Chapter 13

Test-Taking Strategies for Core Writing

IN THIS CHAPTER

Surveying the four types of selected-response questions

Figuring out what’s wrong and how to fix it

Acing essay writing

Do you have the writing skills you need for a successful career in education? The Praxis Core writing test is meant to determine exactly that. Whether you feel pretty confident about your writing skills or you’re just starting to gear up for the Praxis, this chapter gives you the strategies you need to tackle the writing section.

Knowing the Types of Selected-Response Writing Questions

The selected-response portion of the Praxis writing test contains 40 questions with a 40-minute time limit. Some of the questions consist of a sentence or two followed by choices. Other questions involve reading a longer passage and selecting such choices as the best revision, best conclusion, or best version.

These questions address usage, research skills, sentence correction, and revision in context:

• Usage: The usage questions require you to recognize a variety of errors regarding mechanics, structure, grammatical relationships, and word choice. The questions test your ability to find errors in using adjectives and adverbs, subject and verb agreement, pronoun and antecedent agreement, verb tense, pronoun case, and the use of intensive pronouns. You’re also expected to identify errors in punctuation and capitalization.
• Research skills: The questions concerning research test your ability to use reliable research strategies, to recognize the parts of a citation, and to judge the credibility and relevance of research sources.
• Sentence correction: In addressing questions concerning sentence correction, you choose the answer that best revises or restates a phrase or sentence using standard written English. For some questions, you select Choice (A) if the sentence is correct as written. Errors you may encounter include problems with parallelism, run-on sentences, fragments, misplaced (also known as dangling) modifiers, coordinating and subordinating conjunctions, and errors in the placement of phrases and clauses.
• Revision in context: The revision-in-context questions test your ability to recognize the best way to improve a passage or a portion of a passage. These questions may address many different aspects: organization, word choice (precise and effective words), consistency in style and tone, and correct grammatical conventions. Some questions test your ability to recognize that some passages or portions thereof need no improvement.

The selected-response section of the writing test is scored separately from the essay section. Keep in mind:

• Only one choice is correct. No questions have more than one right answer.
• Read the question carefully. Try putting the question into your own words, if possible.
• Read all the answer choices before making your choice.
• Avoid reading too much into the questions. There are no “trick” questions.
• Skip questions that are difficult for you and come back to them later.
• Pay attention to time. Remember to leave a few minutes to go back to the questions you skipped and to check your work. For unanswered questions, try to narrow your choices. If necessary, guess.

Type 1: Answering usage questions

Some of the selected-response questions consist of a sentence with underlined portions. You must decide whether any one of the underlined portions has an error in grammar, sentence construction, word use, punctuation, or capitalization. If so, you select the underlined portion that contains the error. If the sentence is correct as written, you select “No error.” No sentence has more than one error.

You know you’re looking at a usage question when one of the answer choices is “No error.” The first thing to do in this situation is to read the question without paying attention to the underlined portions. You may find the error immediately. If you don’t, look carefully at each underlined portion. Still nothing? Then, mark “No error.”

Put on your grammar policing outfit and watch out for these errors:

• Incorrect punctuation, particularly commas, semicolons, and apostrophes
• Pronoun usage, particularly pronoun/antecedent errors or vague pronouns
• Verb tense
• Subject/verb agreement errors
• Word choice, particularly words like affect and effect, which are often confused

Each of the following questions consists of a sentence with four underlined portions. Read each question and decide whether any of the underlined parts contains an element that would be considered incorrect or inappropriate in carefully written English. The error or concern may be in grammatical construction, word use, capitalization, or punctuation. Select the underlined portion that should be revised. If there are no errors, select “No error.”

Type 2: Showing your research skills

Some questions on the Praxis test your knowledge of basic research skills. Your task is to choose the best answer from the choices given. You should be ready to answer questions about correct citation, relevance and credibility of sources, and appropriate research strategies.

Smith, S. “Making Hay While the Sun Shines.” Hobbies. 12 May 2002: 51–52.

In the preceding citation, which of the following is cited?

