extended response essay question examples

GED Essay Writing Guide

What is the ged rla “extended response” question.

The Reasoning Through Language Arts (RLA) section of the GED includes an Extended Response essay question. You will only have 45 minutes to complete this essay, so it is important to familiarize yourself with the nature of the prompt. Read through this guide to become more familiar with the prompt and how to write the best response possible.

If you follow the strategies and the template provided in this guide, you’ll be able to produce a high-scoring essay in the time allotted! 😀

GED Essay Overview

Since the GED Exam is administered on a computer, you will type your essay into a text box. You will first be presented with two Stimulus Passages and then you will be given an essay prompt. The Stimulus Passages will each have 4–5 short paragraphs that introduce an issue and take a stance on that issue, with one passage opposing the other. You will then be given the following prompt:

➤ Pro Tip: Remember that the 45 minutes includes the time you take to read the Stimulus Passages. Read the passages thoroughly, but quickly, and make note of any specific points that stand out to you so that you can easily reference them as you formulate your argument.

GED Essay Strategy

In order to maximize your 45 minutes, it’s important to decide ahead of time how much time you will spend on each step. We recommend following the guide below, but you should write some practice responses with a timer nearby to get a good understanding of how our guide can best serve you. Make sure you do not hand-write your practice essays, as it is always best to recreate test conditions as closely as possible when preparing.

Follow this strategy when writing your GED Essay:

Step 1 ► Read and Analyze the Stimulus Passages (5 Minutes).

Start by reading both of the passages. Make sure you understand the issue and the position that each passage is taking. Try to ignore your own personal feelings on the topic as you read. Ultimately, your job is to explain why one of the sides is better supported ; it is fine to completely disagree with the side you defend, so long as you adequately support your stance. You are not writing about who you agree with, you are writing about who supports their argument best .

Step 2 ► Select Your Position and Outline Your Ideas (5 Minutes).

Ask yourself: which side seems like it has more supporting details and/or examples? Your task with this essay is similar to that of a teacher grading an essay. It doesn’t matter if you agree with the position; it matters that the writer supported their position well.

Remember, “better-supported” does not necessarily mean “right.” You are not required to argue in favor of one of the positions; you only need to explain why one position is better-supported than the other position.

Passage 1 : argues that school lunches should be 100% vegetarian in order to improve the health of students and to tackle the obesity epidemic in schools. This passage provides:

statistics showing that vegetables are good for children.

Passage 2 : argues that animal protein is crucial for superior athletic performance and sustained energy levels in children. This passage provides:

quotes from a doctor who says that protein from meat keeps children alert in classes after lunchtime.
scientific research that supports this claim.
statistics from counties that switched to vegetarian lunches which show that test scores dropped after adopting vegetarian lunches.

Which side is “best supported?” Which side should you choose for your essay? If you said, Passage 2, you are correct. Even if you are a vegetarian, you should be able to see that there is more supporting evidence in the passages for the “pro-meat” side. You will not receive a bad score if you choose to support the side that has less evidence, but it makes your task harder.

You should spend approximately 5 minutes deciding your position and outlining your essay. You can simply type your outline at the top of the text box (and delete it after you finish your essay). We will discuss more specifics about how to outline our essay in the “Template” below!

Step 3 ► Write your Essay (30 Minutes).

At this point, approximately 10 minutes will have gone by. You have read the passages and outlined your position. Now, simply start with paragraph 1, and follow the outline you created. Remember to stop periodically and refer back to your outline at the top. Most GED Extended Response essays are between 4–7 paragraphs and each paragraph is composed of 3–7 sentences. We suggest that you aim for 5 paragraphs; doing so ensures that your argument is complete.

As you will see in the Template below, it’s okay if some paragraphs are shorter than others! Don’t feel like you have to write sentences to fill up space; always write with purpose. Once you’ve made your point in a given paragraph, add a concluding sentence and move on. You should spend approximately 30 minutes on your essay.

Step 4 ► Read Everything Over At Least Once (5 Minutes).

Proofreading can make a good essay great, and a great essay stellar, so don’t forget that you will need at least 5 minutes at the end to thoroughly read through what you have written. Go back to the outline and review your notes. Does the essay you wrote follow the outline? Is it well-organized? If you’re happy that you didn’t stray from your plan, delete your outline notes. This is very important! If you do not delete your notes, scorers will think it is part of your response and take points off.

