what is essay type test in education

Essay questions are a more complex version of constructed response assessments. With essay questions, there is one general question or proposition, and the student is asked to respond in writing. This type of assessment is very powerful -- it allows the students to express themselves and demonstrate their reasoning related to a topic. Essay questions often demand the use of higher level thinking skills, such as analysis, synthesis, and evaluation.

Essay questions may appear to be easier to write than multiple choice and other question types, but writing effective essay questions requires a great deal of thought and planning. If an essay question is vague, it will be much more difficult for the students to answer and much more difficult for the instructor to score. Well-written essay questions have the following features:

Essay questions are used both as formative assessments (in classrooms) and summative assessments (on standardized tests). There are 2 major categories of essay questions -- (also referred to as or ) and .

Short response questions are more focused and constrained than extended response questions. For example, a short response might ask a student to "write an example," "list three reasons," or "compare and contrast two techniques." The short response items on the Florida assessment (FCAT) are designed to take about 5 minutes to complete and the student is allowed up to 8 lines for each answer. The short responses are scored using a 2-point scoring rubric. A complete and correct answer is worth 2 points. A partial answer is worth 1 point.

Extended Response

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

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• The four main types of essay | Quick guide with examples

The Four Main Types of Essay | Quick Guide with Examples

Published on September 4, 2020 by Jack Caulfield . Revised on July 23, 2023.

An essay is a focused piece of writing designed to inform or persuade. There are many different types of essay, but they are often defined in four categories: argumentative, expository, narrative, and descriptive essays.

Argumentative and expository essays are focused on conveying information and making clear points, while narrative and descriptive essays are about exercising creativity and writing in an interesting way. At university level, argumentative essays are the most common type. 

In high school and college, you will also often have to write textual analysis essays, which test your skills in close reading and interpretation.

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Table of contents

Argumentative essays, expository essays, narrative essays, descriptive essays, textual analysis essays, other interesting articles, frequently asked questions about types of essays.

An argumentative essay presents an extended, evidence-based argument. It requires a strong thesis statement —a clearly defined stance on your topic. Your aim is to convince the reader of your thesis using evidence (such as quotations ) and analysis.

Argumentative essays test your ability to research and present your own position on a topic. This is the most common type of essay at college level—most papers you write will involve some kind of argumentation.

The essay is divided into an introduction, body, and conclusion:

• The introduction provides your topic and thesis statement
• The body presents your evidence and arguments
• The conclusion summarizes your argument and emphasizes its importance

The example below is a paragraph from the body of an argumentative essay about the effects of the internet on education. Mouse over it to learn more.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

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An expository essay provides a clear, focused explanation of a topic. It doesn’t require an original argument, just a balanced and well-organized view of the topic.

Expository essays test your familiarity with a topic and your ability to organize and convey information. They are commonly assigned at high school or in exam questions at college level.

The introduction of an expository essay states your topic and provides some general background, the body presents the details, and the conclusion summarizes the information presented.

A typical body paragraph from an expository essay about the invention of the printing press is shown below. Mouse over it to learn more.

The invention of the printing press in 1440 changed this situation dramatically. Johannes Gutenberg, who had worked as a goldsmith, used his knowledge of metals in the design of the press. He made his type from an alloy of lead, tin, and antimony, whose durability allowed for the reliable production of high-quality books. This new technology allowed texts to be reproduced and disseminated on a much larger scale than was previously possible. The Gutenberg Bible appeared in the 1450s, and a large number of printing presses sprang up across the continent in the following decades. Gutenberg’s invention rapidly transformed cultural production in Europe; among other things, it would lead to the Protestant Reformation.

A narrative essay is one that tells a story. This is usually a story about a personal experience you had, but it may also be an imaginative exploration of something you have not experienced.

Narrative essays test your ability to build up a narrative in an engaging, well-structured way. They are much more personal and creative than other kinds of academic writing . Writing a personal statement for an application requires the same skills as a narrative essay.

A narrative essay isn’t strictly divided into introduction, body, and conclusion, but it should still begin by setting up the narrative and finish by expressing the point of the story—what you learned from your experience, or why it made an impression on you.

Mouse over the example below, a short narrative essay responding to the prompt “Write about an experience where you learned something about yourself,” to explore its structure.

Since elementary school, I have always favored subjects like science and math over the humanities. My instinct was always to think of these subjects as more solid and serious than classes like English. If there was no right answer, I thought, why bother? But recently I had an experience that taught me my academic interests are more flexible than I had thought: I took my first philosophy class.

Before I entered the classroom, I was skeptical. I waited outside with the other students and wondered what exactly philosophy would involve—I really had no idea. I imagined something pretty abstract: long, stilted conversations pondering the meaning of life. But what I got was something quite different.

A young man in jeans, Mr. Jones—“but you can call me Rob”—was far from the white-haired, buttoned-up old man I had half-expected. And rather than pulling us into pedantic arguments about obscure philosophical points, Rob engaged us on our level. To talk free will, we looked at our own choices. To talk ethics, we looked at dilemmas we had faced ourselves. By the end of class, I’d discovered that questions with no right answer can turn out to be the most interesting ones.

The experience has taught me to look at things a little more “philosophically”—and not just because it was a philosophy class! I learned that if I let go of my preconceptions, I can actually get a lot out of subjects I was previously dismissive of. The class taught me—in more ways than one—to look at things with an open mind.

A descriptive essay provides a detailed sensory description of something. Like narrative essays, they allow you to be more creative than most academic writing, but they are more tightly focused than narrative essays. You might describe a specific place or object, rather than telling a whole story.

