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.

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Help Students Prepare for Extended Responses by:

JournalingOur 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 WritesA 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!

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My Quick Write __________________________________________________________________

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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

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Summary PracticeOf 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

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Writing Frames

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.

Frames remove the, “I don’t know where to start” problem and help students gain confidence in their ability to write.

As students become more confident writers, we can provide them with less structure over time. Adapted from M. Corley (2012)

An Example Frame:

I am going to describe how _____

___________________________

_________________________ .

I start by ____________________

___________________________

__________________________ .

Then I _____________________

Somebody-Wanted-But-So Writing Frame

The story takes place _____________________________________________________________

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______________________________ is a character in the story who _______________________

______________________________________________________________________________

A problem occurs when ___________________________________________________________

______________________________________________________________________________

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After that, ______________________________________________________________________

______________________________________________________________________________

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The problem is solved when _______________________________________________________

______________________________________________________________________________

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The story ends with ______________________________________________________________

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Teach Writing as a ProcessTeach 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

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.

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Product Ad AnalyzerDescribe 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?

Political Ad Analyzer

Describe the images you see

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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?

Argument Writing Body ParagraphsUse PEA while writing body paragraphs:

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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 academicstudies, including one from Stanford University, to show how breathing helps make fora 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 conclusionSource: C. Gibson, WCCS Writing Center, Selma Al

Reliable Evidence? Think CARBS

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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.

AuthorityWho 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. Running burns many calories2. Running works out the entire body3. Running can help someone lose weight4. Running workout clothes are really fashionable5. 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.

Reasoning through Language Arts Graphic Organizer

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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

Evidence and/or counterclaims

Body 2 Explain another reason why Argument 2 is weaker than Argument 1

Evidence and/or counterclaims

Conclusion Summarize your main points

Argument 1 is the stronger argumentWriting Frame – GED® Reasoning through Language Arts

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__________________makes the claim that _____________________________________________________

__________________________________________________________________________________________

__________________makes the claim that _____________________________________________________

__________________________________________________________________________________________

The best argument is ______________________________________________________________________

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because __________________________________________________________________________________

The first reason _________________________________________________ is better is because ________

__________________________________________________________________________________________

__________________________________________________________________________________________

Evidence supporting this reason is __________________________________________________________

__________________________________________________________________________________________

There is also ______________________________________________________________________________

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Also, the second reason __________________________________________is better is because ________

__________________________________________________________________________________________

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Evidence supporting this reason is __________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Another piece of evidence is ________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

In conclusion, _____________________________________________________________________________

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GED® Reasoning through Language Arts Extended Response 12

Prompt: Analyzing Speed Limits1 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.

Speed Demon’s Blog Post

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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!

PromptThe 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

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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.

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 1970s. Keepit Slow also talked about a 2006 study by the Pew Trust that showed that deaths increased as the speed limit went up. Once again, Ms. Slow used strong evidence from two reliable sources to make her argument more convincing.

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 argument that everybody knows that. He offers no proof that 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.

In conclusion, Keepit Slow’s editorial supports her opinions by using current evidence from reliable government sources. Speed 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.

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

Transition words like also and in contrast connect paragraphs together

Evidence from the passages are paraphrased

The essay has five paragraphs and 440 words

Awareness of audience and purpose is shown by a conclusion which summarizes the argument

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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.

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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 ArtsRead 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.

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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- Highlights that one can get the item they want now

- Makes easy delivery/replacement sound good by comparing it to buying at other stores

Weaknesses

Argument 4: You can change your mind with rent to own

Strengths- Shows how easy it is to change the terms of the rent to own agreement

Weaknesses- Does not mention what fees or interest may be charged to change the agreement

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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- Gives a specific example from a rent to own ad

- Counters argument that rent to own is better than using credit cards

Weaknesses

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

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