If you have extra time, look for spelling and grammar errors. Do your verb tenses agree? Did you accidentally leave off the “s” on a plural noun? How are the transitions between paragraphs? Does the essay “flow?” Remember, you can re-type any sentences you dislike, and you can add additional sentences for clarity. This is a timed response, so it does not have to be perfect, but if you have the time to fix mistakes you’ll only be helping your chances.

GED Essay Template

In the four-part strategy above, you read about the importance of planning and making an outline for the position you selected. Your outline should follow this general format:

Paragraph 1 — Introduction
Paragraph 2 — Body Paragraph
Paragraph 3 — Body Paragraph
Paragraph 4 — Body Paragraph
Paragraph 5 — Conclusion

★ Paragraph 1 — Introduction

The introduction and conclusion are short paragraphs that “bookend” your essay. Your introduction should:

introduce the topic from the passage,
explain both sides of the issue (showing that you understood what you read),
and make a claim that one side is better-supported and thus, more convincing (this should be the final sentence of the introduction).

Below is a possible template for the introductory paragraph. When you are writing your essay, you can write a very similar introductory paragraph while replacing the underlined portions to fit the prompt that you are answering:

★ Paragraphs 2–4 — Body Paragraphs

The real strength of your essay lies in your body paragraphs. Each body paragraph must introduce and describe one reason why the position you chose is better-supported. There will be 3 reasons in total (if you follow the 5-paragraph format). Look for some of these common ready-made arguments when reviewing the passages:

Authority figure — Does the passage quote a reputable figure with specialized knowledge, such as a doctor, scientist, or other expert? Does the reference lend credibility to the overall argument?

History — Does the passage explain a historical event or a precedent to back up its claim?

Statistics — Does the passage provide any numbers or data? Does the data help the author’s position?

Logical reasoning — Is there a strong element of logic or “common-sense” to the argument, and is it presented in a clear, cohesive manner?

Ethics — Is a moral argument made? Does the author insist his or her position is correct because it is the “morally right” thing to do?

Emotion — Does the author appeal to the reader’s feelings? Does the argument evoke an emotional response?

Reasonable Assumptions — Does the author rely on assumptions to draw any conclusions? Are the assumptions reasonable?

Forceful Vocabulary — Does the author’s word choice add weight and importance to the argument?

Not all of these will be present in every passage, but you will only need 3, and it is likely that at least 2–3 of these will be used in each argument. If the passage you choose only has 2 of the above supports, consider writing more than one paragraph about each, using different support. Let’s look at how we can “plug” three of these examples into our thesis from above:

When you outline your GED Essay, pre-write your thesis and decide on which three forms of support you will discuss to prove that your passage is better-supported. This will help you organize of the rest of your essay. Now that we have chosen our three examples, we can make a more specific outline:

Paragraph 1 — Introduction (why Position X is better-supported)
Paragraph 2 — Emotional Appeal
Paragraph 3 — Authority Figure’s Opinion
Paragraph 4 — Forceful Vocabulary
Paragraph 5 — Conclusion (why Position Y is not well supported)

Let’s look at how we can “plug” some of these ready-made arguments into a body paragraph:

Notice how this body paragraph introduces the example in the first sentence (“logical reasoning”), and then cites 3 specific examples from the passage that employ this logical reasoning. The final sentence reiterates and emphasizes the overall idea of the paragraph. This paragraph is only 5 sentences (if you include a quote), yet it does a great job (1) introducing the superiority of the argued position, (2) giving examples from the passage to support a specific idea, and (3) concluding the paragraph.

In each body paragraph, you must defend your assertion that ONE position is better-supported with at least one specific reference showing this support. If you choose, “authority figures” as an example, but there is only 1 authority figure mentioned in the passage, it’s okay to spend the entire body paragraph discussing that one figure. You do not need to make up anything that is not in the passage—in fact, you shouldn’t!