Descriptive essays test your ability to use language creatively, making striking word choices to convey a memorable picture of what you’re describing.

A descriptive essay can be quite loosely structured, though it should usually begin by introducing the object of your description and end by drawing an overall picture of it. The important thing is to use careful word choices and figurative language to create an original description of your object.

Mouse over the example below, a response to the prompt “Describe a place you love to spend time in,” to learn more about descriptive essays.

On Sunday afternoons I like to spend my time in the garden behind my house. The garden is narrow but long, a corridor of green extending from the back of the house, and I sit on a lawn chair at the far end to read and relax. I am in my small peaceful paradise: the shade of the tree, the feel of the grass on my feet, the gentle activity of the fish in the pond beside me.

My cat crosses the garden nimbly and leaps onto the fence to survey it from above. From his perch he can watch over his little kingdom and keep an eye on the neighbours. He does this until the barking of next door’s dog scares him from his post and he bolts for the cat flap to govern from the safety of the kitchen.

With that, I am left alone with the fish, whose whole world is the pond by my feet. The fish explore the pond every day as if for the first time, prodding and inspecting every stone. I sometimes feel the same about sitting here in the garden; I know the place better than anyone, but whenever I return I still feel compelled to pay attention to all its details and novelties—a new bird perched in the tree, the growth of the grass, and the movement of the insects it shelters…

Sitting out in the garden, I feel serene. I feel at home. And yet I always feel there is more to discover. The bounds of my garden may be small, but there is a whole world contained within it, and it is one I will never get tired of inhabiting.

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Though every essay type tests your writing skills, some essays also test your ability to read carefully and critically. In a textual analysis essay, you don’t just present information on a topic, but closely analyze a text to explain how it achieves certain effects.

Rhetorical analysis

A rhetorical analysis looks at a persuasive text (e.g. a speech, an essay, a political cartoon) in terms of the rhetorical devices it uses, and evaluates their effectiveness.

The goal is not to state whether you agree with the author’s argument but to look at how they have constructed it.

The introduction of a rhetorical analysis presents the text, some background information, and your thesis statement; the body comprises the analysis itself; and the conclusion wraps up your analysis of the text, emphasizing its relevance to broader concerns.

The example below is from a rhetorical analysis of Martin Luther King Jr.’s “I Have a Dream” speech . Mouse over it to learn more.

King’s speech is infused with prophetic language throughout. Even before the famous “dream” part of the speech, King’s language consistently strikes a prophetic tone. He refers to the Lincoln Memorial as a “hallowed spot” and speaks of rising “from the dark and desolate valley of segregation” to “make justice a reality for all of God’s children.” The assumption of this prophetic voice constitutes the text’s strongest ethical appeal; after linking himself with political figures like Lincoln and the Founding Fathers, King’s ethos adopts a distinctly religious tone, recalling Biblical prophets and preachers of change from across history. This adds significant force to his words; standing before an audience of hundreds of thousands, he states not just what the future should be, but what it will be: “The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.” This warning is almost apocalyptic in tone, though it concludes with the positive image of the “bright day of justice.” The power of King’s rhetoric thus stems not only from the pathos of his vision of a brighter future, but from the ethos of the prophetic voice he adopts in expressing this vision.

Literary analysis

A literary analysis essay presents a close reading of a work of literature—e.g. a poem or novel—to explore the choices made by the author and how they help to convey the text’s theme. It is not simply a book report or a review, but an in-depth interpretation of the text.

Literary analysis looks at things like setting, characters, themes, and figurative language. The goal is to closely analyze what the author conveys and how.

The introduction of a literary analysis essay presents the text and background, and provides your thesis statement; the body consists of close readings of the text with quotations and analysis in support of your argument; and the conclusion emphasizes what your approach tells us about the text.

Mouse over the example below, the introduction to a literary analysis essay on Frankenstein , to learn more.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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At high school and in composition classes at university, you’ll often be told to write a specific type of essay , but you might also just be given prompts.

Look for keywords in these prompts that suggest a certain approach: The word “explain” suggests you should write an expository essay , while the word “describe” implies a descriptive essay . An argumentative essay might be prompted with the word “assess” or “argue.”

The vast majority of essays written at university are some sort of argumentative essay . Almost all academic writing involves building up an argument, though other types of essay might be assigned in composition classes.

Essays can present arguments about all kinds of different topics. For example:

• In a literary analysis essay, you might make an argument for a specific interpretation of a text
• In a history essay, you might present an argument for the importance of a particular event
• In a politics essay, you might argue for the validity of a certain political theory

An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

The key difference is that a narrative essay is designed to tell a complete story, while a descriptive essay is meant to convey an intense description of a particular place, object, or concept.

Narrative and descriptive essays both allow you to write more personally and creatively than other kinds of essays , and similar writing skills can apply to both.

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TIP Sheet HOW TO TAKE ESSAY TESTS

There are basically two types of exams:

Objective - requires answers of a word or short phrase, or the selection of an answer from several available choices that are provided on the test . Essay - requires answers to be written out at some length. The student functions as the source of information.

An essay exam requires you to see the significance and meaning of what you know. It tests your knowledge and understanding of the subject and your skill in reading and writing. To be successful on an essay exam, you must:

• Prove immediately that you know the material.
• Make your meaning unmistakably clear.
• Employ a reasonable organization and show sufficient thought development.
• Make every word count.
• Be specific.
• Use your own voice and style.

