GED® Writing Round Up
Steve Schmidt
schmidtsj@appstate.edu
abspd.appstate.edu
Today’s Quote
“The genius of writing is re-writing.”
― Dr. Rick Howe
Please Write on the Packet!
You can find everything from this workshop and many other resources at: abspd.appstate.edu
Look under: Teaching Resources, GED® Writing Round Up.
1
Help Students Prepare for Extended Responses by:
Journaling
Our students are under stress. Journaling is a way they can practice writing while helping them
relieve anxiety and be ready to learn. Start class with 5 or 10 minutes of structured (by giving a
writing prompt) or unstructured (students can write on anything) journaling.
Quick Writes
A Quick Write helps students think about a topic before, during, and after reading. Students are
asked to respond to a question or prompt related to a text and should write down whatever comes to
their mind without worrying about grammar or organization.
The writing topics are related to a text and may be:



Summaries of learning
An explanation of a concept or vocabulary
A prediction, inference, or hypothesis
Give students from 2 to 10 minutes to write. Quick Writes can be used as part of instruction,
assessment, or discussion. They help bring out the writer in students, build their writing confidence,
and help their reading skills too!
Prompt
What information did you learn about interdependence from reading this passage?
Did you know the microprocessor that lives in a laptop computer is a world traveler? It begins life as
a pile of quartz chips and charcoal at a factory in Brazil. After being heated and processed, it is sent
for more refining to a German factory. After being formed into blocks of polysilicon, it goes to Japan
where it is made into tiny circular wafers. These thin disks are then shipped to the United States
where Intel Corporation turns them into microprocessors by adding hundreds of tiny chips. They then
journey for testing to the Philippines where more circuitry is added and testing takes place.
Continuing its journey, the chips move to a factory in China where they are placed on the laptop’s
motherboard along with many other components made in Southeast Asia. The motherboard, along
with the other parts of the computer including the battery, hard drive and keyboard, are assembled at
another Chinese factory. Finally, the completed laptop is shipped to the United States for distribution.
The other parts that make up this computer come from as many as 50 countries on six continents
including steel from Russia, copper from Chile, glass from Korea and lithium from Zimbabwe.
So what’s the point of knowing how well traveled a laptop is? The global makeup of the laptop
computer is a great example of an economic concept called interdependence. Interdependence
means we rely on others to make or do things we do not make or do ourselves. No one country has
all the raw materials it needs to produce the products it wants to sell. So, it must trade with other
countries to get the materials it needs. Most all the other manufactured goods we buy have similar
stories of raw material mining and finished product processing taking place around the globe. The
next time you see a laptop; remember the amazing global journey it had just to reach you!
2
My Quick Write __________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Writing Summaries
 Helps students understand what they read
 Helps students process their thoughts by phrasing them in their own words
 Summaries should be:
Short – Usually about 10 words per paragraph
Accurate – Ask: Does it reflect the author’s main points?
Written in students’ own words
Teach Students to Write Summaries Using Direct Instruction
 (I Do) Explain why students should learn the skill and model the learning process
 (We Do) Instructor and students work together on the skill
 (You Do) Students do the skill while the instructor monitors the process
RAP Summary Strategy
R = Read a passage by paragraphs
A = Ask questions:
What is the topic? (circle key words)
What is the most important thing it tells me about the topic?
What are the important details?
P = Paraphrase (put in own words), aim for about 10 words per paragraph
3
Summary Practice
Of all the fish in the ocean, sharks are the greediest eaters and killers. They suffer from
continual hunger. Almost as soon as they have eaten, they are on the prowl for more food. Sharks
have been described as eating machines, and indeed they are perfectly designed for that activity.
They are powerful swimmers, with smooth, well-muscled, streamlined bodies.
But the most remarkable part of a shark is its mouth – a wide gash lined with rows of jagged
teeth. When a shark attacks, it opens its mouth wide until its teeth can stab straight into the body of
its victim. The teeth slice like razors as the shark twists and rolls its body to tear off a chunk of food.