★ Paragraph 5 — Conclusion

Finally, let’s look at how we can structure the conclusion:

GED Essay Scoring

Three separate scorers will grade your response based on each of the three traits of your essay: (1) Analysis of Arguments and Use of Evidence, (2) Development of Ideas and Structure, and (3) Clarity and Command of Standard English. Notice that if you follow the strategy and template provided above, all of these traits will be accounted for, and you won’t have to worry about them on Test Day! 😀

GED Essay Practice

Now you’re ready to write a practice essay. Try our GED Essay Practice Question .

TOPICS A. Fill-in-the-Blank Items B. Essay Questions C. Scoring Options

Assignments

Extended Response

Extended responses can be much longer and complex then short responses, but students should be encouraged to remain focused and organized. On the FCAT, students have 14 lines for each answer to an extended response item, and they are advised to allow approximately 10-15 minutes to complete each item. The FCAT extended responses are scored using a 4-point scoring rubric. A complete and correct answer is worth 4 points. A partial answer is worth 1, 2, or 3 points.

GED Extended Response Essay Prompts & Examples

A quick guide to writing an extended response for the ged language arts test.

GED® Reading & Writing Practice Test ( 25 Questions )

GED® Reading & Writing Practice ( Tons Questions )

GED® Reading and Writing Lessons ( 10 Lessons )

Check out our other Free GED© Practice Test

Many students fear the writing part of the GED test. And we understand. After all, it takes effort and time to organize your ideas, fix sentence structures, and ensure that grammar, punctuation, capitalization, and spelling are correct. With only 45 minutes to complete your essay, how will you be able to finish your piece? Thankfully, there are ways to make this part easy for you. You don’t have to be a gifted writer to write succeed in writing a winning essay for the Extended Response portion of the GED writing test. There are tips to succeed in writing your essay.

Start reviewing with our helpful contents: GED Reasoning Through Language Arts Guide

What’s in the GED Writing Extended Response Portion of the Test?

This test will check how well you create arguments and use evidence. Also, it would also test your clarity and command of Standard English language.

Quick Tips to Remember When Writing Your Essay:

Take a deep breath. Nervous about the test? Ease anxiety by taking deep breaths before writing your essay. Being stressed while writing might keep your focus away from the task and affect the quality of your essay.
Read the two passages carefully . Make sure you understand each passage before choosing your position.
Make an outline . Don’t write right away. Create an outline first. Choose a position that you can easily defend based on what you’ve read, then list down the main points to support this position.
Your essay should have:
1. An introduction that states your main argument 2. At least 3 paragraphs with your supporting evidence 3. A conclusion that restates your main argument and main points.
Focus on the first and last paragraphs first . This will help you stick to your argument and main points.
Be clear . The paragraphs in between your first and last paragraphs should clearly explain your main points. Start each paragraph by stating the main point that you want to talk about.
Proofread your work . Check your work for grammar and spelling errors. Improve sentence structures with the time that’s left.

Keep in mind that the saying, “practice makes perfect” applies here. Mastering essay writing takes a lot of practice and reading. Begin practicing your writing as well improving your comprehension skills with our Free GED Practice Tests for Language Arts. We also recommend reading high-quality newspapers, publications, and literary pieces to help build your English writing skills.

How to do an extended response exam

In an extended response question, you will be given a topic or a question and be given specific instructions on how to respond.

Knowing what the question is asking for, and knowing how to structure your response, is crucial to obtaining the best results.

Understand the question

Read the question carefully to find the key word or phrase in regard to what you need to do.

The most common key words and phrases are listed below with a brief explanation of what you need to do:

Extended Response Structure

Your Extended Response paragraph should follow the same paragraph structure as an analytical essay body paragraph. Parts of a good body paragraph :

1. Topic sentence : The very first sentence that clearly states what you are going to be arguing in the paragraph.

2. Explanation sentence: provides a detailed explanation of what your topic sentence means, or the main points that your sources will focus on. This usually means provided details about a historical person, location or event.

3. Evidence from your sources : Incorporate a number of good pieces (usually 3-4) of evidence from sources that prove your point for this paragraph. A typical evidence sentence has the following structure:

[Source name] says that [direct/indirect quote] which shows that [explanation] (in-text reference).

For example:

Smith says that "Romans were cruel soldiers", which shows that Roman legionaries had a reputation for excessive violence (1977, 186).

As you incorporate your quotes, ensure you provide analysis and evaluation of your sources. For examples for how to do this, proceed to this section of the History Skills website.

