How To Prepare For The Ged!!!

The Missing Book on the GED
HOW TO PREPARE
FOR THE
GED
Special test taking skills
How to ACE the Essay
How to study to learn
Eight study secrets
How to get motivated to
study
by Denny Tillman
table of contents
Introduction
Part One:
How to study to learn
Chapter One:
Its not what you know, but how you think.
Chapter Two:
How to learn
Chapter Three:
Eight Suggestions on how to study
Part Two:
How to ACE the Essay
Chapter Four:
How the essay is scored
Chapter Five:
How to generate good ideas for the essay
Chapter Six:
How to organize the ideas into an ideas
36
Chapter Seven:
How to write so that others understand
43
Part Three:
Special test taking skills for the GED 47
Chapter Eight:
The inherent advantage of multiple-choice test questions
Chapter Nine:
Take the guessing out of guessing 51
Chapter Ten:
How to deal with Test Anxiety and Manage your

Time wisely
6
6
13
15
26
27
31
47
57
Chapter Eleven: A success strategy for the Reading, Science and Social Studies
Tests 61
Chapter Twelve: Reasoning Skills needed for the GED
Appendix:
Sample Essay Topics
63
87
2004 by passGED.com. You are licensed one copy of this document for personal use only. Any other reproduction
or redistribution is prohibited. All rights reserved.
introduction
The GED exam is difficult. It is a seven-hour intensive exam in five areas
of knowledge: Mathematics, Language Arts Reading, Language Arts Writing,
Science, and Social Studies. The tests are designed so that only 60% of
graduating high school seniors can master it. Only two out of three people
who attempt the GED actually pass it.
What does the GED actually measure? Is it a measure of intelligence? A

measure of knowledge? A measure of ability? Probably a little of all three,
but mostly, the GED is a measure of broad knowledge and the ability to use
knowledge, skills, and information to solve problems. The emphasis is on
performance and practical application. The GED is a measure of the skills and
knowledge that high school seniors know, not what they should know.
What does this mean for the GED candidate and what is the best way to
prepare for the test? To pass the GED, you must master basic thinking and
reasoning skills, have a basic understanding of science, math, history, and U.S.
government, be able to read and interpret basic workplace documents as well
as literature, and be able to use and write standard American English.
By mastering the GED you demonstrate of a high level of competency in

the skills of work and life. In this sense, you are at a huge disadvantage not
having achieved at least the competency of the GED.
introduction
The purpose of this book is to give you a roadmap in your preparation for
the GED. By following the suggestions outlined here, your preparation will go
smoothly and quickly. And most importantly, you will pass the GED the first
time you take it.
It is important to realize that there are no secrets or hidden agendas which

will guarantee you success on the GED. Nor does preparing for the GED mean
you must go back to high school to relearn all the things you forgot or never
learned to begin with. Your preparation for the GED will not involve cramming
or memorizing, but rather doing and practicing. Practice with GED type
questions and problems will be the center point of your preparation. This book
will show you how to do that.
YOUR PREPARATION FOR THE GED NEEDS TO INCLUDE THESE STEPS.

1. The first thing you must do is assess your abilities. Without an
understanding of what you know and do not know and what your skill
levels are, your preparation will be haphazard and confused, and mostly
be a waste of your time. The best way to assess your knowledge and
skill for the GED is to take an Official GED Practice Test. It has the same
kind of questions as the real test and measures exactly the same skills
and knowledge you will be expected to have for the real test. There is
no better way to determine your readiness. You can obtain Official GED
Practice Tests from www.passGED.com.
2. Use the results of your assessment to design a study plan. A study plan
should include two basic elements:
introduction
a. Instruction: This involves going back and relearning basic
knowledge in the study area. There are many study guides

which can help you with this.
Online courses are good for this
as well as courses at local Community Colleges.
b. Practical Application: In addition to basic instruction, your
study should include lots of practical problem solving. This has

two purposes. First, it prepares you for the type of problems
you will encounter on the test, and secondly, it identifies which
instructional areas you need more work on.
3. Make sure your preparation involves a lot of thinking skill practice.
Critical thinking is the primary skill for the GED. You must be able to
analyze, make inferences, evaluate, and synthesize information to pass
the GED. The primary way in which the GED differs from most high
school classesis the emphasis on thinking skills. As we mentioned before,
the GED is a measure of performance, of being able to use knowledge
and information in real-life situations to solve problems. Chapter Twelve
in this book focuses on this important skill.
4. Keep retaking assessment exams to get a sense of your progress.
Preparing for the GED is a large undertaking. It can be overwhelming.

By measuring your progress as you go, you will keep your focus on
success, on what you are learning and mastering, and not get sidetracked
on material that will not be necessary for the test. There are five Official
GED Practice Tests that are available. Each contains different questions,
introduction
but all will convert your score to an actual GED score. These tests are written
and normed by the people who write the actual GED. Go to www.passGED.com
to order practice tests.
This book focuses on four things that will substantially improve your GED
test score:
First, it will teach you how to study so that you can retain the
material and access it when you need it. Good studying practices are
usually not taught in high school. Without them you will be wasting
a lot of time reviewing and memorizing but not actually learning.
This book will change that.
Secondly, you will learn how to manage your time during your preparation
and especially during the test . The GED is a timed test and requires
a carefully executed plan to make sure you get as many of the answers
correct as possible.
Thirdly, you will learn to think more clearly and make logical inferences.
This area of learning is the most important one for your study. It will
make a huge difference in your ability to pass the GED.
Lastly, you will learn how to write an essay that the essay readers
will love. You will watch how a GED student develops ideas,
organizes them and then writes a good essay. You will understand
exactly what the essay readers are looking for in the essay and how
to meet their expectations.
introduction
This book is the result of many years of research and experience. The lessons
and suggestions in this book will have a huge impact on your preparation. This
is the missing book on the GED, it contains the things they never tell you about
in the other books or most preparation classes. It is the most important book
you can read to improve your GED score. Take time to study it and put the
suggestions to use in your own GED preparation.
part one:
how to study to learn
CHAPTER ONE
Its not what you know,
but how you think.
The American Council on Education, the people who write the GED, expect
you to apply basic thinking skills and knowledge to real-life situations. The
GED is a test of your ability to apply practical knowledge to practical situations.
In this sense, there is actually very little knowledge required to pass the GED.
You will not be expected to recite facts and bits of knowledge, but rather, to
apply your thinking skills in the context of basic high school knowledge. Lets
examine each of the tests to see what they expect of you, and most important,
how you can best prepare for them.
SCIENCE TEST
The Science test requires only a rudimentary understanding of basic science
knowledge, knowledge that you have most likely gained in your day-to-day
experience reading newspapers, watching TV, or reading magazines. The test
will describe a science problem and expect you to apply the critical thinking
skills of application, analysis, synthesis, and evaluation to solve the problem.
Following is an example of a GED Science Test question.
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6
chapter one: Its not what you know, but how you think.
Practice Question #1
The space agency will be launching a new type of communications satellite.
The satellite will circle the Earth at a distance of 100 miles, well beyond the
atmosphere of the Earth. The communications equipment on board the
satellite is very sensitive to ultraviolet radiation. What measures would
BEST protect the equipment from this radiation?
(1) Covering the satellite with a protective coating of silver.

(2) Keeping the satellite in the shadow of the Earth away from the sun.
(3) Equipping the satellite with special meters to measure the amounts
of radiation.
(4) Constructing the satellite of material that will block out ultraviolet
radiation.
(5) Redesigning the communications equipment so that it is not so
sensitive because there is no real way to block out ultraviolet
radiation.
Analysis:
At first glance, it might appear that knowing about ultraviolet radiation
would be necessary to solve this problem. But a more careful reading reveals
that the answer is number (4), simply building the satellite out of material to
block out the radiation. The question has been constructed so that the answer
is only clear when the test taker takes time to read the question carefully and
thinks about the implications of each answer. The thinking skills required are
comprehension and evaluation. The test question was designed not to trick
the test taker, but to require them to read and evaluate each of the answers
compared to the given information.
The best way to prepare for the Science Test is by doing typical test problems.
While it can be helpful to read instructional material on science, you will learn
much faster and remember more when you focus your learning on what you
need to know, rather than on a general overview of facts and ideas. We always
learn fastest when there is a specific question or problem that we are trying
to solve. The more focused and specific you can make your science study, the
more you will get out of it in terms of improving your GED score.
SOCIAL STUDIES AND LANGUAGE ARTS READING TESTS

The Social Studies and Language Arts Reading tests follow the same kind of
structure as the Science Test. They give you information that you must examine
using the basic thinking skills of application, analysis, synthesis and evaluation.
Studying for these three tests involves practicing critical thinking skills in the
context of typical problems. Study guides on science, history, and reading will
not help much in your preparation unless they contain ways for you to apply,
analyze, synthesize and evaluate the material. We are going to restate this
very important point about your preparation for the GED: If your preparation
does not include substantial practice in critical thinking, such as,
evaluating, making inferences, analyzing, and synthesizing the material,
it will not help you much for the actual GED test. Memorizing facts and
procedures is not what the GED is about. It is a test of how you apply your
thinking to practical knowledge. Chapter Twelve will give you practice in critical
thinking.
MATHEMATICS TEST
The Mathematics test does not require that you memorize formulas, they
chapter one:
put all the required formulas in the front of the test. But you are expected to
know which formula to use with a particular problem, and this requires a basic
familiarity of high school math as well as a good knowledge of how to solve
word problems. (See the next section on how solving word problems is like
doing video games.) Studying for the math test involves getting familiar with
the different types of problems, and most important, developing fluency with
the basic four step problem-solving process.
I.
What is it asking for?
II. What are the clues, the information I need to solve it?
III. How am I going to solve it?
IV. Does it make sense?
Preparing for the math test is different from studying for the other tests.
You will need a basic understanding of number operations, algebra (very basic),
geometry, a little trigonometry, measurement, statistics and data analysis.
If you are not familiar with these types of math problems, then you will have
difficulty with the math test.
A good way to prepare for the math test is use test problems to identify
which areas you are weak. Start with a good study guide book and do the
practice tests, or better yet, get a hold of an Official GED Practice Test. Take
the test and identify which areas you need to study. If you need help with this
contact passged.com (www.passGED.com) and we can help you create a study
plan that is right for you.
chapter one:
SOLVING WORD PROBLEMS IS LIKE DOING A VIDEO GAME

Most students dread doing math word problems. What you may not
realize is that solving word problems is a lot like playing video games. In a
video game the first thing one does is find out where they are supposed to go
and what they are supposed to do. They often give you clues, like messages,
or assistants, other times you have to look around and check out the little
signs. Sometimes its an obvious path. In a fighting game, for example, the
first thing to figure out is which combination of buttons works best.
The next step in the video game is to try something and see what happens.
Sometimes it works and sometimes it doesnt. If it doesnt work, then you do
something different, and you keep trying until it does work. If you have played
a video game, you have done these steps, although you may not have thought
about it as a problem solving process.
The same kind of plan works for solving math word problems. First, you
have to figure out what they want you to do. You know, like where you are
supposed to go, what you are supposed to do?
Next, you have to look for clues, just like you would in a video game.
Is there a path that looks like youre supposed to follow? Are there hints that
seem to point in a direction? It is a good idea circle the clues or underline the
words so you will remember to use them later.
The next step is a place where it is easy to get off track and where
sometimes you can waste a lot of time. This step is the solving part, but if you
rush in to it without a plan, you can do the wrong operation or not do the
10
ioperations in the right order, like dividing when you should be multiplying.
The last step in solving word problems is different from a video game,
because you dont really have to check your work in a game. In a game if it
doesnt work, you just try something different. In a math problem, they dont
tell you if you did it right (at least not right away). You do not get points, or
get shot at, or lose the race. In a math word problem try to take a look at it
when you are done to see if it makes sense. Check your work. Try to solve
it in a little different way and see if the answer comes out the same. If it
doesnt, then something is definitely wrong.
For math word problems here are the four steps to use:
1. First, figure out what they are asking for?

