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Table of Contents
English Language Arts: Content and Analysis (5039) ....................................................................... 3
Test at a Glance ..................................................................................................................................................... 3
About The Test ...................................................................................................................................................... 4
Content Topics ...................................................................................................................................................... 5
Discussion Questions ............................................................................................................................................. 5
English Language Arts: Content and Analysis (5039) Sample Test Questions ............................ 13
Sample Questions ................................................................................................................................................ 13
Answers ............................................................................................................................................................... 24
Sample Constructed-Response Questions .......................................................................................................... 28
Understanding Question Types ....................................................................................................... 36
Understanding Selected-Response and Numeric-Entry Questions ..................................................................... 36
Understanding Constructed-Response Questions .............................................................................................. 37
General Assistance For The Test ...................................................................................................... 39
Praxis
®
Interactive Practice Test .......................................................................................................................... 39
Doing Your Best ................................................................................................................................................... 39
Helpful Links ........................................................................................................................................................ 39
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English Language Arts: Content and Analysis (5039)
Test at a Glance
The Praxis
®
English Language Arts: Content and Analysis test is designed to measure knowledge
and competencies that are important for safe and effective beginning practice as an English
language arts: content and analysis specialist.
Test Name English Language Arts: Content and Analysis
Test Code 5039
Time
3 hours: 150 minutes for the selected-response (SR) section
and 30 minutes for the constructed-response (CR) section
Number of Questions 130 SR and 2 CR questions
Format
The SR section, which accounts for 75% of the total test score,
consists of single- selection, selected-response questions with
four answer choices. It also includes some of the following
question types: multiple-selection multiple choice, order/
match, audio stimulus, table/grid, select in passage, and video
stimulus.
Test Delivery Computer Delivered
Content Categories
Approximate
Number of
Questions
Approximate
Percentage of
Examination
I. Reading
49 40%
II. Language Use and
Vocabulary
33 19%
III. Writing, Speaking, and
Listening
50 41%
III.
II.
I.
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About The Test
The English Language Arts: Content and Analysis test measures whether prospective secondary
school English Language Arts teachers have the standards-relevant knowledge, skills, and
abilities believed necessary for competent professional practice. Aligned with the Common
Core State Standards (CCSS) for English Language Arts, the test measures examinees’ skills and
knowledge of concepts relevant to three categories: reading, including the study of literature
(i.e., stories, drama, and poetry) and informational texts (i.e., literary nonfiction, such as essays,
biographies, and speeches); use of the English language, including conventions of standard
English and vocabulary development; and writing, speaking, and listening. The 130 selected-
response questions address all of these categories. The two constructed-response (CR)
questions, or short essays, also address the first and third categories: reading and writing,
speaking, and listening. The first CR question asks examinees to analyze the central idea and
key literary elements of a poetry or prose excerpt from United States, British, or World
literature of any period. The second CR question asks examinees to read an excerpt from a
literary essay and analyze the central idea and important rhetorical features used to construct
an argument.
This test may contain some questions that will not count toward your score.
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Content Topics
This list details the topics that may be
included on the test. All test questions cover
one or more of these topics.
Note: The use of “e.g.” to start a list of
examples implies that only a few examples
are offered and that the list is not
exhaustive.
Discussion Questions
In this section, discussion questions provide
examples of content that may be included
in the questions you receive on testing day.
They are open-ended questions or
statements intended to help test your
knowledge of fundamental concepts and
your ability to apply those concepts to
classroom or real-world situations. Answers
for the discussion questions are not
provided; however, thinking about the
answers will help improve your
understanding of fundamental concepts
and may help you answer a broad range of
questions on the test. Most of the questions
require you to combine several pieces of
knowledge to formulate an integrated
understanding and response. The questions
are intended to help you gain increased
understanding and facility with the test’s
subject matter. You may want to discuss
these questions with a teacher or mentor.
I. Reading
A. Literature
* Any knowledge statements marked
wi
th an asterisk may be measured in
the constructed-response (CR) question
for this category.
1. Knows major works and authors of
United States, British, World
(including non-Western), and Young
Adult literature
a. identify the authors and titles of
major works of fiction, poetry,
drama, and literary nonfiction
2. Knows the historical, cultural, and
literary contexts of major works and
authors of United States, British, and
World literature
a. identify the historical or literary
context of major works of fiction,
poetry, drama, and literary
3. Understands the defining
characteristics of primary literary
genres
a. identify typical characteristics of a
genre
b. apply correct terminology for a
genre (e.g., stanza versus
paragraph)
4. Knows the defining characteristics of
major forms within each primary
literary genre (e.g., poetry: ballad,
haiku)
a. identify characteristics of major
forms within each genre through
distinctions in structure and
content (e.g., sonnets versus
ballads, satire versus realism)
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5. *Understands how textual evidence
supports interpretations of a literary
text
a. comprehend the literal and
figurative meanings of a text
b. draw inferences from a text
c. determine the textual evidence
that supports an analysis of a
literary text
6. *Understands how authors develop
themes in a variety of genres
a. identify the theme(s) or central
idea(s) of a given text
b. analyze how a theme or central
idea is developed throughout one
or more works
c. recognize universal themes from
myths, traditional stories, or
religious works and how they are
rendered or alluded to in literary
works
7. *Understands how literary elements
(e.g., characterization, setting, tone)
contribute to the meaning of a text
a. analyze the impact of differences
in the points of view of characters
and/or narrators
b. analyze the structure of a plot
c. analyze how different elements
contribute to mood, tone, and
conflict
d. analyze how particular lines of
dialogue or story events impact
meaning
e. analyze the text for character
development
8. *Understands how figurative
language contributes to the effect of
a text
a. identify examples of various
types of figurative language
(e.g., extended metaphor,
imagery, hyperbole)
b. interpret figurative language in
context and analyze its role in the
text
9. *Understands how poetic devices
and structure contribute to the effect
of a poem
a. analyze how poetic devices
(e.g., rhyme scheme, rhythm,
figurative language) contribute to
meaning in a poem
b. analyze how structure
(e.g., stanza, free verse, concrete
poem) contributes to meaning in
a poem
10. Understands how reading strategies
(e.g., making predictions, making
connections, summarizing) support
comprehension
a. identify literacy skills to support
active reading (e.g., text-to-self
connection, prediction,
summarizing)
b. evaluate a summary of a passage
c. evaluate the strength of a
prediction based on textual
evidence
11. Knows commonly used research-
based strategies for reading
instruction (e.g., activating prior
knowledge, modeling metacognitive
practices, active reading)
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a. recognize commonly used
research-based strategies for
teaching reading (e.g., activating
prior knowledge, modeling
metacognitive practices)
b. evaluate the effectiveness of
specific strategies to support a
particular reading task
c. interpret research and apply it to
particular reading instruction
challenges
12. Is familiar with various literary
theories (e.g., reader-response,
feminist criticism) for interpreting
and critiquing literary texts
a. recognize ways literary theories
are used to interpret and critique
texts
Discussion Questions: Reading
Literature
• What novels, poems, and essays
might be taught in a Secondary
English Language Arts classroom?