(A) a magazine article

(B) a book

(C) an interview

(D) a newspaper article

(E) a website

The correct answer is Choice (A). Citations are arranged in a specific order, and various elements of the citation clue you in to the fact that the source cited is a magazine article. For example, there are two titles, one in quotation marks (the title of the article) and one in italics (the title of the magazine itself). The fact that the date of publication includes a month and day, as opposed to just a year, is also evidence that this is a citation for a magazine article.

Which of the following is a secondary source on John Adams?

(A) A biography of John Adams

(B) A letter written by John Adams to his father

(C) A photograph of John Adams and his son

(D) A copy of a speech delivered by John Adams

(E) An essay written by John Adams

The correct answer is Choice (A). A secondary source contains information that has been interpreted by another scholar, as opposed to being an original discovery. The other choices represent primary sources because they are firsthand, original information that hasn’t been subjected to interpretation.

Type 3: Making sentence corrections

In questions involving sentence correction, the Praxis presents a sentence in which some part of the sentence or the entire sentence is underlined. You’re given five choices for rewriting the underlined section of the sentence (or the entire sentence). The first choice makes no changes; the other four are different ways of writing the sentence. Choose the first choice if you believe no change is necessary. Otherwise, indicate which of the remaining choices is best.

The correct answer will be clearly written and will most effectively express the idea presented in the original sentence. Be particularly mindful of word choice, sentence construction, correct grammar, and punctuation.

Annie, who won the blue ribbon for her apple pie, is a better cook than any contestant in the contest.

(A) Annie, who won the blue ribbon for her apple pie, is a better cook than any contestant in the contest.

(B) Annie won the blue ribbon for her apple pie; and is the best cook.

(C) Annie, who won the blue ribbon for her apple pie, had been better in comparison to anyone in the contest.

(D) Annie, who won the blue ribbon for her apple pie, is a better cook than any other contestant in the contest.

(E) Annie won the blue ribbon for her apple pie, she is a better cook than any other contestant.

The correct answer is Choice (D). Using the words “any other” is necessary so Annie (who is a contestant) isn’t compared to herself.

Choice (A) compares Annie to herself. Because she is one of the contestants, she can’t be better than all of the contestants; she can’t be better than herself. Choice (B) uses a semicolon incorrectly. Choice (C) omits the word “other” and also has an error in verb tense. The verb “had been” creates inconsistent verb tense. Choice (E) contains a comma splice.

My best friend Jacob lately discovered that neither new clothes nor having the right kind of car would get him a date with Sophia.

(A) neither new clothes nor having the right kind of car

(B) neither how good his clothes were nor his car

(C) neither the right clothes or securing the right car

(D) neither new clothes and getting the right car

(E) neither new clothes nor the right car

The correct choice is (E). The correlative conjunctions “neither/nor” must link similar grammatical elements. Choice (E) links a noun, “clothes” to another noun, “car.” Choices (A) and (B) both contain parallel-phrasing errors, and Choices (C) and (D) use incorrect conjunctions instead of using “neither’s” partner, “nor.”

Type 4: Regarding revision-in-context questions

Revision-in-context questions ask that you edit or revise a passage to make it better. The problem may be a clumsy or incorrect sentence or a portion of a sentence. Your job is to make the choice that best improves the sentence. Improving the passage may require a change in word choice, style, tone, grammar, or organization. For some passages, no revision is necessary.

Think of the passage as your first draft of an assigned essay. Imagine that this essay will mean the difference between a “B” and a “C” as your final grade in the course (and your grade point average really could use a “B”). How can you make it better? Try to imagine what comments your instructor would make.

For each of the following three example questions, choose the best answer based on this passage:

Which would be the best revision, if any, of Sentences 1 and 2?

(A) It’s a cold, clear day in the neighborhood, a good day for a walk.

(B) Being cold and clear, I like to walk.

(C) Walking is good on a cold, clear day.

(D) It’s a cold, clear day in the neighborhood, and it is a good day to go for a walk.

(E) It’s a cold and clear day, I feel like going for a walk around the neighborhood.