2. Second, look at the clues, the information they give you.
3. Third, put together a plan and then solve it.
4. And fourth, check your work to see if it makes sense.
LANGUAGE ARTS WRITING TEST

The Language Arts Writing test has two parts. Part I is an essay, Part II,
a multiple-choice test that assesses your ability to revise and edit workplace
and informational documents. Unlike the Science, Social Studies and Reading
Tests, the Language Arts Writing Test does require knowledge that has to be
learned beforehand. You have to be able to edit, correct, construct, and revise
common errors in language usage. These skills require a fluency in the use
of the English language and the ability to communicate in a formal manner.
2004
2003 by
by passGED.com.
passGED.com. You
You are
are licensed
licensed one
one copy
copy of
of this
this document
document for
for personal
personal use
use only.
only. Any
Any other
other reproduction
reproduction
or redistribution
redistribution is
is prohibited.
prohibited. All
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reserved.
or
2
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Again, like the other tests, the best way to prepare for the Language Arts
Writing Test is to practice with GED Test problems. The benefit of this type
of preparation is twofold. First, the problems will focus your study efforts on
the specific things you need to know for the GED. It will prevent getting
sidetracked by learning things that will not help you on the test. Secondly,
practicing with real GED problems will help you identify which areas you need
to work.
HOW YOU STUDY FOR THE GED MAKES ALL THE DIFFERENCE.
If you are smart about how you study for the GED it can shave months,
even years off the preparation. Studying is a skill. Most people do not develop
good studying skills in high school or even college. The result are poor grades,
frustrating study sessions, and a high drop out rate. Chapters Two and Three
outline some easy to follow steps to maximize your study time for the GED.
If you follow these simple steps, you will pass the GED the first time and with
less preparation time than you ever thought possible.
12
CHAPTER TWO
How we learn
Before we get into the specific steps to improve your study time, lets
consider how we learn things. Researchers know a great deal about how
people learn. Unfortunately, very little of that wisdom has found its way into
the classroom. If you develop a better understanding of what is taking place
when you learn new material, you can greatly streamline the process. Following
are some basic learning principles you should take into account while you are
preparing for your GED. They will save you huge amounts of prep time.
I. LEARNING IS AN ACTIVE PROCESS.

The first thing to understand about learning is that it is an active process.
We do not learn by just reading something or listening to someone talk, no
matter how interesting they are. Our ability to retain information is dependent
on how involved we are with it. Our goal then, in preparing for the GED is to
get as involved in the material as possible. Simply reading a study guide or
going to classes and listening to a teacher talk is not going to cut it. This type
of learning, if we can even call it that, produces disappointing results. Many
of the steps below will show you how to maximize your involvement with the
GED material.
II. IS IT INTERESTING AND IMPORTANT?

The second thing to know about learning high school material or anything
for that matter, is that it has to be interesting and important to us. This is
the biggest problem with high school; the stuff is boring. It has very little to
do with real life. When are we ever going to use algebra or historical dates
and facts in real life? The question then, is how to make the GED material
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chapter two:
How we learn
interesting and important to us. This is admittedly a challenge, but we have

some good suggestions that can help.
III. THE LEARNER HAS TO BE IN CONTROL OF THEIR LEARNING.

The third thing to understand is that we learn fastest when we control the
speed of our learning. This is one of the chief limitations of the classroom.
The teacher and the other students control the speed of the learning, and even
more important, the style in which it is presented. Some of us are visual
learners, others are auditory learners, and still others are kinesthetic. Some
of us do better when we can see the logic of how the material fits together,
while some just want to jump right in with the details. The problem in the
classroom is that the material is generally presented in a verbal or linguistic
style, and not all of us assimilate things with just words.
When we study on our own, we have the ability to convert the material to
the learning style we feel most comfortable with. We can translate the concepts
into pictures, we can put it in story form, even make dances and games with
it.
We will learn most effectively when we can access the material in a style
that best fits our personal learning style.
IV. WE NEED IMMEDIATE FEEDBACK ON OUR PROGRESS.

The last point about learning is the importance of feedback. The more
immediate and meaningful the feedback is, the quicker we learn. If we have
to wait days or weeks until the papers and tests are corrected, we lose the
opportunity to connect our learning efforts with the outcome. The best learning
situation gives the learner immediate feedback on their progress. Now lets
look at study techniques that will maximize your learning.
14
CHAPTER THREE
Eight suggestions on how to study
SUGGESTION #1:
ORGANIZE YOUR LEARNING BY TAKING NOTES
Whether you are attending classes or doing home study, it is critical that
you take notes and then organize those notes in a way that maximizes your
learning. Note taking is important for several reasons. First, it forces you to
think about the material beyond just hearing or reading it. The more you can
think about it the better you learn it. Secondly, note taking requires organizing
the material, and if that organization is done in a logical way, then you are
already one step closer to organizing it in your mind.
Note taking is not always easy, especially in the classroom. It requires that
we split our attention between what the teacher is saying and writing the main
points down on paper. Often the teacher in GED prep classes will write the
key information down on the board. All you have to do is copy it down. The
most important step in note taking, whether it is for a classroom or for home
study, is the review and reorganization of your notes.
A good plan is to review your notes at least once a week and reorganize
the key ideas as well as fill in missing information that you did not get in class.
The review has two benefits. First, it refreshes your mind with the material,
and second, it gives you the opportunity to identify the things you need to
know. One method is to make lists of key words so that you can memorize
them. Another idea is to make an outline of the information so that you see
the relationship of ideas and facts to each other. The main thing is to write
2003
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chapter three: Eight suggestions on how to study

the material down as you read or listen to it. This process takes you one step
closer to learning it because you get your mind involved in it.
Frankly, note taking is tedious and often seems like an extra step in the
learning process. But remember, our first principle of learning: involvement.
Note taking forces us to get more involved with the material. Yes, it is tedious,
but it is often the difference between learning and not learning, between
spending years preparing for the GED or just a few months.
SUGGESTION #2:
MAKE STUDYING FOR THE GED INTERESTING.
Making the GED material interesting is a real challenge. We are up against
a long-lived tradition in education. A great deal of high school content is still
taught in an abstract form without much regard to how people actually use
the knowledge in real life. We are expected to learn geometry and algebra
as formulas and proofs, but in our everyday lives, we never encounter it that
way. The secret to learning the GED material is seeing how useful it is for us
in our own life.
To make the GED material more interesting, try to relate the problems to
things you have experienced in your life. Heres an example of a GED test
problem and how you can make it more real, hence more interesting.
Practice Problem #2:

Franks Frame Shop uses a mathematical formula to figure out the cost of
framing photographs. The algebraic formula is:
P = 25 + y2
15
16

P is the price of the finished framed picture, and y is the smallest dimension
in millimeters of the photograph to be framed. If you took a photograph
that was 15 millimeters X 25 millimeters into Franks shop how much would
it cost to frame it?
(1)
$34.50
(2)
$47.50
(3)
$85.00
(4)
$25.00
(5)
$87.50
One way to make a problem like this more interesting is to use an actual
photograph or illustration. Do the measurements on the picture and then make
the actual computation by plugging in the numbers. Another way is to come
up with an alternative formula for the price using other factors. For example,
you could come up with a formula for computing the price of preparing a meal.
A formula like this has three elements: a constant, in this case there are two
constants, the number 25 and the divisor 10, and a variable, y. Try putting
together some formulas with numbers that you know, like the cost of certain
foods. Making math real is the key to making it interesting.
The learning specialists at passGED.com have created a series of courses

that embed the material in real-life situations with real people. They are fun
and interesting because you get emotionally involved in the scenarios. Go to
our website at www.passGED.com to learn more.
SUGGESTION #3:
BE CONSISTENT & PERSISTENT WITH YOUR STUDY.
Consistency and persistence count a great deal in study. This is probably
17

one of the biggest challenges in studying for the GED; finding the time to fit
it into our lives. The obvious thing is to make a schedule of your study times.
Do the schedule for a whole week at a time and include exactly what you are
going to accomplish. Heres an example of a schedule.
WEEKLY GED STUDY SCHEDULE

Monday
6:00 7:30 AM
Take Math practice test. Find out which areas need to work on.
Write a practice essay.
Tuesday
6:00 7:30 AM
Review geometry and number operations problems
Learn new vocabulary words
Wednesday
6:00 7:30 AM
More math problems algebra, trig, geometry.
GED Class 7:00 9:00 PM
Thursday
6:00 7:30 AM
Take Math practice test again.
Friday
No study for GED
Saturday
9:00 12:00 AM
Do more math review, memorize formulas,
Write practice essay, work on sentence structure problems
Sunday
Day off, no study
18

SUGGESTION #4:
HOW TO GET MOTIVATED TO STUDY
All the schedules in the world are not going to help if you cannot find the
internal motivation to study and get the job done. Most of us are procrastinators
when it comes to doing things that we do not enjoy. Here are some ideas that
have helped many people.
First, start with small pieces. Dont take on too much. The GED involves
study in five different areas and it can be overwhelming. Begin with the test
area that you are most comfortable with, the one you need to work on least.
Dont start with the hardest first, begin with the easiest. You want to experience
success with your GED preparation as soon as possible. There may be many
reasons why you did not finish high school, but one of the most likely was that
it was not fun and rewarding for you. What you need to do now is get some
success under your belt. Start your study with the test area you know best.
Take a practice test and then work on the things you still need to improve
upon. Take the practice test again to see if you are ready to take the actual
GED. When you are, move on to another test area. (For samples of Official
GED Practice Tests go to www.passged.com/practice_tests )
Motivation is essentially based on a single premise: how bad you want

something. If you really want it to happen it will. You know this to be a fact.
When there was something you really, really wanted in your life, it happened
didnt it? If you really, really want to pass the GED, you will. It is that simple.
Dont confuse the issue with other things. Center yourself on your primary
need to pass the GED and focus on that. Visualize yourself in the next step,
a better job, making more money, higher education. Keep the dream in your
19

mind and keep it fresh, it is what is going to drive you through to success.
Passing the GED is not a question of whether you can master the material, its
a question of whether you want to do it.
One last comment on your motivation to study. Set some goals for your
study. What do you want to accomplish and when? Maybe your strategy is
to complete the GED in parts rather than attempting the whole thing in one
sitting. Many people do it that way although not intentionally. They set out
to pass the whole thing, but only pass one or two areas their first attempt.
You do not have to retake a section once you pass it. It is done. (There are
some restrictions to this if you took the test prior to 2002. See GED FAQs for
information on these rules:
www.passged.com/faqs.php )
Set time goals of when you want to pass the whole test and/or each part.
As you pass the part, make sure you reward yourself. The important thing is
to find what motivates you and then do it.
SUGGESTION #5:
HOW TO IMPROVE YOUR MEMORY
The first thing to understand about memory is that it is an active process.
It does not happen by just listening to someone talk or just reading the material.
Things are imprinted onto our memory when we create multiple connections
within the brain. Without multiple paths to the idea or fact then we have
difficulty retrieving it. You know the feeling, the sensation like its just on the
tip of the tongue. What is happening is that the brain is rapidly searching the
millions of pathways to find the connection to the requested information.
Increasing the number of connections is what improves our memory process.
20