When you are writing an essay as part of an exam, all this must be done within what amounts to a first draft written in a very limited amount of time. As with all writing, if you think of your essay as being produced in three stages, you can tackle the test in an organized fashion. The three stages are pre-writing, writing, and revision. Suggestions for each of these stages follow.

The last section addresses preparation for essay exams. PRE-WRITING

Your first impulse in a writing exam is probably to read the question and start writing immediately, especially when you see those seconds ticking away on the clock. RESIST THAT IMPULSE! You can't successfully address the subject until you know precisely what you're required to do, you understand and have thought about the subject, and you are organized in how you approach the specific points you wish to make in your answer. 1.  Understanding what to do:

• When you get your copy of the exam, read through to make sure you understand what is expected of you. FOLLOW THE INSTRUCTIONS EXACTLY!
• Underline or circle key words that direct the approach your answer should take. Some of the most common key words are:

Agree/Disagree : State your position and support it with facts Comment or Evaluate: State your position and support it with facts, discussing the issue and its merits. Analyze : Break down into all the parts or divisions looking at the relationships between them. Compare/Contrast : Show differences and similarities. Describe/Discuss : Examine in detail. Explain : Tell why something is as it is. Illustrate : Give examples and relate them to the statement in question. Prove/Defend : Demonstrate why something is true. Interpret : Explain the significance or meaning of something. List/State : Make a list of points or facts. Summarize : Hit the high points.

2.  Understanding the subject

• When you are confident that you understand the instructions, direct your attention to the topic.
• Collect your ideas.
• Formulate a thesis. Make sure it is a strong, concise statement that specifically addresses the question.
• Think of as many specific details and facts as you can that support the thesis.

3.  Getting organized

• Jot your ideas down on paper, in very brief format.
• Evaluate your ideas in light of the question. Ask yourself repeatedly: "Does this apply to the question I'm supposed to answer?" Select only those ideas most relevant to your purpose.
• Number your ideas in order of appropriate sequence (first step to last step, most important to least important, etc.)

1.  Remember your thesis. Now stick to it, referring back to it periodically throughout your essay. This gives your essay unity and coherence, and helps insure that you are not digressing. 2.  Write in an orderly fashion. If you suddenly think of a new point, jot it down in a margin or on scratch paper until you find an appropriate place for it. Don't just put it into the middle of what you were writing. 3. Avoid:

• Repeating, in other words, what you have already said.
• Digressing into material that does not answer the question.
• Language that is too broad or general. Be specific.
• Bluffing. This far too common practice of using elegant but empty language to conceal ignorance or lack of effort rarely works, and often irritates the reader(s).
• Write as legibly as you can. If you want, write on every other line so you have room to add later. When you want to cross something off, simply draw a straight line through it. This is much better than scribbling out an entire passage.
• If you run out of time, simply write "Ran out of time" at the close of the essay. This is much better than adding a hurriedly tacked on, and possibly incoherent, conclusion.

Essay examinations are difficult because of the time pressures, yet you should always try to leave a few minutes at the end to proofread your essay. 1.  Ask yourself, before you hand in the essay:

• Did I provide the information requested? That is, did I "explain" or "define" as the directions asked?
• Is the answer simply, clearly, and logically organized?
• Do I stick to my thesis statement? Is there unnecessary information in here?
• Did I proofread to check content and/or mechanical errors?

2.  Proofreading:

• Gives you a chance to catch and correct errors in content.
• Gives you a chance to correct your mechanical errors.
• Allows you to add material that may have occurred to you after writing the essay.

3.  You should proofread for:

• Complete sentences (watch for fragments, comma-splices, and run-ons).
• Words omitted, or one word used when you meant another.
• Logical transitions between sentences and paragraphs.
• Unnecessary repetition of words or ideas.
• Spelling errors.

3.  Essay type tests depend a great deal on your basic writing skills - organization, punctuation, grammar, and spelling. If your answer is not clearly written, your instructor won't be able to find it! Here are some basic guidelines to keep in mind as you take an essay test:

• Read the directions carefully! Read every part of the directions!
• Give yourself time to answer each question. Quickly look over the entire exam and budget your time per question accordingly.
• Above all, stay calm. You are being asked to show competence, not perfection.
• If you are not too sure about one question, leave it and go back.
• When given a choice, answer the questions you know best.
• State your points and support ideas clearly - don't make the instructor have to look for them.
• Go back to check and proofread all of your answers.

PREPARING FOR ESSAY EXAMS

WRITING A SUCCESSFUL ESSAY EXAM BEGINS ON DAY ONE 1.  Study regularly as you go along.

• Take careful lecture notes.
• Read all material when assigned.
• Become familiar with vocabulary.
• Keep a study list of all main ideas.

2.  Final preparation

• Review lecture notes and reading material.
• Find a classmate or friend willing to talk over key ideas and implications.
• Try to anticipate questions . This is very important!  Use your lecture notes to zero in on points that the instructor emphasized.
• Think through the material and write up the best possible essay questions you can.
• Then answer those questions.
• Pinpoint key points that you would like to make when answering each question.
• Put your answer into outline form or write it out completely.
• For each potential test question, use mnemonics or other memory techniques to move the information to your long-term memory for the exam.
• Create a list of the clue words for each point you wish to make.
• Create a mnemonic device to memorize those points.

3.  Come to the exam confident that you have something specific to say on all possible topics. KEY WORDS COMMONLY FOUND ON ESSAY EXAMS

Compare: Look for qualities or characteristics that resemble each other. Emphasize similarities among them, but in some cases also mention differences.

Contrast: Stress the dissimilarities, differences, or unlikenesses of things, qualities, events, or problems.