New teeth are constantly being formed and moving forward to take the place of those lost during the
shark’s violent feeding activities. Even very old sharks have razor-sharp teeth.
The largest and most fearsome of the species is the great white shark. Its average length is
between fourteen and sixteen feet. A few great whites may reach well over thirty feet in length. The
longest ever recorded was a thirty-seven-footer, a truly monstrous fish. The great white lives in the
tropical seas and sometimes along the southern coast of the United States.
Adapted from 6 Way Paragraphs in the Content Areas, Middle Level
Topic
Summary Sentence
Paragraph 1
Paragraph 2
Paragraph 3
4
Writing Frames
An Example Frame:
Frames are outlines of words or key phrases with
plenty of blank lines that provide a structure so
learners can focus on what they want to say.
I am going to describe how _____
___________________________
Frames remove the, “I don’t know where to start”
problem and help students gain confidence in
their ability to write.
_________________________ .
I start by ____________________
As students become more confident writers, we
can provide them with less structure over time.
___________________________
__________________________ .
Adapted from M. Corley (2012)
Then I _____________________
Somebody-Wanted-But-So Writing Frame
The story takes place _____________________________________________________________
______________________________________________________________________________
______________________________ is a character in the story who _______________________
______________________________________________________________________________
A problem occurs when ___________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
After that, ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The problem is solved when _______________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The story ends with ______________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5
Teach Writing as a Process
Teach students to tackle writing assignments using a process. A process is a standard method for
doing something. For example, use URPWE as a process for writing extended responses and short
answers.
U = Unpack the prompt – What are you being asked to do?
R = Read the source material
P = Plan the response
W = Write the response
E = Edit the response
How to Score Higher on Extended Responses
Source: GED® Testing Service

Write essays that are 4 – 7 paragraphs and 300 – 500 words long

Paraphrase evidence rather than quoting directly from the source

Focus on fully developing two or three main ideas with supporting evidence

Spend at least 5 – 10 minutes proofreading for correct grammar

Write responses based on information in the prompts, not on personal opinion
6
Students are exposed to ads every day, and they are a great way to sneak up on argument based
writing. As students analyze ads, they see how advertisers try and convince them to buy products. The
claims the advertisers make are similar to claims writer’s make in argument writing. As students analyze
ads to see if they make them more or less likely to buy a product, they practice analyzing arguments.
Product Ad Analyzer
Describe the images you see
How is music used in this ad?
What is the ads’ main message?
How does the ad try to convince you to buy this product?
Does this ad make you more or less likely to buy this product? Why?
7
Political Ad Analyzer
Describe the images you see
How is music used in this ad?
What is the ads’ main message?
How does the ad try to convince you to vote for the candidate?
Does this ad make you more or less likely to vote for this candidate? Why?
8
Argument Writing Body Paragraphs
Use PEA while writing body paragraphs:
P
Point - Make your point
Breathing is good for people’s health.
E
Evidence – Support your point with evidence and examples
In 2008, two Stanford University researchers looked at breathing’s effect on life. They
found study participants who breathed lived longer than those who did not breathe. A
later 2010 study in Iceland by top researchers agreed with the Stanford study’s findings.
A
Argue – Explain how the evidence supports your points
Strong academic research supports the belief that breathing contributes to a longer
life span which helps everyone’s overall health. The author used two recent academic
studies, including one from Stanford University, to show how breathing helps make for
a longer life span.