• What are some instructional
strategies for increasing students’
ability to use context cues?
• What are the purposes of
skimming, scanning, note-taking,
using graphic organizers, semantic
feature analysis, and pre-reading
activities?
• How do modeling, questioning,
scaffolding, activating prior
knowledge, and building
metacognition impact student
learning?
• How might a particular critic
analyze a work?
• How would that analysis differ from
critics from other schools of
thought?
B. Informational Texts and Rhetoric
1. *Understands how t
extual evidence
supports interpretations of an
informational text
a. comprehend literal and figurative
meanings of an informational
text
b. draw inferences from an
informational text
c. determine the textual evidence
that supports an analysis of an
informational text
2. *Understands how a variety of
organizational patterns and text
structures can be used to develop a
central idea in informational texts
a. identify the central idea of an
informational text
b. analyze how an author develops
or refines a central idea in an
informational text
c. identify the organizational
pattern of an informational text
(e.g., problem-solution, cause-
effect, sequence order)
d. analyze how ideas are connected
and distinguished from one
another in an informational text
3. *Understands how word choice
contributes to the effect of an
informational text
a. distinguish between connotation
and denotation in an
informational text
b. identify how technical language is
used in an informational text
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c. distinguish between what the text
says explicitly and what may be
inferred from the text
4. Understands rhetorical strategies
that authors use to convey purpose
and perspective in informational
texts
a. determine an author’s point of
view or purpose in an
informational text
b. analyze how an author uses
rhetoric support point of view
and/or purpose in an
informational text
c. recognize rhetorical strategies
(e.g., satire, irony,
understatement, hyperbole)
5. Understands methods that authors
use to appeal to a specific audience
a. identify methods of appeal or
persuasion (e.g., expert opinion,
generalization, testimonial)
b. evaluate the effectiveness of an
author’s methods of appeal
c. understand how technical or
non-technical language is used to
appeal to a targeted audience
6. *Understands how authors develop
and support a written argument
a. evaluate the argument and
specific claims in a text
b. determine an author’s purpose
and evaluate an author’s
reasoning
c. evaluate whether evidence is
relevant, factual, and/or sufficient
d. identify false statements and
fallacious reasoning (e.g., slippery
slope, red herring, strawman,
post hoc ergo propter hoc)
7. Knows how to interpret media and
non-print texts and how they
influence an audience
a. evaluate multiple sources of
information presented in
different media or formats
b. determine persuasive techniques
used in different media
Discussion Questions: Informational
Texts and Rhetoric
• How is organization linked to an
essay’s purpose? For example, how
could a problem-solution text
structure be used in an
argumentative essay?
• Select essays from books or
journals and identify the author’s
purpose.
• Think about the methods the
author uses to achieve that
purpose.
• Select editorials and opinion pieces
and identify the author’s argument.
• Analyze the text to determine what
evidence the author used to
support the argument, and whether
or not the methods of appeal are
valid or sufficient.
• Think about how information can
be presented in different forms, for
example photographs, videos,
memoirs, essays, and factual
accounts of the same event. How
should the approach to these
sources differ, and do these
sources serve different purposes?
C. Constructed-response Reading
Question
1. Interpret literature
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II. Language Use and Vocabulary
1. Understands the conventions of
standard English grammar, usage,
syntax, and mechanics
a. explain the function of the
different parts of speech
b. identify errors in standard English
grammar, usage, syntax, and
mechanics (e.g., inconsistent verb
tense, non-parallel structure,
sentence fragment, run-on)
c. justify grammar, usage, syntax,
and mechanics choices
(e.g., colon versus semicolon, its
versus it’s, saw versus seen, etc.)
d. identify different components of
sentences (e.g., clauses, phrases)
e. identify different structures of
sentences (e.g., simple, complex,
compound)
2. Understands the use of affixes,
context, and syntax to determine
word meaning
a. apply knowledge of affixes to
determine word meaning
b. use context clues to determine
word meaning
c. apply knowledge of syntax to
determine word meaning
d. analyze nuances of word
meaning and figures of speech
3. Understands the use of print and
digital reference materials to support
and enhance language usage
a. determine the most appropriate
print or digital reference material
(spell checker, style manual,
dictionary, glossary) for a
particular language usage task
4. Is familiar with variations in dialect
and diction across regions, cultural
groups, and time periods
a. identify variation in dialect and
diction across regions, cultural
groups, and time periods
b. understand the concept of dialect
and its appropriateness
depending on purpose and
audience
5. Knows commonly used research-
based approaches for supporting
language acquisition and vocabulary
development for diverse learners
a. recognize examples of commonly
used research-based strategies
for language acquisition or
vocabulary development
b. evaluate the effectiveness of
specific strategies to support
language acquisition or
vocabulary development
c. interpret research and apply it to
particular instructional challenges
related to language acquisition or
vocabulary development
Discussion Questions: Language Use and
Vocabulary
• What are the most common errors
that student writers make in
grammar and sentence structure?
• How do punctuation and word
order impact meaning in a
sentence?
• How do variations in language
impact communication?
• How are dialect and diction used in
literature and in oral
communication?
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• What are the phases of language
development, and how can a
teacher use knowledge of language
development to create a safe
learning environment?
III. Writing, Speaking and Listening
** Any knowledge statements marked with a
double asterisk may be measured in the
constructed-response (CR) question for this
category.