Criticize: Express your judgement about the merit or truth of the factors or views mentioned. Give the results of your analysis of these factors, discussing their limitations and good points.

Define: Give concise, clear, and authoritative meanings. Don't give details, but make sure to give the limits of the definitions. Show how the thing you are defining differs from things in other classes.

Describe: Recount, characterize, sketch, or relate in sequence or story form.

Diagram: Give a drawing, chart, plan, or graphic answer. Usually you should label a diagram. In some cases, add a brief explanation or description.

Discuss: Examine, analyze carefully, and give reasons pro and con. Be complete, and give details.

Enumerate: Write in list or outline form, giving points concisely one by one.

Evaluate: Carefully appraise the problem, citing both advantages and limitations. Emphasize the appraisal of authorities and, to lesser degree, your personal evaluation.

Explain: Clarify, interpret, and spell out the material you present. Give reasons for differences of opinion or of results, and try to analyze causes.

Illustrate: Use a figure, picture, diagram, or concrete example to explain or clarify a problem.

Interpret: Translate, give examples of, solve, or comment on, a subject, usually giving your judgment about it.

Justify: Prove or give reasons for decisions or conclusions, taking pains to be convincing.

List: As in "enumerate," write an itemized series of concise statements.

Outline: Organize a description under main points and subordinate points, omitting minor details and stressing the arrangement or classification of things.

Prove: Establish that something is true by citing factual evidence or giving clear logical reasons.

Relate: Show how things are related to, or connected with, each other or how one causes another, or is like another.

Review: Examine a subject critically, analyzing and commenting on the important statements to be made about it.

Sketch: means "break down into its component parts."

State: Present the main points in brief, clear sequence, usually omitting details, illustrations, or examples.

Summarize: Give the main points or facts in condensed form, like the summary of a chapter, omitting details and illustrations.

Trace: In narrative form describe progress, development, or historical events from some point of origin.

Identify or characterize: means "distinguish this term, or this person from all others that are similar." Both are clear injunctions to be as specific as possible.

Illustrate or exemplify: means "giving examples," showing thereby, rather than by definition, that you understand the concept. TRANSITIONAL WORDS AND PHRASES

To achieve unity and coherence, writers use transitional words and phrases. Transitional expressions clarify the relationships between clauses, sentences, and paragraphs, helping guide the readers along. The following is a partial list of transitional expressions.

To Add or Show Sequence: again, also, and, and then, besides, equally important, finally, first, further, furthermore, in addition, in the first place, last, moreover, next, second, still, too

To Compare: also, in the same way, likewise, similarly

To Contrast: although, and yet, but, but at the same time, despite, even so, even though, for all that, however, in contrast, in spite of, nevertheless, notwithstanding, on the contrary, on the other hand, regardless, sill, though, whereas, yet

To Give Examples or Intensify: after all, an illustration of, even, for example, for instance, indeed, in fact, it is true, of course, specifically, that is, to illustrate, truly

To Indicate Place: above, adjacent to, below, elsewhere, farther on, here, near, nearby, on the other side, opposite to, there, to the east, to the left

To Indicate Time: after a while, afterward, as long as, as soon as, at last, at length, at that time, before, earlier, formerly, immediately, in the meantime, in the past, lately, later, meanwhile, now, presently, shortly, simultaneously, since, so far, soon, subsequently, then, thereafter, until, until now, when

To Repeat Summarize or Conclude: all in all, altogether, as has been said, in brief, in conclusion in other words, in particular, in short, in simpler terms, in summary, on the whole,that is, therefore, to put it differently, to summarize

To Show Cause or Effect: accordingly, as a result, because, consequently, for this purpose, hence, otherwise, since, then, therefore, thereupon, this, to this end, with this object.

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The Ultimate Essay Test Guide: Achieve Top Grades With Ease

An essay test, a fundamental tool in academic assessment, measures a student's ability to express, argue, and structure their thoughts on a given subject through written words. This test format delves deeper into a student's critical thinking and writing skills unlike other conventional exam types.

What is an Essay Test?

An essay test is a type of assessment in which a student is prompted to respond to a question or a series of questions by writing an essay.

This form of test isn’t merely about checking a student’s recall or memorisation skills , but more about gauging their ability to comprehend a subject, synthesise information, and articulate their understanding effectively.

Types of Essay Tests

Essay tests can be broadly classified into two categories: Restricted Response and Extended Response .

• Restricted Response tests focus on limited aspects, requiring students to provide short, concise answers.
• Extended Response tests demand more comprehensive answers, allowing students to showcase their creativity and analytical skills.

Advantages and Limitations of an Essay Test

Essay tests offer numerous benefits but also have certain limitations. The advantages of an essay test are :

• They allow teachers to evaluate students’ abilities to organise, synthesise, and interpret information.
• They help in developing critical thinking and writing skills among students.
• They provide an opportunity for students to exhibit their knowledge and understanding of a subject in a broader context.

And the limitations of an essay test are :

• They are time-consuming to both take and grade.
• They are subject to scoring inconsistencies due to potential subjective bias.
• They may cause the students who struggle with written expression may face difficulties, and these tests may not accurately reflect the full spectrum of a student’s knowledge or understanding.

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Understanding the Structure of an Essay Test

Essay tests involve a defined structure to ensure organised, coherent, and comprehensive expression of thoughts. Adhering to a specific structure can enhance your ability to answer essay questions effectively .