Phrases to Discuss Passage Strengths (+)
Phrases to Discuss Passage Weaknesses (-)
better supported
unsupported personal opinion
reliable evidence
weak evidence
sound reasons
contradictory evidence
valid
invalid
logical
weak logic (illogical)
reliable (knowledgeable, unbiased, credible,
etc.) source(s)
(This passage) lacks sound reasons…. (or any
other phrases from the strengths column)
significant evidence
uncited sources (source is not identified)
recent sources
evidence is out-of-date (or no source is
included)
relevant reasons / evidence
biased sources
substantiated evidence
unsubstantiated evidence
expert testimony
personal attacks (name-calling)
sufficient reasons / evidence
insufficient reasons / evidence
reputable source (strong reputation)
fallacy/fallacies
well-supported argument
oversimplification
supports (demonstrates)
false conclusion
Source: C. Gibson, WCCS Writing Center, Selma Al
9
Reliable Evidence? Think CARBS
As students look at the evidence presented in source documents, they should consider how reliable it
is. Some things used to measure reliability are:
Currency
Is the evidence up to date? Studies done more recently are usually
better than ones conducted years ago, especially in science and
technology.
Authority
Who created the source? Are they really an expert in this field?
Just because someone is well known (actors, singers, sports stars)
does not make them an expert.
Relevance
Does the evidence specifically relate to the topic being discussed?
Let’s look at the following evidence for the following topic: There
are great health benefits to running.
1.
2.
3.
4.
5.
Running burns many calories
Running works out the entire body
Running can help someone lose weight
Running workout clothes are really fashionable
Running is great cardiovascular exercise
While number 4 talks about running, it is not relevant since it has nothing to do with running’s health
benefits. Instead, it focuses on the fashionable styles of some runners.
Bias
Is the evidence from an unbiased source? Sources such as government agencies and educational
institutions are usually unbiased. Look at who funds a study. For example, if a drug company is
funding a study about one of its new drugs, we would be surprised if the findings showed that the
drug did not work. We would expect the findings to be biased in favor of the company since it paid to
have the study done and wants to show that its product works.
Specific
Is the evidence specific? For example, the phrase “two decades of research shows that breathing
has positive health benefits” is not specific. We do not know over which two decades the research
was done. Also, “several studies have shown that walking is a great way to move from one place to
another” is not specific either. We know nothing about the studies so we cannot know if they are
current, authoritative, relevant, or biased.
10
GED® RLA Graphic Organizer
Intro Summarize the two arguments (Include passage titles and authors.) “Argument 1 says . . . .
On the other hand, Argument 2 says . . .”
Write the thesis: “Argument 1 is better supported than Argument 2 because:
Body 1 Explain one reason Argument 1 is better than Argument 2
Point (What is your reason?):
Evidence (Text evidence that backs your reason)
Argument: (Explain how the evidence supports your reason)
Body 2 Explain another reason why Argument 2 is weaker than Argument 1
Point: (What is your reason?):
Evidence: (Text evidence that backs your reason)
Argument: (Explain how the evidence supports your reason)
Conclusion
Summarize your main points
Argument 1 is the stronger argument
11
GED® RLA Writing Frame
__________________makes the claim that _____________________________________________________
__________________________________________________________________________________________
__________________makes the claim that _____________________________________________________
__________________________________________________________________________________________
The best argument is ______________________________________________________________________
__________________________________________________________________________________________
because __________________________________________________________________________________
The first reason _________________________________________________ is better is because ________
__________________________________________________________________________________________
__________________________________________________________________________________________
Evidence supporting this reason is __________________________________________________________
__________________________________________________________________________________________
This evidence shows that ___________________________________________________________________
__________________________________________________________________________________________
Also, the second reason __________________________________________is better is because ________
__________________________________________________________________________________________
__________________________________________________________________________________________
Evidence supporting this reason is __________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
This evidence shows that __________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
In conclusion, _____________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
12
RLA Writing Prompt: Analyzing Speed Limits
1
The United States is a nation on the move. To make sure we do not move too fast, highway
speed limits have been a fact of life for many years. Speed limits in America go back to 1757 in
Boston when it was illegal for horses to move faster than a walking pace on Sundays. Interstate
highways, first built in the 1950s, were designed to handle speeds of at least 70 miles per hour.
When the energy crisis came in 1973, the National Maximum Speed Law established a 55 mile
per hour limit for the entire country. By the late 1980s, lower oil prices meant states could
choose to have higher speed limits which they did.
