1. Become familiar with the exam before you take it.

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. 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 thesis. A thesis is usually your answer to the question.
e. Write a scratch outline.

Thesis:
? Supporting Point 1:
? Supporting Point 2:
? Supporting Point 3:
[Be sure that each supporting point is relevant to the thesis. (If you cannot complete this step, select another topic.)]

f. Arrange the supporting points to follow a logical sequence.

a. Write the paragraphs, trying to stay faithful to your outline. Use topic sentences to introduce each paragraph.
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 check spelling.  Check 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 essay.

Sample Diagram for English Composition I Essay (500 words)

Introduction Paragraph:  Rephrase the question, provide some background, and state your thesis. (~100 words)
? Use transitions: First, One, Initially
Body Paragraph 1:  Develop your first point, using examples, reasons, and other specific details. (~120 words)
? Use transitions: Second, In addition, Furthermore
Body Paragraph 2:  Develop your second point, adding examples, reasons, and other specific details. If possible, relate to your first point. (~120 words)
? Use transitions: Third, Also, Most importantly
Body Paragraph 3:  Develop your third point, using examples, reasons, and other details.  If possible, show the relationships to your first and second points. (~120 words)
? Use transitions: Finally, In conclusion, To summarize
Concluding Paragraph:  Summarize your major points and rephrase (do not repeat verbatim) your thesis. (~40 words)

Try answering this sample question, writing a complete 500 word essay in two hours:
Sample Question: School violence has become an unfortunate occurrence in today's high schools.  Explain what steps can be taken to prevent these events.

    Students today live in a world of pressures never before experienced in modern times.  They often reside in houses with no parents, value objects above people, and view atrocities at the touch of a remote control button.  Add to that the fast pace of cars and computers.  Recent events such as the Littleton tragedy reveal that violence in our schools is not just limited to the inner cities.  The problem is national, and to eliminate it we must pay more attention to our youth.  Parents, school personnel, and the community must all rally to protect our children. (97 words)
    The first protection must come from parents.  As the primary guardians, parents have legal responsibility for the actions of their children.  Just because a child may be able to drive, shop, or even hold a job does not mean that the child no longer needs attention.  Even adults need people to talk to, who care about what happens in their lives.  Research shows that parents have a very strong influence over their children, despite the feeling from parents that they no longer count once their children are teens.  Children in particular, as they struggle with the pressures from peers and the outside world, need a safe haven at home where they can freely discuss their problems and concerns.  (118 words)
   The outside world, for teens, is school, and school personnel are in a unique position to witness what students experience daily:  the modes of dress, the temptations of drugs, the range of behavior that teens display.  Teachers, guidance counselors, even office workers can all be there to talk to teens when they notice that something might be troubling them.  Perhaps teachers can even understand if a student fails to turn in a paper on time.  Perhaps a guidance counselor can talk about something other than grades.  Perhaps an office worker can strike up a friendship with a student who turns in an absence note.  Every little action can tell our teens that we care.  (115 words)
    Finally, all of us in the outside world can be a little more tolerant of teen behavior.  We've all been there.  We of all people should know what it is like to be in that crazy time of life, where everything is so important, except for sleeping, eating, or driving carefully.  Even as outsiders, we can send the message that teenagers are not just nuisances to us, but people in the very formative stage of life. Sure, they need discipline, limits, and control, but they also need our understanding.  We do not have to send nasty glances at teenagers who look suspicious to us; instead, we can look at them plainly, to show that we're looking, and then smile. (119 words)
    In sum, teenagers are living in a world that can be more personal than it currently is.  If we replace the impersonal technology with real people, then perhaps teens would respond in more personal ways.  If we keep showing teens that we care, then perhaps they will too. (46 words)

6: Mature and thought-provoking writing.  The writer clearly demonstrates a high degree of control of structure, develops ideas with depth and clarity, reflects a high level of cognition, and is likely to have a distinctive style.  Mechanical errors are minimal.
5: Fluent and original writing. The writer is in control of structure, develops ideas well, and is logical and clear.  Although some errors in sentence skills and mechanics may be present, they are not serious.  The essay is generally accurate in sentence structure, diction, punctuation, grammar and usage.
4: Competent writing: The writer has an overall control of structure and offers adequate support.  The ideas are substantive though they may not be imaginative. Sentence skills are adequate and the paper is generally free of common errors in diction, grammar, and usage.
3: One or more serious deficiencies.  The writer generally has control of structure, but ideas are usually not developed consistently or adequately. Although ideas may be understandable, thinking may be faulty or superficial at times.  Sentence skills may be adequate to minimal; mechanical errors may be frequent enough to interfere with the writer’s ability to convey ideas.
2: Seriously deficient. The essay may have egregious errors and/ or faulty structure, poor development of ideas, and poor sentence skills.  The writing may be simplistic and/ or lacking in clarity.
1: Most defective.  The essay demonstrates lack of control over structure and a profound inability to develop ideas.  This essay is usually incoherent and inarticulate.
0: Off topic.  The essay does not relate to any of the topics on the exam.
 
 
 
 

Copyright © 2000 by Helene Krauthamer