The correct answer is Choice (A). Because both sentences are short, joining them improves the passage. While all the choices join the sentences, only Choice (A) preserves the original context and is also concise. Choice (B) contains a misplaced modifier. “Being cold and clear” appears to modify “I.” Choice (C) leaves out the idea of walking in a neighborhood (which is important to the rest of the passage). Choice (D) joins the sentences but is less concise. Choice (E) contains a comma splice.

Which would be the best revision, if any, of Sentences 3, 4, and 5?

(A) No change.

(B) I like to exercise and to notice the change in seasons and visit the neighbors when I walk.

(C) Not only is walking good exercise, but walking also provides the opportunity to notice the change in seasons and to visit with neighbors.

(D) I can exercise, look at the change of season, and visit with neighbors while I walk.

(E) Walking is good because it makes me exercise. I can also notice the seasons and visit with neighbors.

The correct answer is Choice (C). This choice effectively uses the correlative conjunctions “not only” and “but also” to provide a transition and to link ideas concisely. The other choices provide no transition and are less effective in linking ideas. The goal in writing is to use the most effective words to convey meaning. This doesn’t necessarily mean the fewest words, but does mean the strongest choices.

Which would be the best revision, if any, of Sentences 6 and 7?

(A) No change.

(B) Another benefit to a neighborhood walk is the chance to take my dog; he enjoys the walk and the companionship, even though he knows nothing about exercise.

(C) My dog knows nothing about exercise; he enjoys the walk for the companionship.

(D) My dog likes the walk, he enjoys the companionship.

(E) However, my dog enjoys the walk and the companionship.

The correct answer is Choice (C). It maintains the essence of the two sentences in a concise way. Although Choices (A) and (B) are correct grammatically, they use more words than necessary to convey meaning. Choice (D) incorrectly joins independent clauses with a comma. Choice (E) uses an illogical transition, “however.”

Identifying and Correcting Errors in Selected-Response Items

Correctly answering selected-response items on the writing portion of the Praxis requires that you read each question carefully. Where possible, put the question into your own words. Be sure to read every choice before you make your selection.

Eliminating the obviously wrong choices

The process of elimination can help you choose the correct answer in a selected-response question. Start by crossing off the answers that couldn’t be right. Then spend your time focusing on the possible correct choices before selecting your answer. Doing so greatly increases the odds of your choosing correctly.

Pay special attention to answers that contain these words: none, never, all, more, always, and only. These words indicate that the answer is an undisputed fact and, consequently, isn’t likely to be the correct choice. Conditional words like usually or probably make the answer more likely.

Be particularly careful of selected-response questions using the words not, least, and except. These questions usually ask you to select the choice that doesn’t fit. Stay alert! It’s easy to misread these questions.

Don’t be afraid to say it’s right the way it is

Although it may seem counterintuitive, if a sentence is correct as written, “No error” is the correct answer. Fear not: some tasks will be written correctly. Just be sure to consider all the choices before making your decision.

The art of guessing as a last resort

Your score is based on the number of correct answers. You’re not penalized for incorrect answers. For this reason, you should answer every question.

If you face a difficult question, narrow your choices as much as possible and, if necessary, guess! Don’t spend too much time considering a difficult question. Mark the question and come back to it. Answer the easy questions first.

You’re not expected to answer all the questions correctly. In order to pass the Praxis, you must simply achieve the minimum passing score for your state.

A word of advice about “trusting your ear”

If you grew up in a family of English teachers who corrected your every incorrect utterance, complete with an accompanying grammar lesson, it’s probably pretty safe for you to “trust your ear”; that is, whatever sounds right to you is likely to be right. However, if you’re like most people, you grew up in a family that was considerably less interested in your grammar. Language that sounds right to you is simply language you’re accustomed to hearing and may very well be incorrect. Play it safe and analyze the sentence carefully. It’s easy to make a mistake when “trusting the ear.” Consider some examples.

Neither the boys nor the girl (is/are) paying attention.

While “are” may sound right, the correct answer is “is.” The verb agrees with the closest subject when subjects are compound.

I will split the cost between you and (I/me).

