a. Ask your teacher or come to the lab for a sample exam, if one is available.
b. Read it thoroughly and know all instructions.
c. Practice the exam under real conditions.

a. Acquire all materials (dictionaries, paper, correction fluid, watch) ahead of the exam.
b. Come early to the exam.
c. Take time to settle in (get a seat, arrange materials, go to the bathroom).
d. Complete the cover sheet before the exam begins, if allowed.

a. Whisper each sentence aloud to yourself.
b. Correct for frequently confused words and homonyms (off/of, where/were, use to/ used to, here/ hear).
c. Correct for sentence errors (run-ons, fragments).
d. Correct for verb errors (missing –ed or –s/–es).
e. Correct for mechanical errors (capitals, apostrophes, quotation marks, colons…).
f. Correct for irregular verb forms.
g. Correct for misused pronouns.
h. Correct for missing words.
i. Correct for misspelling.
j. Correct for plurals.
k. Read the sentences in reverse order to find any remaining errors.
l. Read the passage again.

4. Section II: Writing the Paragraph: First 15 minutes or so:

a. Read the exam. Underline key points.
b. Select a topic that interests you.
c. Free write, cluster, or make lists on the topic.
d. Construct a Topic Sentence. A Topic Sentence is usually your answer to the question.
e. Write a scratch outline.
Topic Sentence:
? Supporting Point 1:
? Supporting Point 2:
? Supporting Point 3:
[Be sure that each supporting point is relevant to the Topic Sentence. (If you cannot complete this step, select another topic.)]
f. Arrange the supporting points to follow a logical sequence.

a. Write the paragraph, trying to stay faithful to your outline.
b. Skip lines, leave margins, write on one side of the paper, and WRITE ONE DRAFT ONLY! (Rewriting your paper will waste valuable time and will create more errors.)
c. Use transitions to connect ideas.
d. Use a variety of words and sentence structures.

a. Reread your paper thoroughly. (HINT: Whisper the paper aloud to yourself.)
b. Fill in missing words and or sentences.  (NOTE: You may use the skipped lines to make corrections.)
c. Correct common but serious errors  (subject –verb agreement, verb forms, fragments, fused sentences, mixed constructions, pronouns).
d. Use your dictionary to correct spelling.  Correct homonyms (too/two/to, know/no, there/their/they’re…).

a. Number your pages and write your name on each one.
b. Check that pages are complete and in order.
c. Title your paragraph.

Try answering this sample question, writing a complete 250-word paragraph in one hour:

Sample Question: Many students choose to work a full time job while they attend school.  What problems do students encounter when they decide to work full time?
 
 

Working a full-time job and attending school is difficult for me.  To begin with, I never have enough time.  For example, I work as a police officer from 4 p.m. to 12 midnight, five days a week.  I am taking five college classes starting at 8 in the morning on Monday, Wednesday, and Friday.  Attending those classes and doing the homework takes me forty hours each week.  So between school and work I have committed myself each week to eighty hours and that doesn’t count getting back and forth from school to work and to home, not to mention shopping, cooking, eating, cleaning, and taking care of my family.  So, secondly, not only do I not have enough time to complete anything but I am exhausted.  I only get five hours of sleep each night—and that’s when the baby isn’t sick.  No wonder I find myself falling asleep in class and on the job.  That’s no joke at 11 p.m. and I am driving down 16th street (my beat).  More than once I have almost driven off the road.  Finally, because of being so tired and always worrying about not completing my work, I am constantly under stress.  The other night after I got home from work I shouted at my dear husband when he asked me if I knew where the toothpaste had gone. (I had forgotten to put it back on the shelf of the medicine cabinet where we usually keep it.)  I am constantly on edge and look forward to the time when I can live a normal life.  So does my husband. (267 words)

English Fundamentals Paragraph Scoring Guide

6: The paragraph demonstrates a high degree of competence in writing, though it may have minor errors. It
· is well-organized and well-developed
· has a clear, well-defined topic sentence
· has three major supporting ideas
· uses appropriate details to develop each supporting idea (Specific examples, clear explanations, illustrations)
5: The paragraph demonstrates competence in writing, though it may have minor errors. It
· is well-organized and well developed
· has a clear, well-defined topic sentence
· has two major supporting ideas
· uses appropriate details to develop each supporting idea (specific examples, clear explanations, illustrations)
· shows unity, coherence and continuity of ideas
· displays facility and variety in the use of language though it may not be as fluent as a 6 paragraph
· has few serious writing errors.
4: The paragraph demonstrates competence in writing, though it may have occasional errors. It
· is adequately organized and developed
· has a topic sentence
· has at least two major supporting ideas
· uses some details and illustrations to develop the supporting ideas, although the details will not be as clearly stated or in as much detail as in a 5 paragraph
· demonstrates adequate facility with language
· contains occasional writing errors, but they are neither serious nor frequent.
3: The paragraph may demonstrate some competence in writing, but it is clearly flawed.  It has one or more of the following weaknesses:
· has inadequate organization or development
· lacks an adequate topic sentence and fails to support topic sentence with details or illustrations
· has an adequate topic sentence but fails to provide more than one support idea with this support
· ideas lacking adequate explanation and/or example
· shows a pattern or accumulation of errors in mechanics, usage, or sentence structure.
2: The paragraph suggests incompetence in writing.  It is marked by one or more of the following weaknesses:
· has disorganization or very little development
· has no topic sentence or is not relevant to question
· has no supporting ideas for topic sentence
· has serious errors in mechanics, usage, and/or sentence structure
1: The paragraph demonstrates incompetence in writing. The paragraph contains serious and persistent writing errors and may also be illogical, incoherent, and/or severely underdeveloped.

0: The paragraph is off-topic.  It is not a response to the specific topic.