1. **Understands the distinct
characteristics of various modes of
writing (e.g., informative,
argumentative)
a. distinguish between common
modes of writing -
(e.g., argumentative, informative/
explanatory, narrative)
b. identify examples of common
types within modes of writing
(e.g., journal, letter, essay,
speech, blog)
c. determine which mode is the
most appropriate for an author’s
purpose and audience
2. **Understands how awareness of
task, purpose, and audience
contributes to effective writing
a. identify how the task, purpose, or
intended audience affects a piece
of writing
b. choose the most appropriate
type of writing for a task,
purpose, and audience
c. evaluate the effectiveness of a
piece of writing for a specific task,
purpose, and audience
3. **Understands the characteristics of
clear and coherent writing
(e.g., supporting details, organization,
conventions)
a. identify details that develop a
main idea
b. organize a text clearly and
coherently
c. use varied and effective
transitions throughout a text
d. justify stylistic choices within a
clear and coherent piece of
writing
e. introduce, develop, and conclude
a text effectively
4. Understands effective and ethical
research practices, including
evaluating the credibility of multiple
print and digital sources, gathering
relevant information, and citing
sources accurately
a. identify relevant information
during research on a given topic
b. evaluate the credibility of a print
or digital source
c. identify effective research
practices (e.g., formulating a
question, narrowing or
broadening a topic, choosing
effective sources)
d. identify the components of a
citation
e. cite source material appropriately
f. integrate information from
source material to maintain the
flow of ideas
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5. Understands components of
effective speech and presentation
delivery
a. identify characteristics of
effective delivery of a speech or
presentation (e.g., eye contact,
visual aids, tone)
b. evaluate the advantages and
disadvantages of using different
media to present ideas
c. determine whether information
is presented clearly, concisely,
and logically
6. Knows approaches for instructing
students on the effective use of
digital media to support and enhance
communication
a. identify techniques for instructing
students to choose and use
technological tools
(e.g., presentation software,
blogs, wikis) for effective
communication
b. evaluate the effectiveness of
specific technology-based
strategies to achieve enhanced
understanding of communication
goals
7. Understands commonly used
research-based approaches to
teaching components of writing
a. recognize commonly used
research-based strategies
(e.g., writing workshop, modeling)
for teaching components of the
writing process
b. identify research-based strategies
for teaching particular writing
tasks
c. interpret research and apply it to
particular writing instruction
challenges
8. Understands purposes and methods
of assessing reading, writing,
speaking, and listening
a. recognize a variety of research-
based approaches to and
purposes of formative and
summative assessment of
reading, writing, speaking, and
listening (e.g., use of rubrics,
conferencing techniques,
providing useful feedback)
b. evaluate the effectiveness of a
variety of research-based
approaches to and purposes of
formative and summative
assessment of reading, writing,
speaking, and listening (e.g., use
of rubrics, conferencing
techniques, providing useful
feedback)
9. Understands the components of
effective oral communication in a
variety of settings (e.g., one-on-one,
in groups)
a. identify a variety of techniques
(e.g., selecting age-appropriate
topics, facilitating appropriate
discussion behavior, ensuring
accountability) to ensure
productive participation and
active listening in collaborative
discussions
b. evaluate the effectiveness of
specific strategies for students
initiating and participating
effectively in discussions
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10. Knows that students bring various
perspectives, cultures, and
backgrounds to reading, writing,
listening, and speaking, and how to
incorporate that awareness into
classroom instruction
a. use knowledge of students’
individual and group identities to
plan instruction responsive to
their needs
b. know strategies for creating a
safe environment for reading,
writing, speaking, and listening to
take place
Constructed-response Writing,
Speaking, and Listening Question
1. Evaluate rhetorical features
Discussion Questions: Writing, Speaking,
and Listening
• What are some techniques
commonly used in argumentative
writing but not in
informative/explanatory writing?
• How does the purpose or intended
audience for a piece of writing
shape its form? Its tone?
• How do an author’s motives,
credibility, and perspective impact
source reliability?
• What technological tools could be
used in a classroom to support
effective discussions among
students?
• How can assessments be used to
guide instruction?
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English Language Arts: Content and Analysis (5039) Sample
Test Questions
Sample Questions
The sample questions that follow represent a number of the types of questions and topics that
appear on the test. They are not, however, representative of the entire scope of the test in
either content or difficulty. Answers with explanations follow the questions.
Directions: E
ach of the questions or statements below is followed by suggested answers or
completions, except for question 15, which asks you to place marks in table columns, and
question 20, which asks you to select one or more answers. In each case, select the answer(s)
that is best.
1. The book announced an insane world of dehumanization through terror in which the
individual was systematically obliterated by an all-powerful elite. Its key phrases—Big
Brother, doublethink, Newspeak, the Ministry of Peace (devoted to war), the Ministry of
Truth (devoted to lies), the Ministry of Love (devoted to torture)—burned their way at once
into the modern consciousness.
The passage above discusses
(A) E.M. Forster’s A Passage to India
(B) Thomas Pynchon’s V.
(C) George Orwell’s 1984
(D) Flannery O’Connor’s The Violent Bear It Away
Questions 2–3 are based on the following excerpt from Charlotte Brontë’s Jane Eyre.
This was all the account I got from Mrs. Fairfax of her employer and mine. There are people
who seem to have no notion of sketching a character, or observing and describing salient
points, either in persons or things: the good lady evidently belonged to this class; my queries
puzzled, but did not draw her out. Mr. Rochester was Mr. Rochester in her eyes, a gentleman, a
landed proprietor–nothing more: she inquired and searched no further, and evidently
wondered at my wish to gain a more definite notion of his identity.
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2. The passage suggests that the speaker would describe the “account” mentioned in the first
sentence as
(A) enlightening
(B) mystifying
(C) deficient
(D) erroneous
3. Mrs. Fairfax differs from the speaker in that Mrs. Fairfax
(A) has more interest in the complexities of people’s personalities
(B) judges people by their social station in life
(C) is more willing to take people at face value
(D) has a more positive opinion of Mr. Rochester
Questions 4–6 are based on the following excerpt from Zora Neale Hurston’s Their Eyes Were
Watching God.
The people all saw her come because it was sundown. The sun was gone, but he had left his
footprints in the sky. It was the time for sitting on porches beside the road. It was the time to
hear things and talk. These sitters had been tongueless, earless, eyeless conveniences all day
long. Mules and other brutes had occupied their skins. But now, the sun and the bossman were
gone, so the skins felt powerful and human. They became lords of sounds and lesser things.
They passed nations through their mouths. They sat in judgment.
4. The description of the sun in the second sentence contains which of the following literary
devices?
(A) Foreshadowing
(B) Irony
(C) Flashback
(D) Personification
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5. Which of the following is the best way of describing the last three sentences of the passage
(“They became . . . in judgment”)?
(A) They emphasize the weariness the sitters feel after a long day’s work.
(B) They are used to paint a picture of the way in which the sitters wish they spent their
evenings.
(C) They are a vivid way of describing the ease and authority the sitters feel during the
evening.
(D) They highlight the contrast between the feelings of the sitters and the feelings of the
bossman.
6. Zora Neale Hurston is associated with which of the following literary movements?
(A) New England Puritanism
(B) Transcendentalism
(C) Naturalism
(D) Harlem Renaissance
7. Grammar may be taught in two main ways— by experience with discourse that entails the
varieties of word forms and sentence construction, or by analyzing dummy sentences and
diagramming parts. Plentiful discursive experience is what really teaches grammar, for it
exercises judgment and provides language intake, whereas formal grammar study has been
proved irrelevant. Politics more than pedagogy retards the changing of the curriculum to fit
this truth.