The 7 Steps of an Essay

Writing an essay test typically involves seven steps :

• Understanding the question
• Brainstorming ideas
• Creating an outline
• Crafting a thesis statement
• Writing the essay body
• Formulating the conclusion
• Revising and editing for clarity and conciseness

The First Sentence in an Essay

The initial sentence of an essay, often termed a hook , plays a crucial role.

It aims to grab the reader’s attention and provoke interest in the essay topic. It should be engaging, and relevant, and set the tone for the rest of the essay .

The 5-Paragraph Essay Format

The 5-paragraph essay format is commonly used in essay tests, providing a clear and organised approach for students to articulate their ideas. In this format, the introduction and the conclusion include 1 paragraph, while the body of the essay includes 3 .

• Introduction : The introduction sets the stage, providing a brief overview of the topic and presenting the thesis statement – the central argument or point.
• Body : The body of the essay contains three paragraphs, each presenting a separate point that supports the thesis statement. Detailed explanations, evidence, and examples are included here to substantiate the points.
• Conclusion : The conclusion reiterates the thesis statement and summarises the main points. It provides a final perspective on the topic, drawing the essay to a close.

How to Prepare for an Essay Test?

Preparing for an essay test demands a structured approach to ensure thorough understanding and effective response. Here are some strategies to make this task more manageable:

#1 Familiarise Yourself with the Terminology Used

Knowledge of key terminologies is essential. Understand the meaning of directives such as “describe”, “compare”, “contrast”, or “analyse”. Each term guides you on what is expected in your essay and helps you to answer the question accurately.

To make it easier, you can take advantage of AI technologies. While preparing for your exam, use similar essay questions as prompts and see how AI understands and evaluates the questions. If you are unfamiliar with AI, you can check out The Best Chat GPT Prompts For Essay Writing .

#2 Review and Revise Past Essays

Take advantage of past essays or essay prompts to review and revise your writing . Analyse your strengths and areas for improvement, paying attention to grammar , structure , and clarity . This process helps you refine your writing skills and identify potential pitfalls to avoid in future tests.

#3 Practice Timed Writing

Simulate test conditions by practising timed writing . Set a specific time limit for each essay question and strive to complete it within that timeframe. This exercise builds your ability to think and write quickly , improving your efficiency during the actual test.

#4 Utilise Mnemonic Techniques

To aid in memorisation and recall of key concepts or arguments, employ mnemonic techniques . These memory aids, such as acronyms, visualisation, or association techniques, can help you retain important information and retrieve it during the test. Practice using mnemonics to reinforce your understanding of critical points.

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Strategies to Pass an Essay Test

Passing an essay test goes beyond understanding the topic; it also requires strategic planning and execution . Below are key strategies that can enhance your performance in an essay test.

• Read the exam paper thoroughly before diving into writing : read the entire exam paper thoroughly. Understand each question’s requirement and make a mental note of the points to be included in each response. This step will help in ensuring that no aspect of the question is overlooked.
• Answer in the First Sentence and Use the Language of the Question : Begin your essay by clearly stating your answer in the first sentence. Use the language of the question to show you are directly addressing the task. This approach ensures that your main argument is understood right from the start.
• Structure Your Essay : Adopt a logical essay structure , typically comprising an introduction, body, and conclusion. This helps in organising your thoughts, making your argument clearer, and enhancing the readability of your essay.
• Answer in Point Form When Running Out of Time : If time is running short, present your answer in point form. This approach allows you to cover more points quickly, ensuring you don’t leave any questions unanswered.
• Write as Legibly as Possible : Your writing should be clear and easy to read. Illegible handwriting could lead to misunderstandings and may negatively impact your grades.
• Number Your Answers : Ensure your answers are correctly numbered. This helps in aligning your responses with the respective questions, making it easier for the examiner to assess your work, and reducing chances of confusion or error
• Time Yourself on Each Question : Time management is crucial in an essay test. Allocate a specific amount of time to each question, taking into account the marks they carry. Ensure you leave ample time for revising and editing your responses. Practising this strategy can prevent last-minute rushes and result in a more polished essay.

About the Author Oğulcan Tezcan is a writer, translator, editor, and an accomplished engineer. Oğulcan is also a keen researcher and digital market analyst, with a particular interest in self-development, productivity, and human behaviour.

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Frequently Asked Questions About Essay Tests

How do you answer an essay question, when taking an essay test what is the first step, what type of test is an essay test, what is the first sentence in an essay, what are the six elements of an essay.

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Types of written tests | education.

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This article throws light upon the two types of written tests which are carried out to determine the performance of students. The types are: 1. Objective Type Tests 2. Essay Type Tests. 

Type # 1. Objective Type Tests:

Objective type test items are highly structured test items. It requires the pupils to supply a word or two or to select the correct answer from a number of alternatives. The answer of the item is fixed one. Objective type items are most efficient to measure different instructional objectives.

Objective type tests are also called as ‘new type tests’. These are designed to overcome some of the great limitations of traditional essay type tests.

Objective type tests have proved their usefulness in the following way:

a. It is more comprehensive. It covers a wide range of syllabus as it includes a large number of items.

b. It possesses objectivity of scoring. The answer in objective type test is fixed and only one and it is predetermined. So that different persons scoring the answer script arrives at the same result.

c. It is easy to score. Scoring is made with the help of scoring key or a scoring stencil. So that even a clerk can do the job.

d. It is easy to administer.

e. Objective type tests can be standardized.

f. It is time saving.

g. Objective type tests can measure wide range of instructional objectives.

h. It is highly reliable.

i. It is very much economic.