Let’s Not Race by Speed Limits, Keepit Slow, Washington Post Editorial
2
I am concerned about a trend I see sweeping across our country. It seems that speed limits are
moving ever higher. On Interstate highways in most of the central and western parts of the
United States, speed limits range from 70 to 85 miles per hour. These higher speeds waste
precious fuel and endanger the lives of motorists across our land. We need to keep speed limits
below 60 miles per hour.
3
Even though our country is now on pace to be the world’s leading energy producer by 2015, we
still need to be concerned about saving fuel. The US Department of Commerce did a study that
showed the difference between driving under and over 60 miles per hour. They found that
driving under 60 would save Americans 2 billion dollars a year in fuel costs.
4
In another important study done in 2007, the state of Florida examined consumer spending on
gas during the 1990s. They found that consumers paid $220 million more dollars on gas as
speed limits were increased on Florida roads during 1990 to 1999. This sharp increase was
directly related to driving faster which lowers fuel economy.
5
Much more important than saving fuel is saving lives. From 1973 to 1987 the National Maximum
Speed Law lowered the speed limit to 55 for the entire country. The National Highway Traffic
Safety Administration (NHTSA) did a study on how this change impacted highway deaths. What
the NHTSA found was fewer people died in traffic related accidents because of the lower speed
limits.
6
Also, other important evidence shows that lower speed limits save lives. In 2006, the Pew Trust
did a study on speed limits and traffic deaths. They found that deaths increased by 1200 people
each year for every mile per hour the speed limit was raised. I call on our government to once
again set a national speed limit of 55 miles per hour.
13
Speed Demon’s Blog Post
7
Hey, I just got back from the most awesome ride I have ever had! Of course I was out in my
mean machine. You know the car I’m talking about, my 2014 Chevy Camaro. Dude, I just love
to boogity, boogity, boogity. For those of you living in a cave, boogity is NASCAR slang for going
fast! When I want to go full throttle, I can’t go as fast as I want. I always have to put up with
these stupid speed limits. I think speed limits are dumb, and we should not have them.
8
I just read some stupid article from somebody about why speed limits are a good thing. It’s so
lame, man! It says that speed limits save lives and gas. Cars back in the day were not built like
they are today. I remember my first Camaro, a 1976. It could fly but it was a piece of junk.
Everybody knows that cars today are so much better made. Those robots do a much better job
making cars than those drunks on the assembly line did back in the 1970s. If you get hit or hit
somebody, your better made car and air bags will save you!
9
People talk about gas prices, but I don’t see that as an issue. Yeah, I remember when gas was
above four bucks in 2008. That was five years ago. That’s ancient history. Gas prices are
coming down, man. Just last week I paid just over three bucks a gallon. Gas hasn’t been that
cheap in so long.
10
So in my amazing opinion (the only one that matters) speed limits are just some big government
attempt to keep us from having fun. My next post will be coming at you soon. Keep it real,
dudes and dudettes!
Prompt
The article presents arguments from both supporters and critics of speed limits who disagree
about the practice’s impact on gas consumption and safety.
In your response, analyze both positions presented in the article to determine which one is
best supported. Use relevant and specific evidence from the article to support your response.
r
14
Teaching Using Models (Uses Speed Limit Prompt from pgs. 13-14)
In her newspaper editorial, Keepit Slow argues that speed limits
below 60 miles per hour save gas and lives. In his blog, Speed
Demon says that speed limits are not necessary because he likes
to drive fast, cars today are safer, and gas prices are coming
down. Keepit Slow’s editorial is the better of the two because
she supports her claims with recent evidence from reliable
sources while Mr. Demon’s uses only his personal experience
to back up his arguments.
In the editorial, Keepit Slow’s first reason why speed limits should
be below 60 miles per hour is that it saves gas. She first uses data
from the United States Department of Commerce to back her claim
that driving under 60 miles per hour would save Americans 2
billion dollars a year in gas. She also points to a recent 2007 study
by the state of Florida that showed consumers paid $220 million
dollars more per year for gas when speed limits were raised in the
1990s. Ms. Slow uses data from two strong sources, a United
States Government agency and a study that took place over nine
years from a large state, to back her argument.