When people say they have a bad memory, or they cant seem to remember
anything, what they are really saying is they have not learned how to memorize
effectively. Here are some ways to improve your memory.
1. Always over-learn the material. Dont quit reviewing and testing yourself
until you can do it backwards and forwards. We have a tendency to stop
the memorization process as soon as we see that we have been able to
retrieve the material satisfactorily. But dont stop there. Keep practicing
and reviewing and testing yourself until it comes almost unconsciously. This
not only builds your confidence with the material, but imprints it better in
your long-term memory.
Time is a big factor in memorization. If we attempt to learn something too

quickly, it imprints only our short-term memory. If we stretch the learning
cycle out over a long period of time, then we increase the chance for it to
be imprinted on our long-term memory. Consequently, it is better to practice
and review material over many days or weeks than to try to cram the learning
into a short period of time, like a day or two. Put long breaks between
reviews of the material. You will find that each time you practice and review
you lose less and less of the material.
2. Help yourself to remember with retrieval clues. Creating multiple pathways

to the material can be facilitated by clues that jog your memory. You can
help yourself remember by remembering related items you studied at the
same time. For example, you can jog your memory on how to solve an
algebraic formula by remembering the specific problem you studied and how
you solved it in your practice time. Or you can think of related problems
and the step-by-step process you used to solve them.
21

Another way to help yourself retrieve the material is to visualize the day
you worked on the material and recreate the process you went through that
day. Recreate as much about the day as you can. What were you wearing,
what did you eat, what time of day did you study, where you were you
sitting and so on? Picture the notes you made and visualize writing them
down. Remember the mistakes you made while you were learning the
material and what you did to correct them. The more detail you can recreate,
the more pathways you will open to the material you are trying to remember.
3. Organize the material into chunks and relate the chunks to each other
in memorable ways. For example, when you study geometry organize the
material into pictures of the geometric objects. Put all the material about
circular shapes together and then sort that material again into two-dimensional
shapes about area and three-dimensional shapes about volume. Relate the
shapes to common objects you are familiar with while you are solving the
problems. For example, relate a cylindrical volume problem to common
household objects like a glass or jar or a rectangular volume problem to
the bed in a pick-up truck. Practice with these objects to make the math
familiar and real.
4. Sleep has been found to greatly improve memory. Studies have shown
that you are more likely to remember things you studied right before you
go to sleep. Review lists and vocabulary words before you go to bed and
you will find you remember more the next day.
5. Use mnemonic devices to improve your memory. A mnemonic device

is anything that helps jog your memory. It can be rhymes, organizational
methods, numbering systems, cue cards, writing the material down,
22

alliterative phrases, associations, acronyms, cram sheets, and visualizations.
The idea is to connect the material to be remembered with something else
that is easier to remember.
Rhymes, acronyms, and alliterative phrases work very well. Advertisers

and media people use mnemonic devices all the time to help you remember
their product or service. For example to help yourself remember how to
solve word problems, you might make up an acronym or phrase to help you
remember the four-step solution method.
1.
What is it asking for?
2. What are the clues, the information I need to solve it?

3. How am I going to solve it?
4. Does it make sense?
Or you could relate the four-step process to something you already know
how to do, like playing video or computer games. Use mnemonic devices
as much as you can. Taking time to make things easy to remember can
save you hours and hours of study.
SUGGESTION #6:
HOW TO INCREASE YOUR WORD POWER FOR THE GED
The GED expects you to be able to read and understand material at a twelfth
grade level. This assumes a twelfth grade vocabulary. Sixty to seventy percent
of the test involves reading and processing written material. If your vocabulary
is limited, you will struggle with the test.
There are many excellent books on increasing word power. You might want
to pick up some of these and use them on a regular basis in your study.
23
chapter three:
Eight suggestions on how to study
(A review of vocabulary books is available at www.passged.com/book_store.php)

Another thing that will help is to get in the habit of looking up words you do
not know and to put them on lists for further study. Dictionary.com is an easy
way to do this if you dont have a dictionary handy. If you make a diligent
effort to increase your vocabulary, it will help you greatly on the test.
SUGGESTION #7:
PREPARE FOR THE TEST LIKE IT WAS AN ATHLETIC EVENT.
The seven-hour GED test battery is grueling. For people who are accustomed
to working on their feet and moving around all day, just sitting in one place
for seven hours can be a challenge. You will need to prepare yourself for sitting
and using your brain for such a long period. Here are some things you can do
to help yourself get ready for the test.
First, train your body and mind for this kind of activity. Dont just show up
at the test thinking the adrenalin will get you through it. You will find yourself
fatigued at that end of the morning and not able to give your best effort in the
afternoon session. Take some practice tests that approximate the test time.
Do some long study sessions, six, seven, even eight hours at a stretch to give
yourself experience with sitting and thinking for this long. A marathoner does
many marathon distance runs prior to the race to accustom his or her body
to the long distance. You need to get yourself ready mentally as well as
physically for the GED if you are to be successful.
A smart athlete does some work before the race thinking about the obstacles
they will encounter during the race and especially in training for the race. They
consider when they will find the time to train, how much sleep they will need
24

to train properly, which foods they will eat and how their training will affect
the people around them, their family and work. These are important
considerations for you to consider as you begin to study because they will
defeat you if you are not careful.
SUGGESTION #8:
PREVENTING TEST ANXIETY
We include this suggestion here because it is something you can prepare
for and minimize. We talk more about it in Chapter Ten. In the context of
good study habits, the best thing you can do to minimize and even eliminate
the stress associated with taking a test is: PREPARE, PREPARE, PREPARE.
What we are saying is that the better you are prepared for the test the less
stressed you will be. If you go into the test not knowing how well you are
prepared for it, you will be nervous because of the unknown. If on the other
hand, you have prepared by taking plenty of practice tests and passing them
with high scores, then you will have more confidence in your ability, and of
course much less stress.
In conclusion, how you study makes all the difference in the world. Study
smart and you will be smart. It is that simple.
25
part two:
how to ace the GED essay
The GED essay is a challenging part of the battery for many people.
Your
score on the essay, while only accounting for 8% of your total GED score,
carries a lot of weight. Without a passing score of at least 2 out of 4 points,
you will have to retake the entire Language Arts Writing tests, both parts I
and II. This part will give you an easy to use format to use for your essay
exam as well as some examples of what a good essay looks like.
THE TOPICS
The GED essay question is a prompt or topic, not a question. The
difference is that a prompt is intended to help you begin to write about a
subject or topic. The topics are general enough so that you can use your own
knowledge and experience to respond. The point of the essay is to measure
your writing ability, not what you know. You must keep the essay centered
on the prompt, but you can bring in your own observations and experience to
write about it. The GED essay topics are chosen to be interesting and meaningful
to candidates as well as to the readers who score them. No specialized
knowledge is required to respond to a topic. See Appendix A for sample essay
topics.
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CHAPTER FOUR
How the GED essay is scored
The Language Arts Writing test has two parts: In Part I you are required
to demonstrate your ability to revise and edit workplace and informational
documents. Part II is a 45 minute essay. The essay accounts for 40% of your
score on the Language Arts Writing test. You must receive a score of at least
2 out of 4 on the essay or retake both parts I and II of the Language Arts
Writing test.
You may use either cursive or print when writing the essay. Handwriting
is not considered a factor in evaluating an essay because it is a not a part of
the content or substance of the essay. However, readability is important. If
the essay reader cannot read your paper it will obviously be difficult for them
to evaluate it.
You are given 45 minutes to complete your essay. It should
be between one and two pages long.
Essay readers use a holistic scoring system. They are instructed to

consider the overall effectiveness of the essay rather than specific elements.
No one factor in the essay is to be separated from the others. The essay must
be evaluated as a whole. The readers are encouraged to read the papers
quickly for the general impression and not reread or dwell on specific factors.
They are instructed not to read the papers analytically or as they would if they
were grading the paper for a class. For example, an essay that establishes a
clear organization and achieves a coherent development, with specific and
relevant details and appropriate word choice would be scored well despite an
occasional spelling error. However, if the essay contained so many spelling
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chapter four: How the GED essay is scored

and grammatical errors that it became difficult to follow the main ideas and
organization, the paper would suffer in scoring.
The essays are scored with a four point system:

4 = Effective
3 = Adequate
2 = Marginal
1 = Inadequate
The good news is that you need only a marginal score (level 2) or better score
to pass. As we mentioned earlier the essay accounts for only 40% of your
writing score, or about 8% of your overall GED score. The crunch comes if you
do not score at least a 2 on the essay. You will have to retake the entire
Language Arts Writing test, both the essay and the multiple-choice exams.
The higher the essay score, the higher your overall Language Arts Writing
test scores will be. The essay score significantly raises your whole score on
the Writing Test.
The essay readers are instructed to use the following criteria in their
evaluation.
I.
Response to the prompt/topic
II. Organization
III. Development and details
IV. Conventions of Edited American English (EAE)
V.
Word Choice
28

Using these five criteria, the essay readers will score the papers with the
following four levels as described in the GED Official Essay Scoring Guide
Narrative Format.
Level 1 writing is inadequate because the writer has little or no success

in establishing and developing a focus, although there may be an attempt
to address the prompt. The writer fails to organize ideas or provides little
development; the response usually lacks details or examples or presents
irrelevant information. There may be minimal, if any, control of sentence
structure and the convents of Edited American English (EAE), or word choice
may be ineffective and often inappropriate. The reader of the level 1
response has difficulty identifying or following the writers ideas.
Level 2 writing is marginal because the writer addresses the prompt but
may lose focus or provide few specific details. The response shows some
evidence of an organizational plan and has some development, but may be
limited to a list, repetition, or generalizations. There is a narrow range of
word choice, sometimes including inappropriate selections, and control of
sentence structure or the conventions of Edited American English may be
inconsistent. As a result of these combined characteristics, the reader
occasionally has difficulty understanding or following the expression of ideas.
Level 3 writing is adequate because the writer uses the prompt to establish
a main idea and generally controls both language and sentence structure.
There is an identifiable organizational plan. The writer incorporates specific
focused detail, but the development may be uneven. Word choice is is
appropriate, and the conventions of Edited American English are generally
29

correct; the errors that are present do not interfere with comprehension.
The reader of the level 3 response understands the writers ideas.
Level 4 writing is effective because the writer presents a clearly focused

main idea that addresses the prompt while controlling both the language
and sentence structure. The response establishes a clear and logical
organization and achieves coherent development with specific and relevant
details and examples. Word choice is varied and precise, and there is
consistent control of Edited American English, although a few minor errors
may be present. As a result of these combined characteristics, the reader
understands and easily follows the expression of ideas in the response.
30
CHAPTER FIVE
How to generate good ideas for the essay
The topics or prompts fall into several categories. They may ask for an
opinion and require you to give reasons why you feel that way. They may ask
you to state causes and effects, for example, Why do so many Americans
overeat?. Or the topic may ask you to compare and contrast two items, for
example, Why you may want to buy a SUV (Sport Utility Vehicle) versus a
regular passenger car?
The challenge in writing a good essay is twofold. First, you must come up
with the ideas to write about, and secondly, you must find a way to organize
the ideas so that they make sense to the reader. If you can do these two skills
well, then the writing test is easy, unless, of course your grammar, spelling
and punctuation are so bad that the essay readers cannot understand what
you wrote. Lets take these two elements of essay writing separately and
develop a plan that you can use to write your own GED essay.
HOW TO GENERATE GOOD IDEAS:

The first challenge is to quickly generate ideas for the essay. For people
who do not have a lot of experience writing expository papers, just getting
ideas down on paper is difficult. Their minds tend to wander and not focus
on what is helpful for them in writing the paper. Getting comfortable with the
idea generation phase of writing is crucial. You will need to spend considerable
time with this step, even though it may feel like it is obvious and unnecessary.
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chapter five: How to generate good ideas for the essay

A real benefit in being able to generate ideas quickly and orderly is that
the second step, the organization goes quickly as well. A good method is to
ask oneself questions. Start with general questions and move to more specific.
We are going to develop and write an essay together so you see for yourself
how this process works.
The first question to ask yourself after you have been given the topic is. .
What do I want the reader to know, to believe, to understand? Lets
do an example.
Sample Essay Topic #1:

Imagine you had the opportunity to teach others something you know. In
your essay, identify what you would teach and explain how you would teach
this. Use your personal experiences, observations, and knowledge to support
your topic.
First, ask the question:

What do I want the reader to know, believe or understand?
Here is a possible answer that you might give to the above question:
I am going to teach the reader how to bake a chocolate cake.
This becomes your thesis sentence, the main idea of your essay. All other
ideas will flow from this central point. Asking the question, What do I want
the reader to know, believe or understand? focuses you on the main idea
you want to communicate. It starts the ball rolling in the right direction.
Next, you need to ask yourself questions that will explain your topic or
thesis to the reader. The key word here is explain. Good questions in this
32

in this step are:
Why do I want the reader to know this?
How am I going to convince the reader of this?
What must the reader do?
Going with our cake example, we might come up with these answers to the
above questions.
Why do I want the reader to know this?