The author of the passage above argues that
(A) using language in a wide variety of situations improves grammar
(B) good judgment can be improved by studying the rules of formal grammar
(C) analyzing and diagramming provide exercise in logical thinking
(D) formal study of grammar improves writing ability
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8. Science fiction: readers claim to either love it or loathe it; either they avoid it like poison or
they devour favorite works and authors like chocolate addicts gulping down fudge truffles.
The author of the passage compares certain readers with “chocolate addicts” primarily in
order to
(A) suggest that science fiction is not a serious literary genre
(B) indicate the depth of certain readers’ feelings about science fiction
(C) explain why some readers consider science fiction to be dangerous
(D) contrast the characteristics of science fiction with those of other literary genres
9. From the very beginning, I wrote to explain my own life to myself, and I invited any readers
who chose to make the journey with me to join me on the high wire. I would work without a
net and without the noise of the crowd to disturb me. The view from on high is dizzying,
instructive. I do not record the world exactly as it comes to me but transform it by making it
pass through a prism of fabulous stories I have collected on the way. I gather stories the
way a lepidopterist hoards his chloroformed specimens of rare moths, or Costa Rican
beetles. Stories are like vessels I use to interpret the world to myself.
—Pat Conroy
Which of the following best describes the organization of the passage?
(A) The author provides several explanations for taking a certain course of action.
(B) The author uses analogies to explain his experience of a particular action.
(C) The author makes a comparison between his own experiences and that of others in his
profession.
(D) The author chronicles the various phases of his work in a particular discipline.
10. Which of the following questions can a student ask to best determine whether an author is
using the persuasive technique of pathos in a passage?
(A) Does the author use tone and style to convey authority on the subject to the audience?
(B) Does the author use credible and reliable sources to convince the audience of the
argument?
(C) Does the author use facts and sound reasoning to substantiate claims made to the
audience?
(D) Does the author use personal connections and stories to appeal to the audience’s
emotions?
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11. Which of the following text features should a student examine first when determining the
main idea of a passage in an informational text?
(A) Table of contents
(B) Italicized words
(C) Headings
(D) Captions
12. A teacher is using the following advertisement during a lesson on methods of persuasion.
The advertisement primarily uses which of the following persuasive techniques to appeal to
the audience?
(A) Card stacking
(B) Testimonial
(C) Bandwagon
(D) Glittering generalities
13. Which of the following is the best description of traditional phonics instruction?
(A) Students study lists of high-frequency words in order to increase reading speed and
comprehension.
(B) Students are taught individual letter sounds first, followed by letter combination sounds
and the rules of putting these combinations together to make words.
(C) Students are immersed in written language and encouraged to decode entire words
using context clues.
(D) Students analyze patterns of organization and syntax as a way of learning to recognize
common structures.
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14. Every day was a happy day, and every night was peaceful.
The sentence above can best be classified as
(A) simple
(B) compound
(C) complex
(D) compound-complex
15. Place a mark in the column next to each sentence that most accurately names the type of
error contained in the sentence.
For each sentence, select ONE error.
Sentence
Split
Infinitive
Subject-
Verb
Disagreement
Faulty
Parallelism
Adjective/Adverb
Confusion
Mark decided to hastily
clean
the
house
before
his
parents
returned from
their
trip.
To be on time, Sharon
quick got ready and
drove to
school.
Joaquin enjoyed
skating,
sledding,
and also to go
skiing
in
the
cold
weather.
Although she enjoyed
weekends, Fridays was
Tanya’s favorite day of the
week.
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16. Whenever the mood strikes her, Angela takes a short walk around the block.
In the sentence above, the underlined portion can best be described as
(A) an adjective clause
(B) a relative clause
(C) a subordinate clause
(D) an independent clause
17. A student comes across the unfamiliar words “intercontinental,” “interglacial,” “interface,”
and “intercept” in his reading. The student can use his knowledge of affixes to understand
that all of the words share which meaning?
(A) between; among
(B) not; opposite of
(C) earth; environment
(D) under; too little
18. At the border of two countries there is a port where fishermen work. The fishermen do not
speak the same language, so they communicate using one that has been invented by them
for the purpose of trade. This language does not have any fixed rules of grammar.
The scenario above most accurately describes which of the following types of language?
(A) A dialect
(B) A creole
(C) A pidgin
(D) A regionalism
19. Anna feels that she is confusing “who” and “whom” in her narrative. She wants to correct
her error. Which of the following reference materials will best help Anna accomplish such a
task?
(A) A dictionary
(B) A thesaurus
(C) A glossary
(D) A grammar guide
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20. Which of the following strategies are most appropriate for helping students comprehend
new vocabulary in nonfiction texts?
Select ALL that apply.
(A) Writing sentences on the board for the students to copy
(B) Studying examples of texts that use the new vocabulary in context
(C) Activating the students’ prior knowledge to develop a framework for the new vocabulary
(D) Providing frequent opportunities for the students to use their new vocabulary words
(E) Having the students look up definitions in the dictionary and write them several times
21. A student is conducting a research project and has learned of a website that may have
useful information. The domain extension for the site is .org. Which of the following
assumptions about the website is correct?
(A) All of the information on the site is current.
(B) The site has been evaluated for bias.
(C) The site might belong to a nonprofit agency.
(D) The author of the site is well respected in his or her field.
Questions 22–24 refer to the following paragraphs.
I. On a dark, secluded street stood three abandoned houses. The first had broken
shutters and shattered windows. Next to it stood a dilapidated structure badly in need
of paint. Adjacent, amid debris, stood a shack with graffiti scrawled across the door.
II. Weeks before they decided on their destination, the seniors had already begun a
massive fund-raising project to help finance their class trip. When they were offered the
choice between Rome and London, an overwhelming majority chose Rome. Then
preparations began in earnest. In the months that followed, the students’ enthusiasm
escalated until the day the plane finally took off, carrying them toward an experience
they would remember forever.
III. Selecting a new car requires each buyer to weigh a number of factors. First to be
considered is the car’s appearance. Next, and even more critical, are the car’s
performance and safety ratings. Most significant to any prospective buyer, however, is
the car’s price.
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22. Which of the following best describes the organization of paragraph I ?
(A) Chronological order
(B) Spatial order
(C) Cause and effect
(D) Order of importance
23. Which of the following best describes the organization of paragraph II ?
(A) Chronological order
(B) Spatial order
(C) Cause and effect
(D) Order of importance
24. Which of the following best describes the organization of paragraph III ?
(A) Chronological order
(B) Spatial order
(C) Cause and effect
(D) Order of importance
25. In a holistic evaluation of student essays, evaluations are made on the basis of the
(A) number and variety of errors made by each student
(B) average sentence length and the complexity demonstrated in each essay
(C) ability of each student to communicate in a variety of discourse modes
(D) overall quality of each student’s essay in relation to the topic
26. In preparation for a writing unit on short stories, a teacher presents students with several
examples of short stories and works with them to identify defining characteristics of the
genre. Which of the following best describes this instructional strategy?