4. Clincher : Make a clear statement about how all the evidence you provided helps prove what you had stated in your Topic Sentence.

Example Extended Response

Example Extended Response Question:

How did the differences in Caesar’s and Pompey’s attitudes towards their defeated enemies effect how the Roman people reacted to the two leaders?

Example Extended Response Answer:

The difference between Caesar’s clemency and Pompey’s harsh punishments polarised the Roman populace, causing them to love one but hate the other. On one hand, Caesar spared the lives of the defeated Pompeian soldiers who had fought against him. His clemency was promoted throughout Italy, which increased popular opinion in Caesar’s favour. Caesar himself was reported have said to Cicero, a close political ally, that such a strategy was intended to “willingly win the support of all and gain a permanent victory…grow[ing] strong through pity and generosity” (Cicero, Atticus , VII.11). It must be noted that Cicero demonstrated a favourable opinion towards the future dictator at that point in time, so the senator may have produced this notion on behalf of Caesar. However, the indication is that the stratagem worked and Caesar gained substantial popularity in Italy as a result. In contrast to Caesar’s generosity, Pompey and the optimates were reputedly very harsh towards their enemies. They had announced that those who remained in Rome were to be regarded as enemies (Kamm, 2006, 106). This is confirmed by Goldsworthy, when he notes that after the victory at Dyrrachium, Pompey’s commanders were allowed to mock and execute imprisoned troops in front of Caesar’s army (2006, 421). The news of both Caesar’s and Pompey’s differing attitudes towards defeated enemies had a powerful effect on the Romans. The sharp contrast between the two policies of the two civil war generals impressed the Italians in Caesar’s favour and, as a result, Pompey lost most of his popular support on the peninsula.

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Utilizing Extended Response Items to Enhance Student Learning

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"Extended response items" have traditionally been called "essay questions." An extended response item is an open-ended question that begins with some type of prompt. These questions allow students to write a response that arrives at a conclusion based on their specific knowledge of the topic. An extended response item takes considerable time and thought. It requires students not only to give an answer but also to explain the answer with as much in-depth detail as possible. In some cases, students not only have to give an answer and explain the answer, but they also have to show how they arrived at that answer.

Teachers love extended response items because they require students to construct an in-depth response that proves mastery or lack thereof. Teachers can then utilize this information to reteach gap concepts or build upon individual student strengths. Extended response items require students to demonstrate a higher depth of knowledge than they would need on a multiple choice item. Guessing is almost completely eliminated with an extended response item. A student either knows the information well enough to write about it or they do not. Extended response items also are a great way to assess and teach students grammar and writing. Students must be strong writers as an extended response item also tests a student's ability to write coherently and grammatically correct.

Extended response items require essential critical thinking skills. An essay, in a sense, is a riddle that students can solve using prior knowledge, making connections, and drawing conclusions. This is an invaluable skill for any student to have. Those who can master it have a better chance of being successful academically. Any student who can successfully solve problems and craft well-written explanations of their solutions will be at the top of their class.

Extended response items do have their shortcomings. They are not teacher friendly in that they are difficult to construct and score. Extended response items take a lot of valuable time to develop and grade. Additionally, they are difficult to score accurately. It can become difficult for teachers to remain objective when scoring an extended response item. Each student has a completely different response, and teachers must read the entire response looking for evidence that proves mastery. For this reason, teachers must develop an accurate rubric and follow it when scoring any extended response item.

An extended response assessment takes more time for students to complete than a multiple choice assessment . Students must first organize the information and construct a plan before they can actually begin responding to the item. This time-consuming process can take multiple class periods to complete depending on the specific nature of the item itself.

Extended response items can be constructed in more than one way. It can be passage-based, meaning that students are provided with one or more passages on a specific topic. This information can help them formulate a more thoughtful response. The student must utilize evidence from the passages to formulate and validate their response on the extended response item. The more traditional method is a straightforward, open-ended question on a topic or unit that has been covered in class. Students are not given a passage to assist them in constructing a response but instead must draw from memory their direct knowledge on the topic.

Teachers must remember that formulating a well written extended response is a skill in itself. Though they can be a great assessment tool, teachers must be prepared to spend the time to teach students how to write a formidable essay . This is not a skill that comes without hard work. Teachers must provide students with the multiple skills that are required to write successfully including sentence and paragraph structure, using proper grammar, pre-writing activities, editing, and revising. Teaching these skills must become part of the expected classroom routine for students to become proficient writers.