I want to teach them my mothers recipe for chocolate cake because it is
so good.
How am I going to convince the reader of this?
I am going to describe how easy the recipe is to make and how good the cake
tastes.
What must the reader do?

I will describe the process in an easy to follow order so that the reader can
easily make the cake themselves.
Try this process on the following topics. Dont worry at this point how the
ideas fit together and whether they make sense yet as an essay. That will
come later. The task at this point is to come up with something you can work
with. Later we will make decisions about what works and does not work.
Take
each topic and brainstorm ideas. Start with the question,

1.
What do I want the reader to know?
And then follow with the questions,
33

2. Why do I want the reader to know this?
3. How am I going to convince the reader of this?
4. What must the reader do?
List as many ideas for each topic as you can. Dont worry about how to
organize the ideas yet, just get them down on paper. The organization will
become obvious once you have enough ideas. Take time right now to do this
exercise before you read on. If you cannot do this part of the process well,
the rest is just a waste of time.
Practice Essay Topic #2

Would you rather own a Truck or a passenger car? In your essay, explain why
one vehicle would be better for you. Explain the advantages and disadvantages
of each kind. Use your personal experiences, observations and knowledge to
justify your choice.

How has the invention of the Internet effected everyday life? In your essay,
explain how the Internet has effected everyday life, both your own and people
in general. Use your own experiences, observations and knowledge to support
your topic.

What is the greatest problem facing our country today? In your essay, use
your own experiences, observations and knowledge to support your topic.
THIS IS IMPORTANT!
Most essays are structured in a question/answer format. They start with
a premise that is essentially a question, and then present arguments to explain
34

and answer the question. If you think of your essay as a question/answer or
a problem/solution, it will always make sense to the reader. This is why asking
questions will produce the best essay. The reader will sense that you are
asking and answering questions and will easily follow your logic.
35
CHAPTER SIX
How to organize your ideas into an essay
Now that you have a bunch of ideas written down, the next problem is to
organize them in a way that meets the conventional idea of a good essay.
One of the most common essay structures is the five-paragraph essay. It
contains an opening or introductory paragraph, three supporting paragraphs,
and a concluding paragraph that brings the ideas together. This is a good
format for the GED because it is easy to use in a short period of time and it
comes out to be the right length, about two pages. Lets go into the mind of
an essay writer and listen to how they come up with ideas and a way to
organize them within the five-paragraph essay structure. What follows is an
actual essay developed by a GED student. We asked her to explain what she
was thinking while she wrote the essay.
Practice Essay Topic #6:

Where is your favorite place to visit? Describe the place and explain why you
like it using your own experiences and knowledge.
GED STUDENTS ESSAY:

So the first thing I do is ask myself the question,
What do I want the reader to know, believe or understand?
I want the reader to know that my favorite place is the beach.
The next question is, Why?, Why is the beach my favorite place? Im
going to just write down whatever comes to my head.
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chapter six:
I like the beach because . . .

I can take my shoes off and feel the sand.
I can go in the water and swim.
I can ride the waves if theyre big enough.
I can soak up the sun.
I can take walks.
I can find interesting things that have come in with the tide
I can take a picnic.
I might add some things that I do not like about the beach:
I dont like the beach because. . .
I get sand in my shoes and clothes.
I sometimes get sunburned.
I dont look so hot in a swimsuit.
I cant swim very well.
Its a long drive.
And finally, I might add some ideas that do not fit either list. I will call
them interesting things about the beach.
Interesting things about the beach:
It is interesting to watch the waves breaking.
It is a way to get away from everything for a day, sort of like a minivacation.
It is interesting to search for rocks.
By putting my ideas into three different lists, helps me organize my thoughts

and even more important, allows me to clarify my thinking. Out of this effort
37
chapter six:
comes the main point or thesis of my essay:
I like to go to the beach because it is like a mini-vacation.
OK, now I am ready to organize my ideas into an essay format: an

introduction paragraph, three supporting paragraphs, and a concluding paragraph.
A good way to do this is to make a simple outline. Just jot down the ideas in
abbreviated form in a logical order.
First paragraph:
I.
Beach is like a mini-vacation
II.
Cant go because I have to work
III. Daydreams can take me there

IV. Daydreams get me through a long workday.
Supporting paragraphs:
I look back at my list of things and group them into logical ideas that will
support and explain my main idea.
Paragraph #2: What I do when I walk along the beach:
avoid the waves
pick up rocks and agates
like the way the sand feels
found the old bottle
Paragraph #3: about things I do in the water

body surf
38
chapter six:
hard to catch the wave

the crash is fun
Paragraph #4: about some of the interesting things about the beach.
the sound
the time it looked like Jello
Concluding Paragraph
The concluding paragraph sums up the essay, often repeats the main point
and sometimes brings in a new point of two to make a lasting impression.
Paragraph #5: conclusion:
what starts me thinking about the beach
sometimes get in trouble for daydreaming
the beach daydreams get me through the worst days at work.
Now, lets review the format of a good essay, the introductory paragraph,
the three supporting paragraphs, and the concluding paragraph.
INTRODUCTORY PARAGRAPH
The first paragraph is the introduction. In your essay the introductory
paragraph has three purposes:
1. To tell the reader what the main idea of the essay will be.
2. Secondly, to get them interested in the idea.
3. Third, give an indication of how the essay will be organized.
The first paragraph tells the reader very clearly in plain language what the
essay will be about. Lets look at our students Introductory Paragraph.
39
chapter six:
My days are long and hard at the shoe factory. I get up at 5:30 AM
to catch the 6:30 bus so that I get to work in time to start the 7:00
to 4:00 shift. The day goes by slowly because I do the same thing
over and over and over. I work at a stitcher and sew about 15 pairs
of shoes an hour. What keeps me going through the long day is
thinking of what I would rather be doing. My favorite daydream is
a day at the beach. Going to the beach is like a mini-vacation.
What did this opening paragraph do? It stated a problem that we all have
had experience with, a boring job. It got us interested because we could
identify with the writer. It made us want to read on because we sensed there
was a reason why the writer was telling us about the boring day. The paragraph
also told us a little about how the essay was going to be structured, a
problem/solution format, and finally, it told us what the point of the essay
was, a mini-vacation day at the beach.
After the introductory paragraph the next three paragraphs are used to
explain, support and perhaps convince the reader of the main point. Our GED
student wrote the following supporting paragraphs:
SUPPORTING PARAGRAPHS:
In my daydreams, I imagine taking long walks on the beach. I
think back to the last time I was there. I remember the feel of
the sand between my toes and the squeaking noise they make on
the dry sand. I remember hunting for interesting rocks and agates.
Half buried in the sand I found this old bottle with a note in it, but
40
chapter six:

but I couldnt read the note because had gotten all wet. The sound
of the surf pounding takes my mind a million miles away.
Another thing that I like to remember in my daydreams is body

surfing. I like to go out to where the waves are beginning to break
and then take a lunge forward and kick real fast to catch the pull
of the wave. When I catch it just right my body sticks out of the
wave and pushes me along at the speed of the wave. The hard
part is when the wave finally crashes on top of me and I get pulled
under. But Im a pretty good swimmer, and it is just part of the
ride.
But probably the most interesting thing about the beach is just
watching the waves and listening to the pounding surf. It is a lot
like fishing where you just kick back and dont worry about anything
except what you are doing. I remember one time when I was
watching the surf and I noticed that the ocean suddenly changed
color to a really bright green color. It was almost like a green dye
that transformed the water into Jello. I never did find out why it
happened, sometimes I think maybe I just imagined the whole
thing.
CONCLUDING PARAGRAPH:
The last paragraph brings the whole essay together. In the essay, the
concluding paragraph restates the main point and then adds some new
information that supports the main point.
41
chapter six:

What often gets me thinking about the beach is the roar of the
machines at work. They remind me of the sound of the ocean and
off my imagination goes. Sometimes I get so caught up in the
daydream that my production goes down and I get in trouble with
my supervisor. But he brings me back to reality quickly with that
hard look of his. Without my daydreams, my days would seem
longer than they are; they are like a breath of fresh air in the
boring shoe factory.
42
chapter six:
How to organize your
ideas in the essay
CHAPTER
SEVEN
How to write so that others understand
Now you are ready to begin the writing process. If you have done steps I
and II well, the writing part goes easily. Good writing takes practice. It is
said that Earnest Hemingway spent years just perfecting the paragraph before
he even began writing stories. Following are some suggestions to help you
improve your essay writing.
SUGGESTION #1: KNOW WHO ARE WRITING TO.

Your audience for the GED Essay is the GED essay reader. This is a person,
often a teacher, who has been hired by the GED testing service in your state
to score the essay. Review Chapter Four, to make sure you have a clear
understanding of how the essay will be evaluated. Choose words and sentence
structure that reflects who you are talking to. The style of the essay does not
have to be overly formal, but it should not be too informal or use slang. Keep
a clear idea of who you are writing to as you write. Writers often think of
themselves as actually talking to this person while they write. This is a good
plan in your essay, but be careful your writing does not get too informal.
SUGGESTION #2: FOLLOW YOUR PLAN

Your essay plan is the outline you made of the main points in each paragraph.
If your outline is confused then your essay will be confused. Time spent
reorganizing your outline will pay off in a better essay because you will not
have to edit your sentences after you have written them. Before you begin
to write, make sure your outline is logical and that you have a good idea of
what each paragraph is to accomplish. If you charge off and begin writing
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43
2
chapter seven: How to write so that others undestand

before you know what you are trying to accomplish, then your essay will need
serious editing after you have written it. The GED Essay test only gives you
45 minutes to write the essay, that is not enough time to do much rewriting.
You want to get it right the first time.
SUGGESTION #3: WRITE FAST

Your planning, if done properly, should take about 10 to 15 minutes. This
may seem like a lot of time just to plan, almost one third of the time. A lot
of inexperienced writers want to jump right in and begin writing. If you reviewed
Chapter Four you will notice that two thirds of the scoring criteria have to do
with organization, structure and content. In the GED essay you will lose more
points because the reader cannot understand and comprehend your ideas than
you will for incorrect word choice and conventions of language.
It is much easier to go back and review your essay and make changes in
word choice than it is to make changes in structure, logic and ideas. If the
ideas are there, and they are presented in a logical way, then the word choice
will generally follow. Things to watch out for are repeating the same word in
two or more sentences, or using the wrong word altogether. Also, watch out
for informal language and slang.
SUGGESTION #4: REREAD AND EDIT