Objective type tests can be classified into two broad categories according to the nature of responses required by them:

(a) Supply/Recall Type

(b) Selection/Recognition Type

(a) Supply/Recall Type:

Supply type items are those in which answers are not given in the question. The students supply their answer in the form of a word, phrase, number or symbol. These items are also called as ‘free response’ type items.

According to the method of presen­tation of the problem these items can be divided into two types viz.,

(1) Short answer type

(2) Completion type

1. Short answer type:

In which year the first battle of Panipath was fought? 1526 A.D.

2. Completion type:

The first battle of Panipath was fought in the year 1526 AD.

In the first case the pupil has to recall a response from his past experience to a direct question. These type of questions are useful in mathematics and physical science. But in the second case the pupil may be asked to supply a word or words missing from a sentence. So in completion type a series of statements are given in which certain important words or phrases have been omitted and blanks are supplied for the pupils to fill in.

Principles of Constructing Recall Type Items :

If the recall type items are constructed with the following principles then it will be more effective and it will function as intended.

1. The statement of the item should be so worded that the answer will be brief and specific:

The statement of the problem should be such that it conveys directly and specifically what answer is intended from the student.

Where did Gandhiji born?

Name the town where Gandhiji was born?

2. The statement of the item should not be taken direct­ly from the text books:

Sometimes when direct statements from text books are taken to prepare a recall type item it becomes more general and am­biguous.

3. While presenting a problem preference should be given to a direct question than an incomplete statement:

A direct question is less ambiguous and natural than an in­complete statement.

The battle of Plessey was fought in……….

In which year the battle of Plessey was fought?

4. When the answer is a numerical unit the type of answer wanted should be indicated:

When learning outcomes like knowing the proper unit, knowing the proper amount are expected at that time it must be clearly stated that in which unit the pupils will express their answer. Specially in arithmetical computations the units in which the answer is to be expressed must be indicated.

The normal body temperature of human being is——— (94.8ºF)

The normal body temperature of human being is………… Fahrenheit.

If one chocolate costs 25 paise what is the cost of 5 chocolates? (Rs. 1 Ps. 25)

If one chocolate costs 25 paise what is the cost of 5 chocolates? Rs. Paise (Rs. 1 Ps. 25)

5. The length of the blanks for answers should be equal in size and in a column to the right of the question:

If the lengths of the blanks vary according to the length of the answer then it will provide clues to the pupils to guess the answer. Therefore the blanks of equal size should be given to the right hand margin of the test paper.

Total number chromosomes in human cell is — (46)

The power house of the cell is known as (Mitochondria)

Total number of chromosomes in human cell is —-

The power house of the cell is known as

6. One completion type item should include only one blank:

Sometimes too many blanks affect the meaning of the state­ment and make it ambiguous. So that in completion type items too many blanks should not be included.

The animals those who have—(feather) arid lay— (eggs) are known as—(aves).

The animals those who have feather and lay eggs are called

Uses of recall type Items:

Several learning outcomes can be measured by the recall type items.

Some common uses of recall type items are as following:

a. It is useful to measure the knowledge of terminology.

b. It is useful to measure the knowledge of specific facts.

c. It is useful to measure the knowledge of principles.

d. It is useful to measure the knowledge of methods and procedures.

e. It is useful to measure the ability to interpret simple data.

f. It is useful to measure the ability to solve numerical problems.

Advantages of recall type Items :

a. It is easy to construct.

b. Students are familiar with recall type items in day to day class room situations.

c. Recall type items have high discriminating value.

d. In well prepared recall type items guessing factors are minimized.

Limitations of recall type Items:

a. These items are not suitable to measure complex learning outcomes.

b. Unless care is exercised in constructing the recall items, the scoring is apt to be subjective.

c. It is difficult to measure complete understanding with the simple recall and completion type items.

d. The student may know the material being tested but have difficulty in recalling the exact word needed to fill in the blank.

e. Sometimes misspelt words put the teacher in trouble to judge whether the pupil responded the item correctly or not.

f. Simple recall item tends to over-emphasize verbal facility and the memorization of facts.

(b) Selection/Recognition Type:

In the recognition type items the answer is supplied to the examinee along with some distractors. The examinee has to choose the correct answers from among them. So that these tests are known as ‘Selection type’. As the answer is fixed and given so some call it ‘Fixed response type’ items.

The recognition type test items are further classified into following types:

(i) True-False/Alternate Response Type

(ii) Matching Type

(iii) Multiple Choice Types

(iv) Classification or Rearrangement Type.

(i) True False Items:

True false items otherwise known as alternate response items consists of a declaratory statement or a situation where the pupil is asked to mark true or false, right or wrong, correct or incorrect, yes or no, agree or disagree etc. Only two possible choices are given to pupils. These items measure the ability of the pupil to identify the correct statements of facts, definition of terms, statement of principles and the like.

Principles of Constructing True False Items:

While formulating the statements of the true false items the following principles should be followed. So that the items will be free from ambiguity and unintentional clues.

1. Determiners that are likely to be associated with a true or false statement must be avoided:

Broad general statements like usually, generally, often and sometimes give a clue that the statements may be true. State­ments like always, never, all, none and only which generally appear in the false statements give clue to the students in respond­ing it.

T F = usually the prime minister of India takes his office for five years.

T F = Always the prime minister of India takes his office for five years.

2. Those statements having little learning significance should be avoided:

The statements having little significance sometimes compel the students to remember minute facts at the expense of more important knowledge and understanding.

3. The statements should be simple in structure:

While preparing statements for the true false items long, com­plex sentences should be avoided because it acts as an extraneous factor which interferes in measuring knowledge or understanding.

