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The writing section includes both multiple-choice questions and a direct writing measure in the form of an essay.
| Short Essay |
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The short essay measures your ability to: |
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Organize and express ideas clearly |
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Develop and support the main idea |
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Use appropriate word choice and sentence structure |
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You'll be asked to develop a point of a view on an issue, using reasoning and evidence — based on your own experiences, readings, or observations — to support your ideas. |
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The essay will be scored by trained high school and college teachers. Each reader will give the essay a score from 1 to 6 (6 is the highest score) based on the overall quality of the essay and your demonstration of writing competence. |
| Multiple-Choice |
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The multiple-choice writing questions measure your ability to: |
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Improve sentences and paragraphs |
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Identify errors (such as diction, grammar, sentence construction, subject-verb agreement, proper word usage, and wordiness) |
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Above reproduced from the Educational Testing Service Website, http://www.ets.org.
At present we are not offering critical reading preparation services, but plan to do so in the near future. Please
take a look at Our Services to find out what educational packages we have right now.
Writing is a core skill needed for success in both college and the workplace. Research has shown that a student's ability to write a first draft of a short, timed essay relates positively to the student's ability to perform successfully in college courses that require writing.
The addition of the writing section reinforces the importance of writing skills throughout a student's education and supports the academic achievement of all students, bolstering their chances for academic success in college.
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Questions (similar to the multiple-choice questions on the Subject Test in Writing) reveal how well students use standard written English. The multiple-choice questions will test students' ability to identify sentence errors, improve sentences, and improve paragraphs.
The essay measures the student's skill in developing a point of view on an issue. Students must first think critically about the issue presented in the essay assignment, forming their own individual perspective on the topic. Then they must develop that point of view, using reasoning and evidence based on their own experiences, readings, or observations to support their ideas. We recognize that an essay written in a short amount of time will not be polished, but represents the initial phase of the writing process: the first draft.
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Type 1: Improving Sentences
This question type measures your ability to:
Recognize and correct faults in usage and sentence structure
Recognize effective sentences that follow the conventions of standard written English |
Directions
The following sentences test correctness and effectiveness of expression. Part of each sentence or the entire sentence is underlined; beneath each sentence are five ways of phrasing the underlined material.
Choice A repeats the original phrasing; the other four choices are different. If you think the original phrasing produces a better sentence than any of the alternatives, select choice A; if not, select one of the other choices.
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Ex 1:
Scenes from the everyday lives of African Americans, which are realistically depicted in the paintings of Henry Ossawa Tanner.
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Scenes from the everyday lives of Africa American, which are realistically depicted in the paintings of Henry Ossawa Tanner. |
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Scenes from the everyday lives of African Americans being realistically depicted in the paintings of Henry Ossawa Tanner. |
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The paintings of Henry Ossawa Tanner realistically depict scenes from the everyday lives of African Americans. |
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Henry Ossawa Tanner, in his realistic paintings, depicting scenes from the everyday lives of African Americans. |
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Henry Ossawa Tanner, whose paintings realistically depict scenes from the everyday lives of African Americans. |
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Ex 2:
Looking up from the base of the mountain, the trail seemed more treacherous than it really was.
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Looking up |
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While looking up |
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By looking up |
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Viewing |
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Viewed |
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Type 2: Identifying Sentence Errors
This question type measures your ability to:
Recognize faults in usage
Recognize effective sentences that follow the follow the conventions of standard written English |
Directions
The following sentences test your ability to recognize grammar and usage errors. Each sentence contains either a single error or no error at all. No sentence contains more than one error. The error, if there is one, is underlined and lettered. If the sentence contains an error, select the one underlined part that must be changed to make the sentence correct. If the sentence is correct, select choice E. In choosing answers, follow the requirements of standard written English.
In making your selection, follow the requirements of standard written English; that is, pay attention to grammar, choice of words, sentence construction, and pucturation. Your selection should result in the most effective sentence – clear and precise, without awkwardness or ambiguity.
| Ex 1: |
| The students have discovered |
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that they |
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can address issues more effectively through |
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letter-writing campaigns and not |
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through public demonstrations. |
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No error |
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| Ex 2: |
| After |
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hours of futile debate, the committee has decided to postpone |
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further discussion of the resolution |
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until their |
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next meeting. |
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No error |
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Type 3: Improving Paragraphs
Directions
The following passage is an early draft of an essay. Some parts of the passage need to be rewritten.
Read the passage and select the best answers for the questions that follow. Some questions are about particular sentences or parts of sentences and ask you to improve sentence structure or word choice. Other questions ask you to consider organization and development. In choosing answers, follow the requirements of standard written English. |
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