Good writers spend as much time editing as they do writing. In the GED
Essay Test you are limited in how much time you have, so your editing will
have to be kept to a minimum. Plan on spending at least 10 minutes going
back over what you wrote. Try to read the essay as the GED Essay Reader
would. Ask yourself these questions:
44

Is the thesis sentence or main idea obvious in the first paragraph?
Do you develop your points well? Do you convince the reader of your
ideas? Does what you say make sense?
Is your paper organized and logical or does it jump around? Do you
have a lot of details?
Is your word choice appropriate for the subject?
Do you follow the conventions of Edited American English?
Lets summarize the approach we have outlined and how much time you
should spend in the 45 minutes allotted in the GED essay test.
1. The first step is to ask yourself the basic question: What do I want
my reader to know, believe or understand? Write the answer in a
statement. This is the main idea of the essay.
Next, begin the brainstorm process by asking yourself, Why do I want

the reader to know this? How am I going to convince the reader
of this? or, What must the reader do?
2. List your ideas and group them into logical order. You might group
them into likes, dislikes, pluses, minuses, and what is just plain interesting.
Steps 1, 2 & 3 should take about 10 minutes.
3. Now make a quick outline that parallels the structure of your essay.
Use a five-paragraph essay structure and put your points into three
45

groups: introduction, support and conclusion. If this step is done well
it will make the writing much easier.
Step 4 should take about 5 to 10 minutes.
4. Begin writing. Chose your words carefully. Watch that you dont
repeat words. Write like you are talking to someone, but not in a slang
manner. Always be thinking about how your reader is going to understand
what you are saying.
Step 5 should take about 15 minutes.
5. Last thing is to reread your essay. Go back and make sure the ideas
are clearly stated and that your word choice is appropriate. Change
words and rewrite sentences if you need to.
Step 6 should take about 10 minutes.
Total time 45 minutes
HOW TO IMPROVE YOUR ESSAY WRITING QUICKLY

Do not expect to write good essays without considerable practice time.
A good plan is to write one essay a week during your GED prep time. Let
someone else read it and give you feedback. Give them this report so they
can score your essay holistically like they do on the GED. Contact us a
passGED.com if you need help, we offer a tutoring service that can give you
feedback on your practice essays. www.passGED.com
46
part three:
special test taking skills for the GED
CHAPTER EIGHT
The inherent advantage
of multiple-choice test questions
What they never taught us in high school was how to take tests. Test
taking is a skill. People who are good at it score on an average 10% to 15%
higher. They are not any smarter than the rest of us, they just understand
the mechanics of multiple-choice questions and how a good guessing strategy
can improve their score dramatically. This chapter is probably the most
important one you can read to improve your GED score. Take time to study
it and put the suggestions to use in your own GED preparation.
THE ADVANTAGE OF MULTIPLE-CHOICE QUESTIONS

The GED is a standardized test consisting mostly of multiple-choice type
questions. Multiple-choice questions give the test taker an inherent advantage:
they do not require precise knowledge to get the correct answer, but rather,
the ability to choose the most likely answer or alternative from only four or
five choices. This means you can answer most multiple-choice questions
without actually knowing the exact knowledge required.
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chapter eight:
the advantage of multiply-choice questions
Do not misunderstand this advantage to mean that you do not need to study
and prepare for the GED, or that it is an easy test. It is not easy; it is a sevenhour exam that only 60% of graduating high school seniors are able to pass.
What the multiple-choice advantage means is that you do not have to spend
your time memorizing thousands of facts and details, but can use your time
to get basic background knowledge and learn how to apply it to real-life
situations. First, lets look at how to choose the correct answer. Then we will
approach test taking from how to eliminate wrong answers.
HOW TO CHOOSE THE CORRECT ANSWER
1. Read the question very carefully first before you look at the
answers.
The majority of questions on the GED do not require knowledge outside
what is given in the test. The questions require you to think and consider,
and then to choose an answer from the information given to you. This
means that the better you understand what the question is asking the
easier it is to answer the question. Read each word in the question and
underline the key words and ideas. These will be your clues to the answer.
2. Read the questions at face value, they are not designed to

trick you or confuse you.
The GED test creators designed the questions for clarity. They were not
designed to test what you do not know, but rather, to demonstrate how
you can interact with the material in the test. The questions are intended
48
chapter eight:
to make you think carefully and critically. They are for the most part
straightforward and easy to grasp. The biggest reason for getting the
wrong answer is that the reader did not read carefully or did not
follow directions.
3. Answer the question in your head before you look at the

answers.
The multiple-choice answers can confuse you if you have not formed a
sense of what is being asked before you begin to consider the choices.
Sometimes two or three answers will be very close in meaning, and unless
you have a good idea of what the answer should be before you look at
the choices you will waste valuable time. Take a few seconds to think
about what the answer should be before you start looking at the answers
listed in the problem. This may seem like an unnecessary step, but it will
save you time in the long run and prevent choosing answers on impulse
or having to go back and reread the answers a second or third time.
4. Eliminate answers you know are wrong.

As you read the choices, you will encounter answers that are obviously
wrong. Put a mark through these answers. This will help you narrow the
choices. Later, we will examine a guessing strategy that can help you
maximize your opportunity for selecting the correct answer from your
choices.
49
chapter eight:
5. Go with your first answer.

Statistics from numerous studies have shown that a test takers first
choice is usually the correct one. Your brain told you this was the best
answer first, so go with it. Dont go back and change your answer unless
you have a very solid reason to do so.
6. If you dont know guess.

Your score on the GED test is based on how many questions you answer
correctly. There is no point penalty for a wrong answer. Eliminate the
obviously incorrect answers and take your best guess from what is left.
In most cases you can eliminate two, sometimes three obviously incorrect
answers. This leaves a 33% to 50% chance to guess right. Following
are some guidelines for improving your guessing percentage.
50
chapter six:CHAPTER NINE

Take the guessing out of guessing
To compensate for the multiple-choice advantage for the test taker, the
GED test writers include answers that are designed at first glance to give the
appearance of being correct. Following are some strategies that you can use
to see through these seemingly correct answers and outwit the test writers.
As we noted earlier, the most common reason you will miss correct answers
on the GED is that you misread either the question itself or text that goes
along with the problem, or you simply did not follow directions. So, your first
strategy is to read every question and answer very carefully. Give each question
and answer your full attention and focus. Read every word and make sure
you understand exactly what is written.
You will encounter three possibilities when you do multiple-choice questions.
1. The first possibility is that you know the correct answer. You read the
problem and you can easily pick out the correct answer.
2. The second possibility is that you definitely do not know the answer.
You dont have a clue.
3. The third, and most common possibility is that you are unsure of the
answer. You have some idea, but are not positive one way or the other.
These answers can hurt your score the most because you will tend to choose
the answer that your hunch tells you is correct.
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12
chapter nine:
take the guessing out of guessing
The biggest challenge you face in answering multiple-choice questions is

deciding if an answer is a #2, where you have no clue, or a #3, where
you are unsure but have a hunch. Hunches can defeat you. The reason
hunches are so problematic is that the test writers have written answers
that look correct but are not. These answers appeal to the hunch takers
because they are in the gray area of sounding kind of correct.
GUESSING STRATEGY #1: KILL THE HUNCH

Heres an easy way to test the correctness of your hunches. Ask yourself
if you would bet $100 on your hunch. One Hundred dollars is a lot of money
to most people. You will probably not put a $100 on an answer that is just a
hunch, that you are not pretty sure of.
The $100 betting strategy will help you decide if an answer is just a hunch,
a guess, or actually based on some knowledge you have about the topic. Your
goal is to eliminate the hunches and put the answer into the pure guess category,
#2 or the #1 category where you base your choice on actual knowledge and
experience.
When you discover that your hunch is really just a guess, then you put the
answer into the second group (#2), the questions you do not know the answer
to. Now you can take a guess without the influence of the hunch and your
chances of getting a correct answer are much better. The hunch answer was
most likely wrong because the test writers put it in the test to mislead you, or
at least to get you to think more clearly. By eliminating the foggy hunch answer,
you have increased your chance considerably because now you use the law of
averages to guess.
52
chapter nine:
Since you do not have a clue which of these answers are correct you will
want to make a purely random choice. Make a rule that you will follow whenever
you encounter a pure guess choice, like taking the last of the choices, and
follow that rule in every single case. By the law of averages you will get 30%
to 50% of these answers correct. When you follow this strategy you will have
improved your guessing average by as much as 60%. This translates to an
additional ten to fifteen percent correct answers.
GUESSING STRATEGY #2: WATCH OUT FOR SLANG

Answers that use slang are generally incorrect. But use a little caution with
this rule because the inverse is not always true. Answers that are the most
scientific and formal sounding often are correct, but not always. The test takers
sometimes write answers that have a formal or scientific feel to them that are
incorrect.
This strategy of eliminating slang answers is used to eliminate wrong answers,

not necessarily to pick correct ones. Generally, answers that use slang words
will be wrong more often than not.
GUESSING STRATEGY #3: EXTREME OR ABSOLUTES

Watch for words like always, never, none or all, best, worst, solely. Correct
answers rarely are absolutes or extremes. Answers with these words are
usually incorrect. Eliminate them from your choices just on principle, even
though they may seem correct.
Choose answers that use qualifiers like: sometimes, may, can, likely, often,
53
chapter nine:
or will often. In a guessing situation these choices will be more often correct
than not. They will give you an edge when you do not have a clue.
GUESSING STRATEGY #4: OPPOSITES

If there are two answers that are opposites of each other, one is likely to
be correct. This is just common sense in test writing. It takes a lot of time
to think up opposites, therefore the test writer is generally not going to take
the time to write opposites for two answers that are not true. Opposites are
usually included to confuse the test taker. Watch for them. When you find
them then you know with some certainty that one of the answers is correct.
You are now down to a 50/50 choice. The best strategy at this point is to use
your rule of thumb, take the last choice and move on to the next question.
If you can put the questions in the #1 category, the ones you have some
knowledge of, then make an informed guess, but be sure to apply your $100
bet.
Lets summarize our guessing strategies.

1. First, use the $100 bet rule to eliminate hunches. Hunches will be
incorrect more often than correct. If you do not feel like you can bet
$100 on your answer, you will be better off statistically just taking a
guess at it.
2.
Apply a consistent guessing strategy like always choosing the last of

the choices. Never deviate from the rule.
3. Eliminate answers that use slang. They will more often be incorrect
54
chapter nine:
than correct.
4. Answers that are absolutes are most often incorrect.
5. If a question has answers that are opposites of each other, the correct
answer is most likely one of the opposites. If you cannot make an

informed choice between your opposites, use your guessing strategy
and choose the second answer.
TEST YOUR GUESS ABILITY

Try your guessing strategies out on these questions.
1. A firefighters job is not to just fight fires. When they are not responding
to a fire, their main responsibility is:
(a) Educating the public on fire prevention measures

(b) Staying in good physical condition
(c) Keeping the fire house clean
(d) Maintaining firefighting equipment
(e)
Improving the image of the fire department in the community
55
chapter nine:
2. John F. Kennedy was assassinated during what year?