The sex cell spermatozoa which is a male sex cell consists of two types of chromosomes like X and Y chromosome. (T, F)

Male sex cell spermatozoa consists of X and Y chromosomes. (T, F)

4. Negative statements, especially double negative statements should not be used:

Double negative statements make the item very much am­biguous. Sometimes it is found that the students over look the negative statements.

The angles of an equilateral triangle are unequal (T, F)

The angles of an equilateral triangle are equal (T, F)

5. The item should be based on a single idea:

One item should include only one idea. We can obtain an efficient and accurate measurement of students’ achievement by testing each idea separately.

The son of Humayun Akbar who wrote ien-e- Akbari has preached a religion known as Din Ilhai. (T, F)

Akbar has preached a religion known as Din Ilhai. (T, F)

6. False statements should be more in number than true statements:

Pupils like more to accept than challenge therefore giving more false statements we can increase discriminating power of the test and reduce the guessing.

7. The length of the true statements and false statements should be equal in size:

Uses of True False Items:

1. True false items are useful to measure varied instructional objectives. Some of the common uses of true false items are given below.

2. It is used to measure the ability to identify the correctness of the statements, facts, definitions of terms etc. True false items are useful in measuring the ability to distinguish facts from opinion.

3. It is useful to measure knowledge concerning the beliefs held by an individual or the values supported by an organization or institution.

4. True false items are useful to measure the understanding of cause and effect relationship.

5. It is useful to measure the ability of the students for logical analysis.

Advantages of True-false Items:

a. True-false items provide a simple and direct means of measuring essential outcomes.

b. All the important learning outcomes can be tested equally well with true-false items like other objective type items.

c. The probability of an examinee achieving a high score on a true false test by guessing blindly is extremely low.

d. It uses few statements directly from text books.

e. It possesses very powerful discriminating power.

f. It is easy to construct.

Limitations of True-False Items:

a. As there are only two alternatives so it encourages guessing.

b. Many of the learning outcomes measured by true-false items can be measured more efficiently by other items.

c. A true false item is likely to be low in reliability when the numbers of items are less.

d. The validity of these items are questionable as the students may guess the uncertain items consistently ‘true’ or false.

e. It does not possess any diagnostic value.

(ii) Matching Items:

Matching items occur in two columns along with a direction on the basis of which the two columns are to be matched. It consists of “two parallel columns with each word, number or symbol in one column being matched to a word, sentence or phrase in the other column.” The first column for which matching is made are called as ‘Premises’ and the second column from which the selections are made are called ‘Responses’. On the basis of which the matching will be made are described in the ‘Directions’. The students may be asked to match the states with their respective capitals, historical events with dates, kings with their achieve­ments etc.

Match the dates in the column ‘B’ with the respec­tive events in column ‘A’ by writing the number of the item in ‘B’ in the space provided. Each date in column ‘B’ may be used once, more than once or not at all.

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What is a well written answer to an essay question?

Well Focused

Be sure to answer the question completely, that is, answer all parts of the question. Avoid "padding." A lot of rambling and ranting is a sure sign that the writer doesn't really know what the right answer is and hopes that somehow, something in that overgrown jungle of words was the correct answer.

Well Organized

Don't write in a haphazard "think-as-you-go" manner. Do some planning and be sure that what you write has a clearly marked introduction which both states the point(s) you are going to make and also, if possible, how you are going to proceed. In addition, the essay should have a clearly indicated conclusion which summarizes the material covered and emphasizes your thesis or main point.

Well Supported

Do not just assert something is true, prove it. What facts, figures, examples, tests, etc. prove your point? In many cases, the difference between an A and a B as a grade is due to the effective use of supporting evidence.

Well Packaged

People who do not use conventions of language are thought of by their readers as less competent and less educated. If you need help with these or other writing skills, come to the Writing Lab

How do you write an effective essay exam?

• Read through all the questions carefully.
• Budget your time and decide which question(s) you will answer first.
• Underline the key word(s) which tell you what to do for each question.
• Choose an organizational pattern appropriate for each key word and plan your answers on scratch paper or in the margins.
• Write your answers as quickly and as legibly as you can; do not take the time to recopy.
• Begin each answer with one or two sentence thesis which summarizes your answer. If possible, phrase the statement so that it rephrases the question's essential terms into a statement (which therefore directly answers the essay question).
• Support your thesis with specific references to the material you have studied.
• Proofread your answer and correct errors in spelling and mechanics.

Specific organizational patterns and "key words"

Most essay questions will have one or more "key words" that indicate which organizational pattern you should use in your answer. The six most common organizational patterns for essay exams are definition, analysis, cause and effect, comparison/contrast, process analysis, and thesis-support.

Typical questions

• "Define X."
• "What is an X?"
• "Choose N terms from the following list and define them."

Q: "What is a fanzine?"

A: A fanzine is a magazine written, mimeographed, and distributed by and for science fiction or comic strip enthusiasts.

Avoid constructions such as "An encounter group is where ..." and "General semantics is when ... ."

• State the term to be defined.
• State the class of objects or concepts to which the term belongs.
• Differentiate the term from other members of the class by listing the term's distinguishing characteristics.

Tools you can use

• Details which describe the term
• Examples and incidents
• Comparisons to familiar terms
• Negation to state what the term is not
• Classification (i.e., break it down into parts)
• Examination of origins or causes
• Examination of results, effects, or uses

Analysis involves breaking something down into its components and discovering the parts that make up the whole.