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Tips for writing a killer extended response

Sam Di Sano

Teacher and School Enablement Leader at Atomi

So, what makes a good extended response? Glad you asked. Be honest, how many times has your teacher pulled the old PEEL card trick out and you’ve just been sitting there in class thinking ‘wtf is this old guy going on about?’

Well I’ve gotta say - your teacher has a point. PEEL is the way to go if you want to write a solid extended response, with all the analysis, evidence and links that you need to get those top marks.

Let’s break it down

What is this PEEL concept all about? Pretty much it’s about breaking down your 4-6 sentence paragraphs into smaller chunks, which will help you write really concise statements that actually answer the question. To do this you need to include your P oint or topic sentence, a little E vidence with an E xplanation of that evidence and then finally a L ink sentence.

Let’s break these down some more:

Point or Topic Sentence

This is your opening statement where in one sentence you essentially answer the question (so address that key term, i.e. 'explain', 'discuss', 'analyse') by using the words of the question and by stating your position and formulating your own argument or thesis. This can then be followed by another sentence or two giving a little more information for those people who are still a little confused and need it to be explained a bit more.

This is where you start to bring in the proof you need to cement your position. Remember, you’re trying to argue your perspective so you have to be able to back up what you’re saying with actual evidence from the text or stimulus you’ve been given. Here you get the opportunity to bring in all those quotes or key dates you’ve spent the last 3 weeks trying to memorise. It’s also a good chance to show the marker that you’ve analysed the stimulus and have a good understanding of these.

Explanation

Your next couple of sentences now need to explain how that evidence is actually proving your point. This is your chance to really bring in those critical thinking and analysis skills that you’ve been practising. It’s also the perfect time to bring in any techniques that can also help you prove your point. Whether it’s the use of analogy in English, or the context of the source given in a History exam, these details can really bulk up your explanations and show the marker that you know what you’re talking about and are able to put together a really solid argument.

Like any good piece of writing, it’s all about structure. So, now it’s time to wrap it all up and bring it back to where you started. A little like public speaking I guess, you draw your audience back to the question and your point or topic. No, this does not mean you get to just restate your first sentence exactly. It’s all about summing up how every point you just made in that paragraph answers the question and reconfirms your point of view.

But it doesn’t stop there. Repeat these steps a couple of times per paragraph and that’s when you’ll get some really quality paragraphs starting to come together.

Why mine is better than yours

So if it is that simple, what makes one paragraph better than another? There are two things that will make your work stand out over the person next to you;

The level of sophistication you put into the language you use.
The level of sophistication you put into the techniques you use and facts you quote.

That’s where you can really develop an edge. Remember, you don’t want your extended responses to go over the word limit or be so long that you can't get the whole thing down in an exam, so make an effort to keep your writing really tight and succinct. You can't waste any time fluffing around with your words so choose every one of them carefully. Same with your evidence. Be well read and use a body of work to prove your point wisely. You don’t have to prove a theory is right - you need to prove your particular perspective is plausible and you do that by using sources of evidence that think the same way you do.

If it’s your first time writing out a paragraph using the PEEL method, a really good way to keep track of everything is to use different coloured pens or a different colour highlighter for each of your PEEL sentences. The more you do this, the easier it’ll become and before you know it you’ll be writing paragraphs that fit the structure without even trying.

See - it’s really not that hard to write a good extended response, but it does take heaps of practice to really sharpen and polish your work. The more you practice, the more sophisticated your writing will become. I see you band 6 👀!

Published on

July 18, 2018

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Extended written response questions

Written response questions require an extended answer from students.

These questions often address higher order thinking skills and require students to recall or research information and apply that information in different ways.

Advantages and limitations

Limitations
Tests for higher order thinking skills and application of key content
Allows for different and original responses – students compose rather than select
Less time consuming to construct compared to other forms of assessment
Minimise guessing
Tests student ability to organise thoughts
Allows opportunities to provide feedback on student progress
Stimulates more broad study
Can favour students with skilful writing
Limits the amount of course content covered
Requires an extensive amount of time to grade
Grading can be subjective and unreliable
Susceptible to academic misconduct through generative artificial intelligence tools
Generally does not provide an objective measure of student ability and/or achievement
Opportunity for bluffing, rambling, or going off on tangents if questions are misunderstood

Links to Theory

Questions that require a longer response often require students to utilise higher order thinking skills and relate their knowledge to different contexts. Bloom’s Taxonomy and SOLO Taxonomy are two underlying frameworks that support this.