(a) 1968
(b) 1962
(c) 1972
(d) 1963
(e) 1959
3. Your ability to comprehend what you are reading depends on:

(a) Intelligence
(b) Reading speed
(c) Knowledge of the material
(d) Length of material
(e) Whether it is for a test
3. (c)
Answers:
2. (b)
1. (d)
56
chapter six: CHAPTER TEN

How to deal with test anxiety and
manage your time wisely
Everyone is nervous at test time. If youre not, then you are not taking the
exam seriously. Anxiety is a form of stress and stress interferes with your
ability to think clearly. This is a well-known research finding. In stressful
situations, our brain moves to a more primitive level of operation, something
like the flight/fight response in animals. It is the last thing we want to experience
during test time. A little adrenaline is fine, it will keep us sharp and alert, but
not being able to think clearly is going to hurt your chances for success.
The biggest cause of stress is fear, and most fear is caused by the unknown,
encountering something we are unsure of, or is unfamiliar. If you attempt the
GED without preparing sufficiently, you are asking for a lot of stress. So, the
best solution to test anxiety is to prepare and even better, over prepare for
the test. Go into the test knowing that you have done everything you can to
be ready for it. You will find it is easy and your fears and stress will disappear.
Another way to relieve the stress is to take the test once for practice. Study
hard for it, but consider the test an experiment to find out what you still need
to work on. Dont worry about passing or failing, just take it to see what it is
like. The second time will be much easier because you have eliminated the
greatest cause of fear, the unknown.
TIC, TIC, TIC, USE YOUR TEST TIME WISELY

A runner competing in a marathon knows he or she must set a pace for
each mile if they are to complete the whole 26.2 mile race. If they run too
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57
chapter ten: how to deal with test anxiety and manage your time wisely
fast they will burn themselves out before the end, if they run too slowly they
may not finish within their goal. Doing the seven-hour GED test is a lot like
a marathon. If you go too quickly, you will make too many mistakes, if you
go too slowly you will not complete all the answers. Finding the middle ground
takes practice.
There are two ways to prepare for the time element of the GED. First is
to make sure your body and mind are ready. Get plenty of rest the night
before, at least eight hours, eat good food the day before and the take plenty
of good food to eat on the test day. Stay away from sugar the day before and
the day of the test. Eating sugar will cause slumps of low energy and you need
to be at your peak energy on test day. Eat slow burning carbs, like whole
wheat bread and plenty of fruit and juices. Make sure the juices arent loaded
with sugar, most of them are. Stay away from soft drinks and candy bars.
They will give you a short burst of energy, but then a real slump when the
sugar burns off. Stick with natural foods.
The second way to be ready for the time element of the GED test is to
practice solving problems within a time frame that will allow you to finish all
the problems and have a little time to go back and review the ones that take
longer than your allocated time. Here is a chart that shows the time allocated
for each test.
58
Test Area
Number of Questions
Time Limit
Time/Question
Science
50
80 minutes
1.6 min.
Mathematics
50
90 minutes
1.8 min.
Social Studies
50
70 minutes
1.4 min.
Language Arts Writing, Part I
50
75 minutes
1.5 min.
Language Arts Writing, Part II

Language Arts Reading
1 essay
40
45 minutes
65 minutes
1.6 min.
7.08 hours
You will notice the amount of time for each question ranges from 1.4
minutes for the Social Studies test to 1.8 minutes for the Math test. If you
allow yourself 1.25 minutes or 1 minute 15 seconds for each question, you
will not only complete all the questions on the test, but have plenty of time
to spend on the ones that you need longer to solve than a minute and fifteen
seconds.
There are a couple of ways to prepare for this.
First, buy yourself a watch with a second hand or stop watch that is easy
to use. Practice doing problems within the 1:15 minute window. Get so used
to doing problems within this time frame that you intuitively know how to
pace yourself. This is what runners do. They train ahead of time at their
race pace so their body knows what it feels like. They train their muscles to
run at the pace they want in the race so that during the race they can just
go on automatic pilot. If you practice ahead of time at your test pace of
1.15 minutes for each question, then you will just know without worrying
about it that you are moving at the right speed. Use your watch or stopwatch
during the test to check up to make sure you are not going too fast or slow.
59
It probably is not necessary to time each problem. Instead, see how long it
takes to do four problems. If it takes much more than five minutes, then you
are going too slow.
MARKING STRATEGY
The GED test instructs you not to mark in your test booklet or make any
unnecessary marks on the answer sheet. Unnecessary marks on the answer
sheet can confuse the computer scanners and might affect your score. Marks
in your test booklet probably will not be noticed, however, we cannot tell you
this for sure. We have watched many test takers circling and underlining words
and making marks next to questions that they are unsure of without adverse
effect. It seems to depend on where the test is taken and how attentive the
test instructors are.
You may be allowed scratch paper for the test. A good strategy is to use
the scratch paper to write down the number of problem or question you need
more time with. Invent your own marking system. Keep it simple. Put a
(?) next to problem numbers that you are unsure of but think you might be
able to solve if you had more time. Dont include the questions you took
guesses at, your first guess will be the best one. Besides, if you are following
your guessing strategy you have picked an answer at random and going over
it again will not improve your chances for a correct choice.
60
chapter six:
CHAPTER ELEVEN
A success strategy for the reading, science
and social studies tests
Many of the questions you encounter on the GED require you to read a
passage and then answer one or more questions based on what you read.
Following are suggestions you can use to maximize your chance of answering
these types of questions correctly.
1. First, read the passage very carefully. Underline key ideas if you are
permitted. Do not skim the passage. You need to understand the main
points in the passage and know where they are in the text. Your ability to
answer the questions correctly will depend on knowing the main points and
where you can find the answers quickly. You do not need to memorize the
passage, but just know what its about and how it is structured.
2.
Next, read the question and the multiple-choice answers. Read these
carefully as well. Choose the answer that best answers the question. You
will probably have to go back and reread certain parts of the passage to
find the correct answer. This is why it is so important that you read it
carefully to begin with. You want to avoid having to reread the whole thing;
instead, you want to be able to go to the part of the passage that relates
to your question, reread it again, and then answer the question.
3.
It might help to understand why the test writers include problems with
long passages and multiple questions in the GED. These types of questions
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61
chapter eleven:
a success strategy
for the reading, science and social studies tests
have two purposes. First is to test your ability to read and comprehend.
This is why it is so important to read the passages carefully and with
attention. Think about what you are reading while you are reading it. Ask
yourself, What is the main point of the passage?, Why did they ask this
question?, and other questions to remind yourself to focus on the content.
The second purpose of these types of questions builds on the first. Assuming
you have comprehended the material, it will now ask you to make some
inferences about it, to analyze, synthesize and evaluate. We will cover that
process later in this report.
WHAT TO DO IF YOU DONT KNOW THE MEANING OF A WORD?

Simple, just keep reading. In most cases, you will be able to figure out the
gist of the passage without knowing the word. Try this experiment to test this.
Have someone take a passage and black out a key word in a couple of sentences
with a marker so that you cannot read the words. Then read the passage to
see if you cant figure it out even without the words. You will discover that
you can figure out the meaning of the sentences without knowing the meaning
of every word.
62
chapter CHAPTER
six:
TWELVE
Reasoning skills needed for the GED
More than anything else, the GED Test is a measure of critical thinking
skills. What is critical thinking? The word, critical thinking, is sometimes
misleading. It does not mean that one must be critical or judgmental, but
rather, that one exercise their full powers of thinking when reading and solving
a problem. Unfortunately, critical thinking does not get a lot of emphasis in
high school. Yet, critical thinking is absolutely necessary in ordinary life. Being
able to make educated and thoughtful decisions about politics, finances,
relationships, and every day events in our life often are the difference between
being happy and prosperous and not. There is perhaps, no more important
skill to become proficient at than critical thinking. Not only will it help you
pass the GED, but it will help in every aspect of your life.
How does one learn critical thinking? Unfortunately, there are not a lot of
books available that teach the skill, nor will you probably find it listed as a
course in the catalogue of the local Community College. Most of the study
guides written for the GED do a superficial job at teaching critical thinking.
So, how do you learn this important skill? (Pages 84 and 85 lists some books
on critical thinking for the GED test.)
John Holt, the famous educator remarks in his book Why Children Fail,
We dont have to make human beings smart. They are born smart.
All we have to do is stop doing things that make them stupid.
Not teaching critical thinking skills to children is one of the things that makes
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63
chapter twelve: reasoning skills needed for the GED

makes them stupid. Therefore, learning critical thinking skills means you need
to unlearn some bad thinking habits. You are already smart, you do know how
to think, but because of your education, or lack of it, you have been taught
to be lazy in your thinking. We are going to change that.
Following are some suggestions that will help you solve problems on the
GED which involve critical thinking.
1.
Read the problem very carefully. The most important step in solving
these kinds of problems is comprehending what the problem is saying.

Read the passage slowly and underline the key ideas.
2.
Ask yourself what you know to be true in the passage based on what
is said. In many problems, you are being asked to make inferences, jumps
in logic, based on what information was given in the passage. These logic
jumps only make sense when you start at the right place.
3.
Read the answers carefully and use an elimination strategy to reject
answers that are wrong.
We have found the best way to teach critical thinking for the GED is to give
the student a lot of experience with the types of problems they will encounter,
and demonstrate how to think critically about them. Following are twenty GED
problems that involve critical thinking. Do not jump to the analysis before you
have attempted the problem yourself. Take your best shot. In time, you will
see yourself get better at this important skill.
64

Problem #1
One of the rules of economics is the law of supply and demand. It states that
the larger the supply, the lower the price will be if demand stays the same.
World crop forecasts for next year predict a smaller than usual harvest of
potatoes. Assuming an increase in demand of potatoes, what will happen to
the price of potatoes?
(1) The price of potatoes will stay the same because there will be an
increase in imports.
(2) The price of potatoes will decrease.
(3) The price of potatoes will not be affected.
(4) The price of French fries will probably stay the same because fast
food restaurants will substitute artificial ingredients to make up
for the decrease in supply of potatoes.
(5) The price of potatoes will increase.
Analysis:
A careful reading of the passage indicates a clear relationship between supply,
demand and price. The lower the supply, the higher the demand, and the
higher the price. The first thing is to eliminate the wrong answers. We can
eliminate (1) because the passage states that world crop harvests will be less,
so while increasing imports may increase supply, it will not decrease price.
(2), and (3) are wrong because they do not follow the stated rule of supply
and demand. So, that leaves (4) and (5). Number (4) could be correct and
probably is, but there is no data given in the problem that would allow us to
make this conclusion. Number (5) is correct because it follows the rule of
supply and demand.
65

Problem #2
Millions of people in the world rely on rice as their main carbohydrate. People
in poor third world countries eat more rice than people in prosperous countries.
In the U.S., five times more wheat is consumed than rice. What are valid
inferences to be made from the above.
(1) Rice is a poor mans diet.
(2) Poor people eat more rice than wheat.
(3) It is cheaper to grow rice than wheat.
(4) Carbohydrate consumption is a good predictor of the economic status
of a country.
(5) Consumption of rice or wheat has nothing to do with economic status,
it is a matter of eating preference.
Analysis:
Answers (1),(2), and (3) may be statements that have some truth in them,
but they are not necessarily inferences from the passage. Answer (5) may be
true as well, but there is nothing in the passage to indicate that it is a valid
inference. That leaves (4). It is a valid inference from the passage.
Problem #3
A large city produces millions of pounds of toxic waste every year. Much of
the toxic waste in composed of cancer-causing chemical compounds that remain
in the soil for hundreds of years.
66

Based on the above information what is a potential harm from landfills that
are not properly maintained?
(1) An increase in illnesses
(2) Increase in toxic waste sites
(3) A fuel crises
(4) Poisoned water supply
(5) Increase in taxes
Analysis:
Answer (1) is one of the those answers that looks like it could be correct
because it seems to make sense. But an increase in illnesses may have nothing
to do with toxic wastes. Answers (2), (3), and (5), may be have some truth
in them, but they are not logical inferences from the passage. That leaves
answer, (4), the only one that makes sense.
Problem #4
Some large companies use vocational retraining programs to teach people to
do work that is different from their present jobs. The retraining is often
necessary because some employees jobs are no longer needed to make a
companys product.
What is the main purpose of these programs?
(1) to encourage people to leave the company

(2) to improve the quality of products
67

(3) to increase the salaries of employees
(4) to make it possible for people to continue to work
(5) to promote people to higher-paying jobs
Analysis
This is an implication problem like #2, but a little harder because all of the
answers could be true. The challenge is to pick the answer that is most true
and that is answer (4). Again, these problems require careful reading.
Problem #5
Many wine tasters are trained to judge the quality of wines. By tasting a
particular wine, they can identify the region and country from which the wine
comes. The taste is influenced by the type of soil in which the wine grapes
grow.
These facts best support which generalization about wine production?
(1) Heat and light are not important in wine production.

