After many years of procrastinating, I have finally started GED testing. I completed the Science and Social Studies sections earlier in May, and today was the Writing test. The following is what I experienced while taking the test....
First, you are given instructions as to the proper way of filling out the form. The name, date, and birthday parts are pretty self explanatory, but bubbling in which alpha-numeric test you are taking does necessitate some simple instructions from the teacher administering the test. Some people had somewhat silly questions, but I reminded myself that they may have been day-dreaming (as I often do), or may not have the same grasp of the English language that I have, and I should remain patient and calm. After filling out the information needed for identity purposes, we were then told that we have 70 minutes for the multiple choice section (containing 50 questions), and 50 minutes for the essay section. I was a little nervous, considering that the last writing test I took was roughly 10 years ago, but my mind was at ease once I discovered the material was, well, less than challenging.
The first section included several fictional excerpts from articles about "The Joy of Camping", or add's promoting "Morty's Motor Magicians!" followed by roughly 10 questions regarding structure, grammar, and capitalization of proper nouns and the like. For example:
22. Sentence (4) "You be discover the beauty of nature when you hike along the trails between the great Pine trees." would be best written if you...
A. leave the sentence as is.
B. change "the great Pine trees" to "The Great PINE Trees"
C. put a comma after "beauty of".
D. change "the trails" to "you're trail's"
E. change "You be" to "You will"
My inner thoughts about each of the answers were...
Alright, it can't be "A" because that sounds like something "The Situation" would say, and there is no effing possibility that is correct. "B" just looks like I'm being yelled at about PINES, almost as if it's one of those atrocious air-fresheners for your car. When I read the sentence with the change answer "C" would make, I sound like someone with ADD who has lost my place mid-thought. It can't be "D" because that just makes "you're" and "trail's" conflicting in what would be their possessive roles. The answer is most definitely "E", because the rest of the answers are just nonsense.
And so went the multiple choice section for the next 25 - 30 minutes. I felt a great sense of accomplishment when I finished the multiple choice in half of the allotted time given, and proceeded to the essay section as I was told by the administrator.
Each person taking the test had a different essay question or statement, and set of instructions regarding that question. My essay title was, "People use different ways to solve a problem" and my instructions were, "Write an essay about a time you had a problem, and the steps you took to solve it." I won't go into a lengthy description of how I analyzed this, since my essay addressed that issue, or should I say, "problem". The following is a paraphrase of my essay, since I was not allowed to take any testing materials with me... even the scratch paper...
My essay is about a time I was faced with a problem, and the steps I took to solve it. Before I begin, I must address the fact that the title of the essay "People use different ways to solve a problem", and the instructions following have little to do with each other. By that I mean, the title states that people are different when solving a problem, but the instructions dictate that I am to discuss a time and step by step process of overcoming a personal obstacle. This, in itself, is a problem, and what I wish to address in this essay.
"People use different ways to solve a problem." I have concluded that this statement is true. Because no two people think exactly alike, we all access and resolve problems through a progression of logical thought that makes the most sense to us as individuals. Therefore, when people are presented with a problem, we may have different results as to what may be the best answer. I believe that when presented with a problem, this difference amongst us is what will bring us to a collaboration of many great solutions to one problem, in addition to an abundance of eclectic ideas.
As for a time when I was presented with a problem that I had to solve, I recall one instance when I was taking a test and the essay question conflicted with the instructions given to me. After being presented with what seemed to be confusing information, the first step I took was re-reading the instructions. After gaining a better understanding of what was being asked, I dissected the question and instructions separately. I decided the best solution was to address both the question and instructions, so that I may "cover all my bases", as they say. I then solved the problem by constructing a well thought out, and concise essay regarding the topic.
In conclusion, we all solve problems in a different way. Some of us are presented with a problem, and think through it in a linear step by step process. Some people are presented with a problem, take it apart, answer said parts to the best of their ability, and hope the rest just turns out for the best. I, however, like to tackle problems with a clear understanding of what the challenges are, and come up with multiple solutions. This way, I ensure the best outcome no matter what, since I have devised several logical outcomes. So far, this tactic has worked quite well for me.
After I turned in my test, I was concerned that whoever was grading my test might find the context "smart ass-y" and I wouldn't pass, so I asked my instructor, "I was wondering, for the essay section, are we graded on the context of our essay, or the proper use of the English language?" to which she replied, "You can talk about whatever you want, as long as you have a decent use of grammar, punctuation, and an overall understanding of the English language in your essay, you'll do just fine."
The wave of relief I felt was amazing. I advised my instructor, "If you have time, I think you'll get a kick out of my essay." I left the testing room and went to the adjacent Ladies room. Upon my exit of the Ladies room, I heard one woman's laughter coming from the testing room, which I can only believe to be the teacher's.
All in all, today was a great, and educational, day.
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