely automated.
• Many people do not need to remember to recycle.
• Some recycling tasks require people to sort, and some do not.

23 . Question

According to the passage, where is the best place for a recycling center to be built.

• Near a high-density urban development
• By a city’s government and administrative offices
• Near several large public schools
• Next door to a waste removal center

24 . Question

Which sentence expresses the primary purpose of the article.

• "As the years pass, American recycling habits expanded, with beverage container recycling explaining much of the increase in glass, metals and plastics recycling in 1990."
• "All curbside recycling programs follow some general rules."
• "Creating a successful home, school, or work recycling program takes very little effort, while creating substantial environmental and economic benefits."
• "Strategically placing a recycling center in a corner of a high traffic location often works to attract individual attention along with providing a centralized waste removal location."

25 . Question

Based on how she is described in the passage, elizabeth cady stanton can best be characterized as:.

• politically concerned and socially moderate
• socially active and somewhat controversial
• hard-working and personally compliant
• intelligent, but mildly frustrating

26 . Question

The author of this passage presents stanton’s views as controversial because stanton:.

• remained focused on broader reform for women, while others focused only on voting rights.
• worked for the abolition of slavery before she began to work for women's rights.
• stayed at home and wrote speeches while Susan B. Anthony traveled to conferences.
• modeled her Declaration of Sentiments after the U.S. Declaration of Independence.

27 . Question

Based on the passage, elizabeth cady stanton worked towards all of the following except:.

• voting rights for women.
• marriage and divorce rights for women.
• custody and property rights for women.
• relaxing women's dress code standards.

28 . Question

According to the passage, elizabeth cady stanton’s work with the women’s rights movement can best be described as:.

• narrow-minded and ultimately unsuccessful.
• valuable yet forgotten.
• ambitious and overly idealistic.
• broadly focused and socially significant.

29 . Question

Which of the following statements can be inferred from the passage.

• The supporters of the women’s rights movement remained divided even after the formation of the National American Woman Suffrage Association.
• Elizabeth Cady Stanton was recognized as a founding member of the women’s rights movement before her death in 1902.
• Elizabeth Cady Stanton’s support for the broader issue of women’s right was not restricted to the United States.
• Elizabeth Cady Stanton was never married because she devoted her entire life to promoting equal rights for women.

30 . Question

Based on the description in the final paragraph, which of the following statements would the author most likely make with regard to elizabeth cady stanton’s place in history.

• Elizabeth Cady Stanton was forgotten over time because other female activists did more important work.
• Elizabeth Cady Stanton's controversial ideas kept her from being immediately recognized for her work, but she now receives the credit she deserves.
• Elizabeth Cady Stanton was too controversial to have a lasting effect on the women's rights movement.
• Elizabeth Cady Stanton does not deserve to receive more recognition than she already does because her ideas caused divisions among supporters of the women's rights movement.

31 . Question

How does the word “unlike” in paragraph 2 function in this article.

• It suggests that Stanton was unlike any other feminist that had come before her.
• It introduces the idea that Stanton was somehow distinct in her philosophy.
• It implies that there was a personal and professional rivalry between Anthony and Stanton.
• It reveals that Stanton was not like her male counterparts in terms of the political and social philosophies she held.

32 . Question

The letter below is incomplete. for each numbered selection choose the option that correctly completes the sentence..

Dear Mr. Nielsen:

[32] ———- have been loyal customers of the Swirl Corporation for the past 30 years. We have purchased various household appliances such as dishwashers, ovens, washers, and dryers from the local Swirl outlet store since moving here in the early nineties. We recently purchased a Swirl Eco Energy Star refrigerator from your store to replace our old non-Energy Star refrigerator. The new refrigerator worked well for two months before the top freezer stopped cooling completely. Our energy bills also seem to have increased by about $25/month since we bought this new Energy Star model.

Upon researching the problem, I found that there have been recalls of several products with serial numbers [33] ————– . I spoke to [34] ————– at the outlet store, but all he did was tell me to call your toll free number. Upon calling the toll free number, I was told I to return the refrigerator to the outlet store for forwarding to your distribution facility.

It has been three weeks since we returned the refrigerator to your [35] —————– a status update on the refrigerator. Our energy bills have dropped back to their original level since we switched back to our old refrigerator. However, our goal was to reduce our energy bill, so we are still dissatisfied. If you would like to retain us as customers, then please address these issues immediately.

Horace Whittaker III

  [32]

• Me and my wife
• My wife and I
• My wife and me
• Myself and my wife

33 . Question

  [33]

• comparable to us
• in the same range as us
• , that are similar to ours
• in the same range as ours

34 . Question

  [34]

• your salesman, Lucas Garcia,
• your salesman Lucas Garcia
• your salesman, Lucas Garcia
• your salesman Lucas Garcia,

35 . Question

  [35]

• store, but, we still hadn’t received
• store. We still haven’t received
• store, but we still have not received
• store but we are not receiving

36 . Question

The fall of Fort Sumter in April, 1861, did not produce the Civil War crisis. In 1858, Lincoln had forewarned the country in his “House Divided” speech. Early in February of 1860, Jefferson Davis, on behalf of the South, had introduced his famous resolutions in the Senate. This document was the ultimatum of the dissatisfied slave-holding commonwealths. It demanded that Congress should protect slavery throughout the domain of the United States. The territories, it declared, were the common property of the states of the Union and hence open to the citizens of all states with all their personal possessions. The Northern states, furthermore, were no longer to interfere with the working of the Fugitive Slave Act. They must respect the Dred Scott decision of the Federal Supreme Court.