(2) The quality of wine grapes does not vary.
(3) Chemicals in nature generally harm wine production.
(4) Wine production is affected more by human intervention than by nature.
(5) Geographic conditions affect wine production.
Analysis:
What they are asking for is to be able to generalize the meaning of paragraph.
68

One way to approach this is to analyze the paragraph before one reads the
answers. The first two sentences of the paragraph set up the third, which
states the main idea, taste is influenced by type of soil.
Next, read each answer carefully to see if it says the same thing as the sentence
three above. Answers (1), (2), (3), and (4) are clearly wrong because they
contradict the main idea of the paragraph. The answer can only be (5).
Heres another point about these types of questions. Often they throw in words
that we do not run across very often like human intervention. A good
strategy to follow when you are not sure of a words meaning is to skip it and
get as much meaning as you can from the remaining words. Even if you did
not know the exact meaning of the word. intervention, you could make a
good guess on the meaning of the sentence.
Problem #6
In 1990, the U.S. Environmental Protection Agency (EPA) published a report
that identified four relatively high-risk environmental problems that would
be given priority in the coming years. All of them were global in scope: climate
change, ozone depletion, destruction and change of wildlife habitat, and species
extinction.
The EPA reported that it is likely to devote an increasing proportion of its
resources to life on Earth and relatively less to reestablish, for example, the
dioxin-tainted town of Times Beach, Missouri. The inhabitants of Earth, unlike
the town, have nowhere else to go.
69

On the basis of this information, which best explains the EPAs reasoning?
(1) Local environmental problems must be solved first.

(2) Studies are needed more than actions to solve global environmental
problems.
(3) Global environmental problems must be solved or Earth will be
uninhabitable.
(4) Each local community should solve its own environmental problems.
(5) Immediate answers to environmental problems are likely.
Analysis
This is primarily a comprehension problem. The answers are chosen to determine
how well you understand what the problem is saying. You can use a process
of elimination to solve it. The key sentence in the passage was, All of them
were global in scope: climate change, ozone depletion, destruction and change
of wildlife habitat, and species extinction. Answers (1), (2), (4), and (5)
contradict the main idea of the passage. Only answer (3) can be correct.
Problems #7, #8, #9, #10:

By the early 1800s, the Cherokees had been pushed into a small section
of the Appalachians. They had established farms and small manufacturing
shops, built schools, and published a newspaper in their own language. They
governed themselves under a written constitution with a legislature, courts
and a militia. The Cherokees, while adapting to white culture in some instances,
valued their own traditions and formed a separate state on their lands. The
Georgia legislature refused to recognize the Cherokee state and opened all
70

and opened all Cherokee land to white settlement.
In 1831, the U.S. Supreme Court, led by Chief Justice John Marshall, ruled
that the Cherokee Nation had clearly defined boundaries within which the the
law of Georgia can have no force. The Court further ruled that Georgia citizens
could not enter Cherokee territory without Cherokee consent.
However, President Andrew Jackson rejected the Supreme Court decision.

Against the strong protests of several members of Congress, he allowed illegal
seizures of Cherokee lands to continue, and in 1838, the Cherokees were forced
to move to unsettled lands west of the Mississippi. During their 800-mile
journey, made mostly on foot, thousands of Cherokees died on the Trail of
Tears.
In 1890, a member of the U.S. Cavalry wrote: The long, painful journey
to the West ended on March 26, 1839, with 4000 silent graves reaching from
the foothills of the Smoky Mountains to what is known as Indian Territory in
the West. And covetousness (greed) on the part of the white race was the
cause of all that the Cherokee had to suffer. . .
John Ehle, adapted from Trail of Tears, Rise and Fall of the Cherokee Nation,
Archer Books, 1988, 394.
Problem #7
What happened as the Cherokees adopted many U.S. customs and institutions
in the early 1800s?
71

The Cherokees
(1) were accepted by white society
(2) gave up their Cherokee arts and traditions
(3) bought more lands west of the Mississippi
(4) were recognized as citizens of Georgia
(5) decided to become an independent state
Analysis:
The difficulty in solving problems like these is that one can get overwhelmed
by all the information. By the time one reads the whole passage it can be
difficult to remember key facts and ideas. These are not problems to skim.
It is often a good idea to read them twice to make sure you get the gist of the
whole passage and the important details.
In this problem, a simple process of elimination can find the answer. From
our reading we know that answers (1), (2), (3), and (4) are not correct. This
leaves (5) as the correct answer.
Problem #8
Which best describes the way President Jackson responded to the 1831 Supreme
Court decision about Cherokee territory?
President Jackson
(1) disregarded constitutional law
(2) enforced separation of powers
(3) played party politics
(4) enforced judicial review
72

(5) supported political democracy for all
Analysis:
We can solve this problem by the process of elimination. We know that (5)
and (3) are wrong because there is no basis for them in the passage. So now
we need to decide between (1), (2) and (4). Deciding which of these is correct
will depend on a knowledge of the U.S. Constitution and how the Federal
Government operates. This knowledge would tell us that (2) and (4) are not
correct, so the answer is (1).
Problem #9
What is the basis for the U.S. Cavalry officers evaluation of the Cherokee
experience on the Trail of Tears?
(1) his loyalty as a member of the Cherokees
(2) his pride in the U.S. Military
(3) his support for the governments actions
(4) his recognition of an injustice
(5) his acceptance of societys ways
Analysis:
This is a good thinking problem because it requires you to infer what the
reason was for the officers remarks. The problem demonstrates the point we
made in the beginning of the chapter, if you do not have a good grasp of what
the passage is saying, then, you cannot make solid inferences from it.
It is very clear that the passage is written to express the injustice of President
Jacksons action and how the Cherokee people suffered as a result of white
73

societies greed. It would follow then, that the officers evaluation is included
in the passage because he appreciated the injustice of the governments action.
Answer #3 is correct.
Problem #10
It is presumed that humanity dictated the original policy of the removal and
concentration of the Indians in the West to save them from extinction. But
today, by reason of the immense growth of the American population, . . . the
Indian races are more seriously threatened with a speedy extermination than
ever before. . . .
Donehogawa, first Native American commissioner of Indian Affairs, 1870.
Donehogawas 1870 statement supports which conclusion regarding the history

of the Cherokee people?
(1) The Cherokee culture and economy were similar to those of most other
Native American groups.
(2) Andrew Jacksons decisions protected the Cherokee people from danger.
(3) Cherokee conflicts with the U.S. policies were similar to the experience
of other Native American groups.
(4) Other Native American nations shared their desire for U.S. statehood.
(5) The U.S. government supported the desire of the Cherokees to keep
their land and laws.
Analysis:
This would be considered one of the more difficult problems on the GED.
74

It is difficult for several reasons. First, it requires that you read another passage
that is written in a formal style that is not used today. What Donehogawa is
saying in an indirect way is that the U.S. Governments policy of forcing the
Native Americans to the west was just another way to exterminate them as
a culture. With this interpretation of the passage, then answers (1), (2), (4),
and (5) cannot be correct. Answer (3) is the correct one.
If you had trouble with this problem, and many people do, it is because you
did not take the time to understand what the passage actually said. Again,
its all in the comprehension and understanding.
Another point to consider is who wrote the passage. It states that Donehogawa
was the first Native American commissioner of Indian Affairs. One could make
a good assumption that he was critical of U.S. Government policy toward Native
Americans. Additionally, one might consider why the question was included
in the test.
Problems 11-17
HOW DOES THE SPEAKER RELATE TO THE LIFE OF A CAGED BIRD?
Sympathy
I know what the caged bird feels, alas!

When the sun is bright on the upland slopes;
When the wind stirs through the springing grass,
And the river flows like a stream of glass:
(5)
When the first bird sings and the first bud opes (opens),
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And the faint perfume from its chalice steals
I know what the caged bird feels!
I know why the caged bird beats his wing

Till its blood read on the cruel bars;
(10) For he must fly back to his perch and cling
When he fain would be on the bough a-swing;
And a pain still throbs in the old, old scars
And they pulse again with a keener sting
I now why he beats his wing!
(15) I know why the caged bird sings, ah me,

When his wing is bruised and his bosom sore,-When he beats the bars and he would be free;
It is not a carol of joy or glee,
But a prayer that he sends from the hearts deep core,
(20) But a plea, that upward to Heaven he flings-I know why the caged bird sings!
Paul Laurence Dunbar, Sympathy, 1899.
Problem #11
In lines 1-6, the speaker describes the world outside the birds cage. From
the caged birds point of view, what does the outside world represent?
(1) spring
(2) freedom
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(3) vacation
(4) love
(5) youth
Analysis:
In this type of problem my strategy shifts a little. I will read the poem
carefully, but then go back and reread the passages that are indicated by the
particular question. In this case the answers drive my search. I look at the
possible answers, and then go back and reread to see which answer is most
correct. The correct answer is (2).
Problem #12
What feeling is the speaker attributing to the caged birds song in lines 19-20:
But a prayer that he sends from the hearts deep core, /but a plea, that
upward to Heaven he flings?
(1) anger
(2) playfulness
(3) longing
(4) relaxation
(5) betrayal
Analysis:
A process of elimination can help with this one if you are not sure. It is clear
from the reading the answers (2), (4), and (5) are wrong. A careful reading
would suggest that the bird is not angry, but rather longing for his freedom
and that answer (3) is correct.
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Problem #13
Notice that most of the words of the first line of each stanza are repeated at
the end of that stanza. What effect does this repetition have on the speakers
message?
(1) reinforces the speakers message
(2) mocks the message of the first line
(3) makes other rhyming unnecessary
(4) restates the title
(5) makes interpreting the ideas more difficult
Analysis:
Many poems use the technique of repeating the first and last line. This style
is used to reinforce the speakers message. Even if you were unsure of the
reason for this technique, a careful reading of the poem would tell you as well
as a process of elimination with the other answers.
Problem #14
From what you know of the speaker of the poem, what feeling might he or she
have toward someone in slavery?
(1) understanding
(2) indifference
(3) fondness
(4) embarrassment
(5) hatred
78

Analysis:
Students often have trouble with this problem because they are not sure of the
meaning of the word indifference. But going back to the poem, it is hard not
to get the authors point about being trapped in a cage. The answer can only
be #1, understanding.
Problem #15
Which among the following is the most likely occasion for someone to sing a
song similar to the song of the bird?
(1) a vacation in the mountains
(2) a young childrens sing-along
(3) a birthday celebration
(4) a peaceful protest
(5) a nighttime lullaby
Analysis:
Solving this problem involves the critical thinking skill called synthesis, bringing
together multiple inferences from the passage and integrating information from
outside the passage to the meaning of the passage. In this case, we need to
examine each answer against the idea of why they would sing the song a caged
bird. It certainly would not be for a joyous occasion like a vacation (1), or
childrens sing-along or birthday celebration (2) , (3), nor would it be for a
nighttime lullaby (5). Answer (4), a peaceful protest would be an occasion to
sing a song of a caged bird.
79