(A) Conferencing
(B) Discipline-based inquiry
(C) Self-Regulated Strategy Development
(D) Introduction-Body-Conclusion strategy
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27. To best encourage student engagement in the classroom, a teacher should select texts
based on which of the following?
(A) The instructional objectives
(B) Historically popular classic literature
(C) The instructional reading level of the class
(D) Topics that are interesting for the students
28. A student is standing in front of the class delivering a presentation. Some students in the
back of the room note that they are having trouble hearing what the presenter is saying.
Which of the following suggestions to the presenter would best address this problem?
(A) Engage your audience by making eye contact with people in the back of the room.
(B) Entertain your audience with exaggerated body language.
(C) Emphasize your main points by reading them directly from a paper.
(D) Project your voice by relaxing the rib cage and maintaining good posture.
29. Which of the following activities would help a teacher collect data and plan a unit of study
that addresses the individual needs of the students?
(A) Concentric circles
(B) K-W-L chart
(C) Book pass
(D) Reciprocal teaching
30. Students are reading the following passage from the National Park Service’s Web site.
Ten miles long and nearly 500 feet deep (152.4 meters), Lake McDonald, the largest lake in
the park, is a direct result of glacial carving. High peaks surrounding the lake all show
evidence of the power of glaciers to carve even the hardest of rock. The powerful glaciers
that carved the broad U-shaped valley that Lake McDonald sits in also carved smaller
hanging valleys with wonderful waterfalls that are accessible by numerous hiking trails.
Which of the following best identifies the intended audience of the passage?
(A) Scientists researching glacier development
(B) Teachers interested in creating virtual park field trips
(C) Academics studying the historical context of national parks
(D) Families interested in visiting Lake McDonald
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31. Which of the following is an example of persuasive speech?
(A) A campaign manager’s introduction of a mayoral candidate
(B) A professor’s lecture on the structure of the heart
(C) A company president’s yearly sales report
(D) A tour guide’s discussion of an art museum installation
32. I became what I am today at the age of twelve, on a frigid overcast day in the winter of 1975.
I remember the precise moment, crouching behind a crumbling mud wall, peeking into the
alley near the frozen creek. That was a long time ago, but it’s wrong what they say about the
past, I’ve learned, about how you can bury it. Because the past claws its way out. Looking
back now, I realize I have been peeking into that deserted alley for the last twenty-six years.
The excerpt is an example of which of the following types of writing?
(A) Informative
(B) Persuasive
(C) Descriptive
(D) Narrative
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Answers
1. Option (C) is correct. The passage describes the themes and key phrases of Orwell’s
1984.
2. Option (C) is correct. The speaker indicates that Mrs. Fairfax is one of those people who
has “no notion of sketching a character, or observing and describing salient points, either
in persons or things. ” Thus it can be inferred that Mrs. Fairfax’s description of Mr.
Rochester seemed deficient to the speaker.
3. Option (C) is correct. Mrs. Fairfax sees that Mr. Rochester is “a gentleman, a landed
proprietor”, and she is content knowing only these external facts about Mr. Rochester.
The speaker suggests that she, in contrast, would like to know more about Mr.
Rochester’s identity.
4. Option (D) is correct. Personification involves endowing abstractions, ideas, and
inanimate objects with human characteristics or sensibilities. In the second sentence, the
sun is described as having the human ability to leave footprints.
5. Option (C) is correct. The sentences describe the way the sitters feel during the evening.
After a long day of work and being “tongueless, earless, eyeless conveniences all day
long,” the sitters have reclaimed their autonomy. The words “lords” and “nations” and
the phrase “sat in judgment” vividly describe the sitters’ sense of power during the
evening.
6. Option (D) is correct. Zora Neale Hurston is one of the authors associated with the
Harlem Renaissance, an African American cultural movement that took place in the
United States in the 1920s and 1930s.
7. Option (A) is correct. The author maintains that “plentiful discursive experience” is the
most effective teacher of grammar. In this context, “discursive” experience means
experience with discourse—that is, speech or texts that communicate ideas for some
purpose and not merely as an exercise. The author argues that students learn the rules
of grammar as part of the process of learning to understand the meaning of diverse
texts.
8. Option (B) is correct. The author makes a comparison between science fiction readers
and people who love chocolate so much they could be called addicts to stress that those
who like science fiction cannot get enough of it.
9. Option (B) is correct. In the excerpt, Conroy discusses his experience as a writer. He
compares it both to being a trapeze artist in a high wire act and to being a lepidopterist
collecting bugs. Thus, he uses analogies to explain his experience.
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10. Option (D) is correct. Pathos is an appeal to the emotions of the audience, and
incorporating personal connections and stories is one technique for eliciting an
emotional response from readers.
11. Option (C) is correct. Headings in an informational text typically present the major idea
of each section of the text.
12. Option (C) is correct. The poster encourages people to join the group and work together.
13. Option (B) is correct. This is a typical definition of traditional phonics instruction.
14. Option (B) is correct. A compound sentence contains at least two independent clauses,
which are often joined by a comma and a conjunction.
15. The first sentence contains a split infinitive. In English, an infinitive is the most basic form
of the verb and is usually preceded by the preposition “to.” A split infinitive occurs when
an adverb is placed between “to” and the verb. In the example sentence, the adverb
“hastily” is placed between “to” and “clean” to indicate that the cleaning was done hastily.
The second sentence contains an error in adjective/adverb usage: the word “quick” is
being used as an adverb although it is actually an adjective; it should be replaced by the
adverb “quickly.” The third sentence contains an error in parallelism. The three verbs in
the sentence should be in the same form (i.e., “skating, sledding, and skiing”). The fourth
sentence contains an error in subject-verb agreement. Since “Fridays” is plural, the verb
form should also be plural. Therefore, “was” should be “were.”
16. Option (C) is correct. A subordinate clause cannot stand alone and begins with a
subordinating conjunction.
17. Option (A) is correct. The affix “inter-“ means between or among. All of the words share
this common prefix.
18. Option (C) is correct. A pidgin is a simplified language that develops as a means of
communication between two or more groups that do not have a language in common.
19. Option (D) is correct. A grammar guide helps with the proper construction of sentences
and proper use of words.