Dred Scott, a slave who had lived in the free state of Illinois and the free territory of Wisconsin before moving back to the slave state of Missouri, had appealed to the Supreme Court in hopes of being granted his freedom. The decision of the court was read in March of 1857. Chief Justice Roger B. Taney — a staunch supporter of slavery — wrote the “majority opinion” for the court. It stated that because Scott was black, he was not a citizen and therefore had no right to sue. The decision also declared the Missouri Compromise of 1820, legislation which restricted slavery in certain territories, unconstitutional.

Neither in their own legislatures nor in Congress could the Northern states trespass upon the right of the South to regulate slavery as it best saw fit. These resolutions, demanding in effect that slavery be thus safeguarded — almost to the extent of introducing it into the free states — really foreshadowed the Democratic platform of 1860 which led to the great split in that party, the victory of the Republicans under Lincoln, the subsequent secession of the more radical southern states, and finally the Civil War, for it was inevitable that the North, when once aroused, would bitterly resent such pro-slavery demands. And this great crisis was only the bursting into flame of many smaller fires that had long been smoldering. For generations the two sections had been drifting apart. Since the middle of the seventeenth century, Mason and Dixon’s line had been a line of real division separating two inherently distinct portions of the country.

Naturally, the conflict would at once present intricate military problems, and among them the retention of the Pacific Coast was of the deepest concern to the Union. Situated at a distance of nearly two thousand miles from the Missouri river which was then the nation’s western frontier, this intervening space comprised trackless plains, almost impenetrable ranges of snow-capped mountains, and parched alkali deserts. And besides these barriers of nature which lay between the West coast and the settled eastern half of the country, there were many fierce tribes who were usually on the alert to oppose the movements of the white race through their dominions.

The author’s main point in this passage is

• to show how the West was able to remain neutral during the Civil War
• to provide an overview the topography of the Pacific Coast in the years preceding the Civil War
• to explain the state of affairs in America that preceded the fall of Fort Sumter
• to criticize the Southern leadership for igniting the Civil War

37 . Question

Which of the following can be inferred from the passage.

• For many months before the Civil War broke out, the struggle was imminent.
• Jefferson Davis made resolutions demanding slavery be introduced into the free states of the West.
• There was a high likelihood that the Pacific Coast would secede and join the Southern states in the early days of the Civil War.
• Had the resolutions of Jefferson Davis not been presented in the Senate, the Civil War could have been avoided.

38 . Question

All of the following pre-civil war conditions contributed to the atmosphere of tension between north and south except.

• enforcement of the Fugitive Slave Act
• the fall of Fort Sumter
• Lincoln’s public rhetoric
• public response to the Dred Scott decision

39 . Question

Drag and drop the following events into the order in which they occur in history (with the earliest event at the top of the list and the latest event at the bottom of the list)..

• The Missouri Compromise
• The fall of Ft. Sumter
• The Dred Scott case
• Lincoln’s “House Divided” speech

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40 . Question

The Civil War Crisis

Adapted from “The Story of the Pony Express” by Glenn D. Bradley.

Which of the following is the function of the final paragraph?

• To blame the South for largely causing the Civil War crisis.
• To foretell the inevitability of the Civil War.
• To describe how the Pacific territories were impacted by geographic isolation during the Civil War.
• To explain how the Confederates felt about the Pacific Coast during the Civil War.

41 . Question

Read this sentence from paragraph 1., what idea mentioned in bradley’s article does this sentence support.

• The Northern States unilaterally agreed to respect the Dred Scott decision of the Federal Supreme Court.
• The resolutions presented by Jefferson Davis helped ignite the Civil War.
• The Civil War was inevitable because the North wanted to compromise with pro-slavery demands.
• Fort Sumter was not the only event that hastened the onset of the Civil War.

42 . Question

What quotation from the passage supports the idea that government officials were unable to remain unbiased in regards to the idea of slavery.

• “In 1858, Lincoln had forewarned the country in his "House Divided" speech.”
• “The territories, it declared, were the common property of the states of the Union and hence open to the citizens of all states with all their personal possessions.”
• “Dred Scott, a slave who had lived in the free state of Illinois and the free territory of Wisconsin before moving back to the slave state of Missouri, had appealed to the Supreme Court in hopes of being granted his freedom.”
• “The decision of the court was read in March of 1857. Chief Justice Roger B. Taney — a staunch supporter of slavery — wrote the "majority opinion" for the court.”

43 . Question

Which words would the author use to describe the democratic platform of 1860 as described in the passage.

• Unexpected and influential
• Far-reaching and devastating
• Divisive and impactful
• Cynical and foreshadowing
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