Problem #16
Maya Angelou, and African American writer, titled her autobiography I know
Why the Caged Bird Sings. What does her use of the line from the poem,
Sympathy in her title suggest about the message of her book?
Angelous book is about
(1) success after extensive failure
(2) maltreatment of caged animals
(3) the enjoyment of springtime
(4) capturing and charging criminals
(5) understanding the suffering of others
Analysis:
Like so many of these thinking problems the key is reading the passage and
answers carefully. Ask yourself what is the main point of the poem ? What
feelings to you get from reading it? Is it a happy poem? Is it about being free
or is it about being caged, and enslaved? Some people mistakenly choose
answer (1), success after extensive failure because they make the incorrect
inference that Ms. Angelou is writing about overcoming the obstacles in her
life. But the poem is not about freedom or success, it is about the sorrow of
being a caged animal. Answer (5), understanding the suffering of others is
correct.
Problem #17
Which of the following statements could be directly derived from the fact that
Earth rotates on a titled axis while revolving about the Sun?
(1) Earth is widest at the equator
80

(2) While the Northern Hemisphere experiences winter, the Southern
Hemisphere experiences summer.
(3) Most of Earths surface is covered by ocean.
(4) The desert area of East Africa increases in size every year.
(5) Erosion occurs in a west-to-east pattern
Analysis:
Often the best way to solve problems like these is to draw a picture or use your
hands to see what the passage is saying. Make one hand the Sun, and the
other the Earth tilted, and then circle the hand which represents the Earth
around the Sun hand. When you do this what do you notice? You should notice
that because the Earth is tilted, the upper part of the Earth (Northern Hemisphere)
is closer to the Sun during part of the year, and further away from the Sun
other times of the year.
While all the answers may be true, only answer (2) is a correct inference from
the passage.
Problem #18
At high altitudes, the atmosphere contains fewer molecules per unit volume
of air than it does at low altitudes.
For which reason may people experience shortness of breath more quickly at
the top of a mountain than along a seashore?
81

(1) a slower pulse rate
(2) a greater gravitational force on the body
(3) a lower percent of oxygen in the blood
(4) a faster heartbeat
(5) a slower circulation of blood
Analysis:
This is a good inference problem. To solve it, one must take the information
given in the passage and make an educated guess based on the clues given.
The passage states that at high altitudes there are fewer molecules per unit
volume of air. What does this mean? It means the air is thinner. Air is made
up of certain elements, oxygen and nitrogen primarily. As we go higher, the
content of these elements becomes less until at some point there is no air at
all, just the vacuum of space.
So we can infer from the passage that there is a lower percent of oxygen at
higher altitudes, answer #3. This is why airplanes have pressurized cabins
and why mountain climbers wear oxygen masks at very high altitudes.
Problem #19:
One of Newtons laws of motions states, for same amount of applied force, a
lighter object accelerates at a greater rate than a heavier object.
Using Newtons law of motion, who would be the winner of a soap box derby
race between one boy weighing 125 pounds and another weighing 150 pounds
82

if their soap box derby cars weighed exactly the same and they get exactly the
same pushing force at the beginning of the race.
(1) The heaviest boy will win the race because there is greater momentum.
(2) The winner will be the one who drives in a straight line.
(3) The lighter one will win assuming everything else is equal.
(4) The winner will be the boy who lubricates the wheels the most.
(5) Newtons law of motion will not predict the winner because soapbox
derbies are not supposed to get pushed down the hill.
Analysis:
This is a good analysis problem. The answer is straightforward if the incorrect
answers do not confuse you. Answer (1) is not correct because it contradicts
Newtons law of motion. Answers (2) and (4) may be true but there is nothing
in the passage to indicate these are factors to consider. Remember, in these
problems we need to use only the information given and our common sense.
Answer (5) is not relevant, although it may be true. So that leaves (3) the
correct answer.
Problem #20
The Earth rotates so that sun moves from the east to the west. The prevailing
winds move from west to east. Which of the following inferences is correct?
(1) A storm will generally hit the east coast of the U.S. first before it
moves inland.
(2) The earth rotates in the opposite direction of the way the sun moves
across the time zones.
83

(3) The prevailing winds move in the opposite direction of the rotation
of the earth.
(4)
The rotation of the earth explains the flow of the tides.
(5)
When its morning in Toledo, Ohio its nighttime in New York City.
Analysis:
This is a problem where clear thinking prevails. It is not difficult, but can be
confusing because it seems there is contradictory information. The key to
solving this, is clearly understanding which way the earth rotates in order to
make the sun appear to move from east to west. The earth can only rotate
from west to east if the sun, which is fixed, moves from east to west. Therefore,
the movement of the earth from west to east is what moves the prevailing
winds from west to east.
So, with this understanding, only one answer, (2) is correct. The remaining
questions are gibberish.
MORE PRACTICE WITH CRITICAL THINKING

If you feel you need more practice with critical thinking problems here
are some good sources. If you can afford only one of these books, buy the
first one, Contemporarys GED Language Arts, Reading. Almost one third of
the book is devoted to critical thinking.
Contemporarys GED Language Arts, Reading

By John M. Reier
McGraw Hill Contemporary
84

Contemporarys GED Test 2: Social Studies
By Jeri W. Bayer
Contemporarys GED Test 3: Science

By Robert Mitchell
SUMMARIZING THE SKILLS NEEDED FOR TEST TAKING

Lets go back and review the skills needed for test taking.
1. First, remember that you have an inherent advantage with a multiplechoice type test. You do not have to know the exact answer to get a
correct response, only the most likely answer. For that reason, test
writers add answers that often appear to be correct because they have
some element of truth embedded within them. Use your $100 bet on
hunches to eliminate answers that just sound correct. Hunches on the
GED will get you into trouble.
2. Use a consistent guessing strategy. Guessing strategies can eliminate

many wrong answers, thereby increasing your chance for guessing
correctly.
3. Develop a test pace before you take the test. A good pace is to
complete questions within 1:15 minutes. This will give you plenty of
time for the questions that take more time. Use a stop watch or watch
85

a secondhand and time yourself for four questions. If you spend more
than five minutes to complete four questions, you are moving too slowly.
4. The Language Arts Reading, Social Studies, and Science test rely
heavily on critical thinking skills. These tests do not require extensive
memorization of facts, dates, or concepts. They require a basic background
knowledge that you have probably already obtained.
The critical thinking skills you will be required to apply are:

1. Comprehension or understanding of the passage
2. Application of the information in the passage
3. Analysis of the ideas in the passage
4. Synthesizing the ideas presented into a different order
5. Evaluating ideas or comparison of concepts.
The GED puts so much emphasis on critical thinking skills because they
are so important in our everyday life. We use these skills in many
instances in our daily life, from evaluating purchase decisions or political
candidates, in analyzing information we read, to just comprehending and
understanding ideas that we encounter in every aspect of our work.
You cannot spend too much time preparing for critical thinking. It is a
skill that has huge implications to our lives.
5. Do not treat the GED essay lightly. It has a big impact on your overall
score because if you do not get at least a score of 2, you will have to
retake the entire Language Arts Writing test, both Parts I and II.
86
chapter twelve:
appendix
essay topics
Following are examples of typical essay topics that might be used on the
GED. Use these to practice writing your essay.
Topic 1
What are three qualities you value in a friend?
In your essay, describe those qualities. Use your personal observations,
experiences, and knowledge to support your topic.
Topic 2
Is watching television good or bad for children?
In your essay, use your personal opinion, experience, observations and
knowledge to support the topic.
Topic 3
What would your perfect job be?
In your essay identify your perfect job and explain why your experience,
observations and knowledge to support the topic.
Topic 4
Why do you want to get your GED certificate?
In your essay explain why you are studying for the GED. Use your personal
observations, experiences and knowledge to support your topic.
Topic 5
Would you rather own a Truck or a passenger car?
In your essay explain why one vehicle would be better for you. Explain
42
87
chapter twelve:
appendix
essay topics
advantages and disadvantages of each kind. Use your personal
experiences,observations and knowledge to justify your choice.
Topic 6
How has the invention of the Internet effected everyday life? In your essay
explain how the Internet has effected everyday life, both your own and the
people in general. Use your own experiences, observations and knowledge
to support your topic.
Topic 7
What is the greatest problem facing our country today?
In your essay use your own experiences, observations and knowledge to
support your topic.
Topic 8
Why do your think so many people overeat?
In your essay, use your personal observations, experiences and knowledge to
support your topic.
Topic 9
What is your favorite place?
In your essay, use your personal observations, experiences and knowledge to
support your topic.
42
88
chapter twelve:
appendix
essay topics
Topic 10
Which makes a better pet, a dog or a cat?

In your essay, use your personal experiences, observations and knowledge to
support your topic.
42
89

How To Prepare For The Ged!!!

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How To Prepare For The Ged!!!

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The Missing Book on the GED

How to study to learn

Its not what you know, but how you think.

Eight Suggestions on how to study

How to ACE the Essay

How the essay is scored

How to generate good ideas for the essay

How to organize the ideas into an ideas

How to write so that others understand

Special test taking skills for the GED 47

The inherent advantage of multiple-choice test questions

Take the guessing out of guessing 51

How to deal with Test Anxiety and Manage your

Sample Essay Topics

What does the GED actually measure? Is it a measure of intelligence? A

By mastering the GED you demonstrate of a high level of competency in

It is important to realize that there are no secrets or hidden agendas which

YOUR PREPARATION FOR THE GED NEEDS TO INCLUDE THESE STEPS.

should include two basic elements:

knowledge in the study area. There are many study guides

Online courses are good for this

as well as courses at local Community Colleges.

b. Practical Application: In addition to basic instruction, your

study should include lots of practical problem solving. This has

3. Make sure your preparation involves a lot of thinking skill practice.

4. Keep retaking assessment exams to get a sense of your progress.

Preparing for the GED is a large undertaking. It can be overwhelming.

(1) Covering the satellite with a protective coating of silver.

SOCIAL STUDIES AND LANGUAGE ARTS READING TESTS

Its not what you know, but how you think.

What is it asking for?

Its not what you know, but how you think.

SOLVING WORD PROBLEMS IS LIKE DOING A VIDEO GAME

1. First, figure out what they are asking for?

LANGUAGE ARTS WRITING TEST

I. LEARNING IS AN ACTIVE PROCESS.

II. IS IT INTERESTING AND IMPORTANT?

interesting and important to us. This is admittedly a challenge, but we have

III. THE LEARNER HAS TO BE IN CONTROL OF THEIR LEARNING.

that best fits our personal learning style.

IV. WE NEED IMMEDIATE FEEDBACK ON OUR PROGRESS.

chapter three: Eight suggestions on how to study

Practice Problem #2:

chapter three: Eight suggestions on how to study

The learning specialists at passGED.com have created a series of courses

chapter three: Eight suggestions on how to study

WEEKLY GED STUDY SCHEDULE

chapter three: Eight suggestions on how to study

Motivation is essentially based on a single premise: how bad you want

chapter three: Eight suggestions on how to study

chapter three: Eight suggestions on how to study

Time is a big factor in memorization. If we attempt to learn something too

2. Help yourself to remember with retrieval clues. Creating multiple pathways

chapter three: Eight suggestions on how to study

5. Use mnemonic devices to improve your memory. A mnemonic device

chapter three: Eight suggestions on how to study

Rhymes, acronyms, and alliterative phrases work very well. Advertisers

What is it asking for?

2. What are the clues, the information I need to solve it?

Eight suggestions on how to study

(A review of vocabulary books is available at www.passged.com/book_store.php)

chapter three: Eight suggestions on how to study

You are given 45 minutes to complete your essay. It should