The first paragraph introduces
the topic
The thesis (argument) is in bold
The criteria for evaluating
evidence are underlined
Specific evidence from the text
is in italics
Organization is shown through
paragraph structure where first
Keepit Slow’s evidence is
discussed and then Speed
Demon’s evidence is contrasted
Also, Ms. Slow shows that driving slower save lives. She uses
data from the National Highway Traffic Safety Administration to
show that fewer people died when speed limits were lowered in the Transition words like also and in
1970s. Keepit Slow also talked about a 2006 study by the Pew
contrast connect paragraphs
Trust that showed that deaths increased as the speed limit went
together
up. Once again, Ms. Slow used strong evidence from two reliable
sources to make her argument more convincing.
Evidence from the passages are
paraphrased
In contrast to Keepit Slow, Speed Demon’s arguments are not
based on strong evidence but on his personal opinion. His biggest
argument was that there should be no speed limits because he just
likes to drive fast. He could provide no evidence for his claim that
cars today were made better than in the past beyond his weak
The essay has five paragraphs
argument that everybody knows that. He offers no proof that
and 440 words
everybody knows that. He based his argument that gas prices
were going down on the price he paid when he filled up his car last
week, not on national studies. Mr. Demon’s arguments are weak
because unlike Ms. Slow, he can offer no support for his
arguments like facts, data, or study evidence.
Awareness of audience and
purpose is shown by a
In conclusion, Keepit Slow’s editorial supports her opinions by
conclusion which summarizes
using current evidence from reliable government sources. Speed
the argument
Demon’s blog is just his personal opinion, and he has not done
any research to prove his points. Therefore Ms. Slow’s argument
is much better and convinces me that she is right.
15
GED 2014® Reasoning through Language Arts Extended
Response Prompt
Rent World Blog: Rent to Own Makes Sense
You want that new HDTV and your smartphone needs an upgrade, but you don’t have the cash to
pay for it. You can charge it on a credit card, put it on layaway or try to save the money. But credit
cards charge huge interest rates, layaway means month after month of waiting and who can save
money when there are always more bills to pay? Rent to own solves all these problems and is the
best way to get what you want now.
With rent to own, paying is easy. You are preapproved, so there is no waiting around for a credit
check. Instead of having to come up with all the cash at once, you pay a little over time, usually
under $25 a week. You control how you pay: weekly, semi-monthly, or monthly. There are flexible
payment plans so you can change the amount you pay any time. You can also use an early
purchase option and own your item now.
Rent to own means no waiting and no hassles. Just go down to your local store, pick out what you
want and have it delivered at your convenience. That new HDTV can be in your living room as soon
as tomorrow! Our trained staff will deliver your new furniture and even install your new HDTV exactly
where you want it when you want it. If something goes wrong, we will fix it or replace it for free,
usually in 24 hours. Buying that same product in a regular store means picking it up yourself or
paying a huge delivery charge. If the product breaks, then it’s on you to fix it.
Finally, with rent to own you can change your mind. There are no long term contracts. If things
change and you need a new phone or a bigger TV, you can upgrade at any time. We realize that life
happens. If you need to stop payments, just return the item and we will freeze your payments until
you are ready to start again. With rent to own, you are never stuck with last year’s model of anything!
Would You Pay 300 Percent Interest for a New TV?
Alyssa Myers, Consumer Watchdog Reporter
Would you pay $2,900 for a $750 TV? How does being charged 300 percent interest on a new
washer and dryer sound? These are the kind of deals you find at local rent to own stores. While rent
to own sounds good, it is a terrible idea for most consumers.
Rent to own is the most expensive way to buy anything. A rent to own store recently advertised a
notebook computer with easy payments of $19.99 per week. Buried in the ad’s fine print, we find that
it would take 65 weeks of payments to own the computer. The total cost would end up being almost
$1300 for a computer worth $585. This adds up to being charged 150 percent interest! Even making
the same payments on a high interest 29.99 percent credit card would be 700 dollars less expensive.