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20. Options (B), (C), and (D) are correct. Activating prior knowledge, examining new
vocabulary in context, and providing opportunities for students to practice using new
vocabulary words are all effective means of teaching vocabulary.
21. Option (C) is correct. The “.org” extension means that the site may belong to a nonprofit
organization, though the student would have to confirm it through further investigation.
22. Option (B) is correct. Paragraph I describes three houses standing in a row and relates
them to one another according to where in that row each is situated. The phrase
“next to” and the word “adjacent” are typically used in descriptions of spatial
relationships.
23. Option (A) is correct. Paragraph II describes a series of events that take place over the
course of several months. Words and phrases such as “weeks before,”“when,”“then,” and
“in the months that followed” relate events sequentially.
24. Option (D) is correct. The organization of paragraph III reflects an order of increasing
importance. The features of the car are arranged from the one that should least affect
the prospective buyer’s decision (appearance) to the one that should most influence the
buyer’s decision (price). Words such as “more” and “most” help establish the comparative
importance of each feature.
25. Option (D) is correct. Holistic evaluation is based on the premise that the overall impact
of an essay depends on the integration of different elements of writing, such as
organization, development, sentence structure, word choice, and mechanics. Holistic
evaluators assign a single score to a student essay based on the total effect to which
these elements contribute.
26. Option (B) is correct. Discipline-based inquiry is the practice of learning about a writing
form by dissecting it and investigating its parts. It involves analyzing, questioning, and
forming conclusions from examples of the writing mode.
27. Option (D) is correct. Learners should be at the center of instruction, and they are more
likely to be engaged if they are reading about topics in which they are interested.
28. Option (D) is correct. Proper posture is important for voice projection; poor posture
anywhere in the body can lead to excess tension and lack of flexibility in the muscles that
assist breathing and speaking.
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29. Option (B) is correct. The K-W-L chart can be used to document what students know,
what they want to know, and what they learned. This would be an effective means of
collecting data on students’ prior knowledge in order to effectively plan instruction that
meets curricular objectives.
30. Option (D) is correct. The information about the lake’s formation provides potential
visitors with an overview of the history of the park’s landscape, and the details about the
park’s “wonderful waterfalls” and “numerous hiking trails” serve to generate interest in
the activities available for visitors to the park.
31. Option (A) is correct. Political speeches are designed to try to convince the listeners that
the speaker has solutions to social problems.
32. Option (D) is correct. The excerpt tells a story and contains elements of narrative writing,
such as setting, theme, and a narrator.
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Sample Constructed-Response Questions
This section presents sample questions and constructed-response samples along with the
standards used in scoring the essays. When you read these sample responses, keep in mind
that they will be less polished than if they had been developed at home, edited, and carefully
presented. Examinees do not know what questions will be asked and must decide, on the spot,
how to respond. Readers take these circumstances into account when scoring the responses.
Readers will assign scores based on the following scoring guide:
General Scoring Guide for Textual Analysis Constructed-Response Questions
Score of 3
The response demonstrates a thorough understanding of the content
• Analyzes the specified elements in the selection accurately and with some depth
• Shows a sound understanding of the selection
• Supports points with appropriate examples from the selection and explains how the
examples support those points
• Is coherent and demonstrates control of language, including diction and syntax
• Demonstrates facility with the conventions of standard written English
Score of 2
The response demonstrates a basic or general understanding of the content
• Analyzes the specified elements in the selection with overall accuracy but may overlook
or misinterpret some elements
• Demonstrates understanding of the selection but may contain some misreadings
• Supports points with appropriate examples from the selection but may fail to explain
how the examples support those points
• Is coherent and demonstrates control of language, including diction and syntax
• Displays control of the conventions of standard written English but may have some
flaws
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Score of 1
The response demonstrates a weak understanding of the content and is flawed in one or more
of the following ways:
• Incorrectly identifies elements in the selection or provides a superficial analysis of those
elements
• Demonstrates an insufficient or inaccurate understanding of the selection
• Fails to support points with appropriate examples from the selection
• Lacks coherence or has serious problems with the control of language, including diction
and syntax
• Contains serious and persistent writing errors
Score of 0
The response demonstrates no understanding of the content and is seriously flawed in one or
more of the following ways:
• Doesn’t identify elements in the selection or doesn’t provide any analysis of those
elements
• Demonstrates a completely inaccurate understanding of the selection
• Is incoherent, or contains writing errors so egregious that comprehension is impeded
Also receiving a score of 0 would be any responses that are blank, completely off-topic, or not
written in English.
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Question 1
Analysis: Interpreting Literature
Read carefully the following passage from Rebecca Harding Davis’ story Life in the Iron-Mills.
Then, using at least two examples from the passage, describe how Davis uses the image of
smoke to develop the mood and setting.
The idiosyncrasy of this town is smoke. It rolls sullenly in slow folds from the great chimneys of the
iron- foundries, and settles down in black, slimy pools on the muddy streets. Smoke on the wharves,
smoke on the dingy boats, on the yellow river—clinging in a coating of greasy soot to the house-
front, the two faded poplars, the faces of the passers-by. The long train of mules, dragging masses
of pig-iron through the narrow street, have a foul vapor hanging to their reeking sides. Here, inside,
is a little broken figure of an angel pointing upward from the mantel-shelf; but even its wings are
covered with smoke, clotted and black. Smoke everywhere! A dirty canary chirps desolately in a cage
beside me. Its dream of green fields and sunshine is a very old dream—almost worn out, I think.
—Rebecca Harding Davis, Life in the Iron-Mills (1861)
Sample Response That Received a Score of 3
Davis uses the image of smoke to create a bleak setting and mood in different ways in this
paragraph. First, the setting of the town is full of smoke: “It rolls sullenly in slow folds from the
great chimneys of the iron- foundries, and settles down in black, slimy pools on the muddy
streets.” These lines create an image of a town that is dark and dirty. The image of smoke makes
the town sound like it is not safe for the people that live there. The mood of the passage, like the
smoke-filled setting, is bleak and dreary. The town sounds like a depressing place to live.
Second, even the angel that should be white and pure has been stained by the smoke: “The wings
are covered with smoke, clotted and black.” The smoke-covered angel gives an image of a town
that is tainted, that has no good in it anymore for its people.
Third, the smoke is not only on inanimate objects but also on living objects, the “long train of
mules” and the “dirty canary.” As the canary “chirps desolately” in its cage “Its dream of green
fields and sunshine” becomes a “very old dream.” From the author’s last words, the feeling given
is that the people’s dreams of living in a clean, unpolluted world are slim. The dream is “almost
worn out” because the smoke has overtaken the town.