You probably hear someone use the incorrect construction of “between you and I” pretty often. Just because you hear it spoken, though, doesn’t mean it’s correct grammar. Objects of the preposition must be objective case, so “me” is the pronoun to use here.

You and (I/me) should see that new movie.

In this example, the personal pronoun is being used as one of the subjects of the sentence. Subjects must be nominative case, so “I” is the correct choice here.

Mastering the Essay

The Praxis requires you to write two essays. One is an argumentative essay, which means you must support a particular position, giving clear and specific examples and reasons. The second essay, the informative/explanatory essay, requires you to read articles from two different sources, identify the main ideas and issues of both, and use them to construct your own essay. You have 30 minutes to write each essay.

Although you don’t need any specific knowledge of the topics you’re given, you are expected to draw from your own experience and observation to write an effective essay using appropriate organization, development, tone, style, word choice, and standard written English. Above all, write clearly and stay on topic. Be careful to address all the points presented.

For the informative/explanatory essay, it’s important to use information from both sources and correctly cite the sources. Read the source material carefully and organize your thoughts before you begin to write. You’re judged according to how well you synthesize the source material.

Your essay should be clear, consistent, and forceful with careful attention to mechanics and usage as well as diction and syntax. Keep the following pointers in mind:

• Establish your point quickly. Make a strong first impression.
• Avoid long introductions.
• Organize each body paragraph around a strong topic sentence.
• Be sure every paragraph supports the thesis.
• Pay attention to word choice: strong verbs, precise nouns.
• Use a variety of sentence types and lengths.
• Use clear transitions to aid the flow of your essay.
• Be concise.
• Strive for a strong conclusion that delivers a final punch!

Outlining your thoughts and managing your time

You are not expected to have a formal outline for your essays. You must, however, organize your thoughts before you begin to write.

Read the prompt carefully. Think about what you must do to adequately address the prompt. Take a position. Then write down examples, observations, and reasoning that support your position. Number these in the order they should appear in your essay.

After you’ve organized your thoughts, write your thesis sentence.

Breathe! Taking time to collect your thoughts pays off. Now you’re ready to begin writing your essay.

You have 30 minutes to write each essay. The first 5 to 7 minutes should be used to analyze the prompt and organize your thoughts. Keep your eye on the time and save the last 5 to 7 minutes to review and proofread your work. In the time that’s left — 16 to 20 minutes — write the body of your essay according to the numbered points you jotted down.

Arm yourself with versatile examples

Support for your thesis should include examples from your own experiences, reading, and observations. If these examples are too similar or too general, they merely restate and, thus, lose their strength. Strive for versatile, specific examples and avoid general statements as much as possible.

If you’re armed with impressive examples from deep philosophical works or scientific journals (that everyone else somehow missed), good for you! But it doesn’t really matter to the evaluator of your essay whether your examples are erudite or “down home.” He is looking for good, solid, versatile examples that stay on target and make your point.

Practicing ahead of time

How can you best prepare for essays? Write, write, write. For the argumentative essay, practice taking a side in a current issue you have read or heard about. How will you support your opinion? How will you organize? For the informative/informational essay, read about a topic from two or three sources and practice using this information in an essay. Regardless of what type of essay you’re writing, make sure you do the following:

• Practice writing sentences with dependent clauses, and be sure that the sentences you write are clear, concise, and punctuated correctly.
• Using the punctuation section in Chapter 12 as a guide, practice writing sentences similar to the ones used in the explanations. Doing so will help you remember the punctuation rules.
• Using the homophone section in Chapter 12 as a guide, write sentences using the example homophones correctly.
• Practice! Clear your desk. Grab a pen and paper and write. Read your essay with a critical eye. Ask friends and/or family to read your essay and make suggestions. The more you write, the more comfortable you’ll feel on test day.
• Go to your bookshelf or library and use the material there to practice writing correct citations for books, encyclopedias, magazines, and websites. Remember that materials like magazines and websites are the most appropriate sources for recent information on a topic, while books provide more detailed, in-depth information. Be sure you know which sources are most appropriate for different topics.