• "Analyze X."
• "What are the components of X?"
• "What are the five different kinds of X?"
• "Discuss the different types of X."

Q: "Discuss the different services a junior college offers a community."

A: Thesis: A junior college offers the community at least three main types of educational services: vocational education for young people, continuing education for older people, and personal development for all individuals.

Outline for supporting details and examples. For example, if you were answering the example question, an outline might include:

• Vocational education
• Continuing education
• Personal development

Write the essay, describing each part or component and making transitions between each of your descriptions. Some useful transition words include:

• first, second, third, etc.
• in addition

Conclude the essay by emphasizing how each part you have described makes up the whole you have been asked to analyze.

Cause and Effect

Cause and effect involves tracing probable or known effects of a certain cause or examining one or more effects and discussing the reasonable or known cause(s).

Typical questions:

• "What are the causes of X?"
• "What led to X?"
• "Why did X occur?"
• "Why does X happen?"
• "What would be the effects of X?"

Q: "Define recession and discuss the probable effects a recession would have on today's society."

A: Thesis: A recession, which is a nationwide lull in business activity, would be detrimental to society in the following ways: it would .......A......., it would .......B......., and it would .......C....... .

The rest of the answer would explain, in some detail, the three effects: A, B, and C.

Useful transition words:

• consequently
• for this reason
• as a result

Comparison-Contrast

• "How does X differ from Y?"
• "Compare X and Y."
• "What are the advantages and disadvantages of X and Y?"

Q: "Which would you rather own—a compact car or a full-sized car?"

A: Thesis: I would own a compact car rather than a full-sized car for the following reasons: .......A......., .......B......., .......C......., and .......D....... .

Two patterns of development:

• Full-sized car

Disadvantages

• Compact car

Useful transition words

• on the other hand
• unlike A, B ...
• in the same way
• while both A and B are ..., only B ..
• nevertheless
• on the contrary
• while A is ..., B is ...
• "Describe how X is accomplished."
• "List the steps involved in X."
• "Explain what happened in X."
• "What is the procedure involved in X?"

Process (sometimes called process analysis)

This involves giving directions or telling the reader how to do something. It may involve discussing some complex procedure as a series of discrete steps. The organization is almost always chronological.

Q: "According to Richard Bolles' What Color Is Your Parachute?, what is the best procedure for finding a job?"

A: In What Color Is Your Parachute?, Richard Bolles lists seven steps that all job-hunters should follow: .....A....., .....B....., .....C....., .....D....., .....E....., .....F....., and .....G..... .

The remainder of the answer should discuss each of these seven steps in some detail.

• following this
• after, afterwards, after this
• subsequently
• simultaneously, concurrently

Thesis and Support

• "Discuss X."
• "A noted authority has said X. Do you agree or disagree?"
• "Defend or refute X."
• "Do you think that X is valid? Defend your position."

Thesis and support involves stating a clearly worded opinion or interpretation and then defending it with all the data, examples, facts, and so on that you can draw from the material you have studied.

Q: "Despite criticism, television is useful because it aids in the socializing process of our children."

A: Television hinders rather than helps in the socializing process of our children because .......A......., .......B......., and .......C....... .

The rest of the answer is devoted to developing arguments A, B, and C.

• it follows that

A. Which of the following two answers is the better one? Why?

Question: Discuss the contribution of William Morris to book design, using as an example his edition of the works of Chaucer.

a. William Morris's Chaucer was his masterpiece. It shows his interest in the Middle Ages. The type is based on medieval manuscript writing, and the decoration around the edges of the pages is like that used in medieval books. The large initial letters are typical of medieval design. Those letters were printed from woodcuts, which was the medieval way of printing. The illustrations were by Burn-Jones, one of the best artists in England at the time. Morris was able to get the most competent people to help him because he was so famous as a poet and a designer (the Morris chair) and wallpaper and other decorative items for the home. He designed the furnishings for his own home, which was widely admired among the sort of people he associated with. In this way he started the arts and crafts movement.

b. Morris's contribution to book design was to approach the problem as an artist or fine craftsman, rather than a mere printer who reproduced texts. He wanted to raise the standards of printing, which had fallen to a low point, by showing that truly beautiful books could be produced. His Chaucer was designed as a unified work of art or high craft. Since Chaucer lived in the Middle Ages, Morris decided to design a new type based on medieval script and to imitate the format of a medieval manuscript. This involved elaborate letters and large initials at the beginnings of verses, as well as wide borders of intertwined vines with leaves, fruit, and flowers in strong colors. The effect was so unusual that the book caused great excitement and inspired other printers to design beautiful rather than purely utilitarian books.

From James M. McCrimmon, Writing with a Purpose , 7th ed. (Boston: Houghton Mifflin Company, 1980), pp. 261-263.

B. How would you plan the structure of the answers to these essay exam questions?

1. Was the X Act a continuation of earlier government policies or did it represent a departure from prior philosophies?

2. What seems to be the source of aggression in human beings? What can be done to lower the level of aggression in our society?

3. Choose one character from Novel X and, with specific references to the work, show how he or she functions as an "existential hero."

4. Define briefly the systems approach to business management. Illustrate how this differs from the traditional approach.

5. What is the cosmological argument? Does it prove that God exists?

6. Civil War historian Andy Bellum once wrote, "Blahblahblah blahed a blahblah, but of course if blahblah blahblahblahed the blah, then blahblahs are not blah but blahblah." To what extent and in what ways is the statement true? How is it false?

For more information on writing exam essays for the GED, please visit our Engagement area and go to the Community Writing and Education Station (CWEST) resources.