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Comments on Sample Response That Received a Score of 3
This successful response thoroughly analyzes with some depth how Davis uses the image
of smoke to create setting and mood. The response provides several examples from the
passage to support its claims of how the smoke affects the town. It mentions how the
smoke “rolls sullenly in slow folds” and connects this image of a smoky town to a “bleak and
dreary” mood. The response also mentions the angel “that should be white and pure” but
that has been stained by smoke. The response connects the angel to the idea that the town
is tainted and has no good in it for its people. Lastly the response discusses how the smoke
affects living beings in the town. The canary’s dream is linked to the people’s dream of
living “in a clean, unpolluted world.” Thus the response demonstrates a thorough
understanding of how the image of the smoke is linked to the setting and mood of the
passage. The response is coherent and demonstrates both control of language and facility
with the conventions of standard written English.
Sample Response That Received a Score of 2
Davis uses the image of smoke to develop the setting and mood through the descriptive imagery
of smoke, and also in her choice of words and sentence structure. Davis describes the smoke as
“Smoke on the wharves, smoke on the dingy boats, on the yellow river—clinging in a coating of
greasy soot to the house-front, the two faded poplars, the faces of the passers-by.” Smoke hovers
over the town and it also makes “black, slimy pools on the muddy streets.” Davis’ sentences are
full of descriptive words. The “long train of mules” is depicting the way smoke seems to go on
forever with no end in sight. Davis’ excellent word choices gives the picture of a town covered in
thick smoke while most of the town is repressed because of the smoke and iron-mills holding
them there. The setting and mood are wonderfully developed through the combination of word
choice and sentence structure.
Comments on Sample Response That Received a Score of 2
This response offers only a general understanding of how Davis uses the image of smoke
to develop mood and setting. While the response provides examples of Davis’ descriptions
of how the smoke from the iron- mills affects the town, it fails to address how those images
affect the mood of the passage. The response instead focuses on how word choice and
sentence structure help to paint a vivid picture of the smoke (e.g., “The ‘long train of mules’
is depicting the way smoke seems to go on forever with no end in sight”). However, there is
very little discussion of the mood created by the use of these descriptive elements. There is
a reference to how the people of the town are “repressed because of the smoke and iron-
mills holding them there” but this reference isn’t fully developed. The response fails to
mention important images in the passage that are used to develop mood, such as the
angel and the bird in the cage. The response is coherent and demonstrates control of
language, and while there is some awkward phrasing, it also displays control of standard
written English.
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Sample Response That Received a Score of 1
The main thing is when the town is said to be covered in smoke “the idiosyncrasy of this town is
smoke.” This informs readers that the life of the town is smoke. The other thing is how everything
is covered by the smoke, even a little bird in a cage. The image of smoke is repeated many times
in the passage. It is used well to describe the setting of this town.
Comments on Sample Response That Received a Score of 1
While this response demonstrates control of language and is generally free from error, it
provides only a weak and flawed analysis of how Davis uses the image of smoke to develop
mood and setting. The response indicates that Davis repeats many times how the town is
covered in smoke but fails to address how this repetition affects the mood and setting. The
response also makes general statements and fails to support them with details from the
passage, such as “This informs readers that the life of the town is smoke.” Overall the
response demonstrates an insufficient understanding of how Davis develops setting and
mood.
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Question 2
Analysis: Evaluating Rhetorical Features
Read carefully the following excerpt from an essay by George Orwell. Then, in your own
words, identify the main idea in the passage and explain how the method of development
and the style (for example, word choice, figurative language, and tone) clarify and support
the main idea. Be sure to refer to specific examples from the excerpt in your discussion.
In our time it is broadly true that political writing is bad writing. Where it is not true, it will generally
be found that the writer is some kind of rebel, expressing his private opinions and not a “party line.”
Orthodoxy, of whatever color, seems to demand a lifeless, imitative style. The political dialects to be
found in pamphlets, leading articles, manifestos, White Papers, and the speeches of
undersecretaries do, of course, vary from party to party, but they are all alike in that one almost
never finds in them a fresh, vivid, home-made turn of speech. When one watches some tired hack
on the platform mechanically repeating the familiar phrases—bestial atrocities, iron heel, bloodstained
tyranny, free peoples of the world, stand shoulder to shoulder—one often has a curious feeling that one
is not watching a live human being but some kind of dummy; a feeling which suddenly becomes
stronger at moments when the light catches the speaker’s spectacles and turns them into blank
discs which seem to have no eyes behind them.
Sample Response That Received a Score of 3
Orwell is saying that political writing is derivative and soulless. He brings the reader to this idea
chiefly through the words he uses, such as: lifeless, imitative, tired, mechanical, familiar, dummy,
and blank. All these words conjure up images of anything but lively writing. Orwell also writes in
an accusatory tone, beginning this passage by saying that political writing is bad writing. The
tone helps to cement the idea that political writing is deficient because it is judgmental. He taps
into the experience of the readers by mentioning phrases that are used by political pundits
continuously. Orwell also reminds the reader that this experience is not unique to any particular
political group because it exists in every party. He also mentions that only passionate rebels
produce good political writing because they are speaking from private opinion, not regurgitating
party rhetoric. Overall, Orwell uses these writing strategies to paint most political literature as
having no life in it because it is usually the mechanical parroting of speech points torn directly
from the hive mind of the party and their deeply entrenched canon.
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Comments on Sample Response That Received a Score of 3
The response received a score of 3 because it provides a thoughtful and thorough analysis
of Orwell’s method of development. The response begins by correctly identifying the main
idea. It then goes on to mention Orwell’s word choice and how these words do not evoke
“lively writing” for the reader. It also indicates that Orwell’s tone is “accusatory” and that
this tone helps “cement the idea that political writing is deficient.” Additionally the response
indicates that Orwell uses examples that will be familiar to readers to help persuade them
of his point of view. It ends by alluding to the image of the dummy—“mechanical parroting
of speech points torn directly from the hive mind of the party.” Overall the response does a
very good job of discussing Orwell’s word choice, tone, and use of figurative language to
develop his main idea.
Sample Response That Received a Score of 2
The main idea of the passage is that political writing of the time is “bad” writing. Orwell backs up
this opening statement with specific examples of political writing such as pamphlets, leading
articles and manifestos. Orwell points out that the politicians leading on writers contribute to
this orthodox imitative style. Orwell points out the lack of “fresh, homespun” speeches contribute
to this bad political writing. There are variances between parties, but one sees the same thing
over and over. Orwell concludes that this reading of someone else’s work makes the politician
seem less human and this contributes to the dehumanizing world.