SOLO Taxonomy

SOLO Taxonomy demonstrates five stages of learning where students develop more complex and integrated ideas and can apply concepts in new contexts the further along students are in their learning.

Image: Biggs, J., (1982) The SOLO Taxonomy. John Biggs https://www.johnbiggs.com.au/academic/solo-taxonomy/

Written response questions relate to the fourth and fifth elements of the SOLO Taxonomy – relational, where students apply knowledge for a purpose and extended abstract and explore new ways and avenues of applying knowledge.

Bloom’s Taxonomy

Blooms Taxonomy is a framework comprising six learning domains, categorised by the level of thinking skills they require. Knowledge and comprehension involve lower order thinking and are typically addressed using other assessment methods, whereas higher skills such as application, analysis, evaluation and synthesis are well suited to an extended response.

Image: Scholarly Community Encyclopedia (2022) Bloom’s Taxonomy Visual Guide https://encyclopedia.pub/entry/30767

Guidelines for constructing written response questions

Content - what will be assessed

Select the content and subject learning outcomes you are assessing. Are there certain skills that need to be addressed? Have students been assessed at a lower level on this content previously?

Product - what will be made

Think about what you would like the students to produce. Think about; the length of the response, the time available to complete the question, how you would like students to respond (verbal, written, video, etc.), what type of text students are to produce, the intended audience (supervisor, potential client, peers, etc.) and academic integrity. Make sure to consider the marking workload in this step.

Process - how will it be made

Consider how the students will complete the assessment. Think about: ideal steps/process, how to state clear and explicit instructions and avoid ambiguous terms and intimidating terminology.

Grading - how will it be graded

Consider what the desired product is. Think about: what you would expect to see in terms of structure, content, and language, how to make marking criteria clear and obvious for students and graders and develop opportunities to show and work through exemplars with students.

Review - how did it go

Upon completion, review the process and results. Use any insights learned to refine your assessment design. Ensure to receive feedback from all involved in the process – markers and students can provide a unique point of view that you may not have considered.

Example of an extended written response question

Below is an example of an extended written response question.

Create a lesson planning framework, incorporating the topics discussed in this subject. Your framework should be a workable template that clearly reflects your own perspective and desired future work context.
Justify your choices made in the framework by referencing the learning materials and at least 2 peer discussions. (300-400 words)
Predict the impact the framework could have in your desired future work setting. (200-300 words)

Combatting generative artificial intelligence (AI) use

This example question uses elements that support academic integrity against generative AI generators by

asking students to create a framework, where AI will only list components
reflecting on specific peer discussions, particularly if these are listed and verified
linking to a specific desired work context

See below how this example was created through the five-step process:

In PowerPoint format:

Extended written response questions worked example

In H5P format:

General Tips

State what you want the students to do clearly.
Indicate the desired length, weighting and, where appropriate, time spent on an item.
Combine a lower-level question and a higher-level question to scaffold a response. e.g. State three impacts on iron levels in women and devise a general action plan for a potential client.
Use stimulus such as case studies, sets of data, multi-modal media and other real-world reference material.
Contextualise responses through student personal experience or subject specific knowledge.
Attempt to write a response to your question – is it easy to understand? Perhaps, use generative AI tool and see what comes back.
Seek feedback from peers, often they can pick up when questions are difficult to understand or time consuming to grade.
When giving options, ensure they are equitable and fair in the grading process.
Outline the specific areas you would like the students to address.
Anchor problems in real life settings that students have an interest in – situated learning theory.
Use current issues in the media and industry.
Make sure students understand their responsibility for academic integrity.
Provide students with a list of key verbs, such as examine and justify that will be used in questions so there is a common understanding: Common Instruction Words

Boud, D. and Associates (2010). Assessment 2020: Seven propositions for assessment reform in higher education. Sydney: Australian Learning and Teaching Council.

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