Rent to own store prices are much higher than other stores. Ads from rent to own stores claim a new
smart phone has a retail value of $300, but we found it for sale at other stores and online for $150. A
rent to own refrigerator the store says costs $1000 we found selling for only $650. Even using a rent
to own store’s 90 days same as cash option results in consumers paying much higher prices.
16
Rent to own stores promise no hassles, but we found many problems with stores not explaining their
contracts, encouraging consumers to rent more products than they need, and delivering damaged
goods. Consumers who return products face hidden fees and stores use illegal collection practices
like making harassing phone calls. The Better Business Bureau takes thousands of rent to own store
complaints each year. Whatever you do, avoid rent to own!
Prompt
The article presents arguments from both supporters and critics of rent to own stores who
disagree about these stores payment practices, value, and ease of use.
In your response, analyze both positions presented in the article to determine which one is
best supported. Use relevant and specific evidence from the article to support your
response.
Editing Checklist: Reasoning through Language Arts
Read your response again to make sure you:
□ determined which position was better supported by evidence from the passage
□ explained why the position you chose is the better-supported one
□ defended your thesis with multiple pieces of evidence from the passage
□ built each main point thoroughly
□ put your main points in logical order
□ tied details to your main points
□ organized the response to consider your audience, message, and purpose
□ used transitional words and phrases to connect sentences, paragraphs, and ideas
□ chose words carefully to express your ideas clearly
□ varied your sentence structure to enhance the flow and clarity of your response
□ corrected errors in grammar, usage, or punctuation
Where Can I Find Practice Prompts?
ABSPD website abspd.appstate.edu and go to Teaching Resources to find free practice prompts for
both GED® Social Studies and RLA
writing4.newreaderspress.com This website has three free practice prompts (1 RLA, 1 Social
Studies, and 1 Science) and mimic the actual test taking conditions
Writing for the GED® Test Book 4: This book has 10 RLA, 10 social studies, and 15
science short answer prompts. It is available from New Readers Press for $14.
17
Rent to Own Answer Guidelines (From pages 16 and 17 prompt)
Article Title: Rent to Own Makes Sense
Thesis: Rent to own is the best way to get what you want now
Argument 1: Rent to own is better than credit cards, layaway, or saving
Strengths
- Outlines why rent to own is better than
credit cards, layaway, or saving
Weaknesses
- This is written by a blogger working for a
rent to own store so the writer is biased
in favor of rent to own
Argument 2: Paying is easy with rent to own
Strengths
- Highlights easy preapproval and payment
options
Weaknesses
- Does not explain what pre-approved
means
- Does not tell how long payments last or
what the interest rate would be
Argument 3: There is no waiting or hassles with rent to own
Strengths
Weaknesses
- Highlights that one can get the item they
want now
- Makes easy delivery/replacement sound
good by comparing it to buying at other
stores
Argument 4: You can change your mind with rent to own
Strengths
Weaknesses
- Shows how easy it is to change the terms - Does not mention what fees or interest
may be charged to change the
of the rent to own agreement
agreement
18
Article Title: Would You Pay 300 Percent Interest for a New TV?
Thesis: Rent to own is a terrible idea for most consumers
Argument 1: Rent to own is the most expensive way to buy anything
Strengths
Weaknesses
- Gives a specific example from a rent to
own ad
- Counters argument that rent to own is
better than using credit cards
Argument 2: Rent to own store prices are higher than other stores
Strengths
- Uses specific ads to show rent to own
stores have higher prices than other
stores
Weaknesses
- Does not specifically mention where the
cheaper prices were found
Argument 3: There are many problems with rent to own stores
Strengths
- Gives specific examples of problems
found with rent to own stores
- Mentions that the Better Business
Bureau (BBB) takes thousands of
complaints
Weaknesses
- Just said the BBB takes complaints, does
not mention if the complaints were
justified
19