Comments on Sample Response That Received a Score of 2
The response received a score of 2 because it identifies the main idea—“that political
writing of the time is ‘bad’ writing”—but overlooks some elements since it does not explore
with any depth how Orwell uses tone, word choice, and figurative language to present that
idea. The response does provide examples from the selection but does not adequately
connect them to Orwell’s method of development. Rather the examples serve to convey a
summary rather than an analysis of the selection. For example, the response does not
connect Orwell’s choice of words to his negative, critical tone.
Sample Response That Received a Score of 1
The main idea of this passage is that the political writing is boring and does not stem from the
person but from the “party.” His tone is not bossy and his word choice conveys his idea in a
positive way. For example in line 3 he uses “some kind of rebel.” That choice of words doesn’t
turn anyone off from reading this essay. Another example is found in line 9 when he says “some
kind of dummy.”
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Comments on Sample Response That Received a Score of 1
This response lacks any analysis of Orwell’s method of presenting his main idea in the selection.
Although the response does offer a fairly accurate restatement of the main idea of the selection,
it does not go on to explore how this idea is developed. The response offers examples but does
not connect them to any of Orwell’s points. There is no attempt made to explain how Orwell uses
word choice, tone, and figurative language to develop his idea that most political writing is bad.
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Understanding Question Types
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assessments include a variety of question types: constructed response (for which
you write a response of your own); selected response, for which you select one or more
answers from a list of choices or make another kind of selection (e.g., by selecting a sentence in
a text or by selecting part of a graphic); and numeric entry, for which you enter a numeric value
in an answer field. You may be familiar with these question formats from seeing them on other
standardized tests you have taken. If not, familiarize yourself with them so that you won't have
to spend time during the test figuring out how to answer them.
Understanding Selected-Response and Numeric-Entry Questions
For most questions you will respond by selecting an oval to choose a single answer from a list
of answer choices.
However, interactive question types may also ask you to respond by doing the following.
• Selecting more than one choice from a list of choices.
• Typing in a numeric-entry box. When the answer is a number, you may be asked to
enter a numerical answer. Some questions may have more than one entry box to enter
a response. Numeric-entry questions typically appear on mathematics-related tests.
• Selecting parts of a graphic. In some questions, you will select your answers by selecting
a location (or locations) on a graphic such as a map or chart, as opposed to choosing
your answer from a list.
• Selecting sentences. In questions with reading passages, you may be asked to choose
your answers by selecting a sentence (or sentences) within the reading passage.
• Dragging and dropping answer choices into targets on the screen. You may be asked to
select answers from a list of choices and to drag your answers to the appropriate
location in a table, paragraph of text or graphic.
• Selecting answer choices from a drop-down menu. You may be asked to choose
answers by selecting choices from a drop-down menu (e.g., to complete a sentence).
Remember that with every question you will get clear instructions.
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Understanding Constructed-Response Questions
Some tests include constructed-response questions, which require you to demonstrate your
knowledge in a subject area by writing your own response to topics. Essay questions and short-
answer questions are types of questions that call for a constructed response.
For example, an essay que
stion might present you with a topic and ask you to discuss the
extent to which you agree or disagree with the opinion stated. For such questions, you must
support your position with specific reasons and examples from your own experience,
observations, or reading.
Following are a few sample essay topics to review.
• Brown v. Board of Education of Topeka
“We come then to the question presented: Does segregation of children in public
schools solely on the basis of race, even though the physical facilities and other
‘tangible’ factors may be equal, deprive the children of the minority group of equal
educational opportunities? We believe that it does.”
A. What legal doctrine or principle, established in Plessy v. Ferguson (1896), did the
Supreme Court reverse when it issued the 1954 ruling quoted above?
B. What was the rationale given by the justices for their 1954 ruling?
• In his self-analysis, Mr. Payton says that the better-performing students say small-group work
is boring and that they learn more working alone or only with students like themselves.
Assume that Mr. Payton wants to continue using cooperative learning groups because he
believes they have value for all students.
o Describe TWO strategies he could use to address the concerns of the students
who have complained.
o E
xplain how each strategy suggested could provide an opportunity to improve
the functioning of cooperative learning groups. Base your response on principles
of effective instructional strategies.
• “Minimum-wage jobs are a ticket to nowhere. They are boring and repetitive and teach
employees little or nothing of value. Minimum-wage employers take advantage of people
because they need a job.”
o Discuss the extent to which you agree or disagree with this opinion. Support
your views with specific reasons and examples from your own experience,
observations, or reading.
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Keep the following things in mind when you respond to a constructed-response question.
1. Answer the question accurately. Analyze what each part of the question is asking you
to do. If the question asks you to describe or discuss, you should provide more than just
a list.
2. Answer the question completely. If a question asks you to do three distinct things in
your response, you should cover all three things for the best score. Otherwise, no
matter how well you write, you will not be awarded full credit.
3. Answer the question that is asked. Do not change the question or challenge the basis
of the question. You will receive no credit or a low score if you answer another question
or if you state, for example, that there is no possible answer.
4. Give a thorough and detailed response. You must demonstrate that you have a
thorough understanding of the subject matter. However, your response should be
straightforward and not filled with unnecessary information.
5. Take notes on scratch paper so that you don’t miss any details. Then you’ll be sure to
have all the information you need to answer the question.
6. Reread your response. Check that you have written what you thought you wrote. Be
sure not to leave sentences unfinished or omit clarifying information.
The Praxis
Study Companion
39
General Assistance For The Test
Praxis
®
Interactive Practice Test
This full-length Praxis
®
practice test lets you practice answering one set of authentic test
questions in an environment that simulates the computer-delivered test.
• Timed just like the real test
• Correct answers with detailed explanations
• Practice test results for each content category
ETS provides a free interactive practice test with each test registration. You can learn more
here
.
Doing Your Best
Strategy and Success Tips
Effective Praxis test preparation doesn’t just happen. You'll want to set clear goals and
deadlines for yourself along the way. Learn from the experts. Get practical tips to help you
navigate your Praxis test and make the best use of your time. Learn more at
Strategy and Tips
for Taking a Praxis Test.
Develop Your Study Plan
Planning your study time is important to help ensure that you review all content areas covered
on the test. View a sample plan and learn how to create your own. Learn more at
Develop a
Study Plan.
Helpful Links
Ready to Register – How to register and the information you need to know to do so.
Disability Accommodations – Testing accommodations are available for test takers who meet
ETS requirements.
PLNE Accommodations (ESL) – If English is not your primary language, you may be eligible for
extended testing time.
What To Expect on Test Day – Knowing what to expect on test day can make you feel more at
ease.
Getting Your Scores – Find out where and when you will receive your test scores.
To search for the Praxis test prep resources
that meet your specific needs, visit:
www.ets.org/praxis/testprep
To purchase official test prep made by the creators
of the Praxis tests, visit the ETS Store:
www.ets.org/praxis/store
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