By: Phillip Mattie
I have had the pleasure of discussing the finer points of essay writing for GED and Diploma exams (diploma essays). The organization of the essay, the components that a writer must incorporate, and the details to include scrutiniz often and in great detail.
Proper execution of the essay will leave the writer feeling elated. At least, it should feel pretty special. It is a huge achievement, correctly executing an essay, let alone earning a diploma. However, there are some issues with the GED/Diploma essay that irk some students (and teachers) and become hurdles to the proper execution. So, below, I will discuss problems that usually crop up with students who have written a practice exam or two.One thing that often trips students up is the idea of expressing a strong, confident opinion in an essay. The average high school English student is being taught to question literature, to identify plot and theme, and to ask why.
Why are the skulls pointing inward in Heart of Darkness? What is the purpose of the three casks in The Merchant of Venice? And who is too prideful, too prejudice? Then, all of a sudden, these same students are told to write about the qualities of a good parent in the GED/Diploma essay, and to do it with a strong opinion. It does not make a whole lot of sense.
Strongly Worded Thesis
Additionally, another problem which many students immediately identify with a “strongly worded thesis” is the thought that they could be wrong. The process of going through high school tutoring will leave doubt in the minds of the students, and, as stated earlier, will inspire the student to always ask questions. “There is nothing that we can be sure of” and “there is no universal narrative” are themes taught day-in and day-out in the English classroom. So, the student naturally asks, “Who am I to know such things?”
In order to properly execute a GED or Diploma essays, the student must ignore these problems. Essay markers are looking more at the format of your essay than the actual content of it. A student’s opinion can be completely misguided, but if personal experiences to validate opinions, then it’s fair game. Really, what said to students is to not ask questions; rather, write about what you experienced in a logical manner.
One more problem that students will identify is the fact that only one side of an opinion can be expressed effectively. This problem is commonly found in the “do you agree or disagree with this statement” type questions. Students who take GED and Diploma prep classes are typically taught to stick with one side of an argument. Whatever position they personally agree with most strongly, or whatever position they brainstorm the best topic sentences for, but to only argue one side.
Critical Thinking for Diploma Essays with High School Tutoring
Arguing one side of a topic has an obvious downside, and it is a steep slope. Arguing only one side of a topic limits critical thinking. A “compare and contrast” style essay would stimulate much more creative thinking out of students rather than the current model. Ultimately, the GED and Diploma essay topics limit the students use of creativity and critical thinking in the single-most creative, critical core subject taught.
There is no way to counter what the exam asks, here. Any student will understand that the topic they are writing on is more complex than a shallow one-sided argument, no matter how expertly written. The best thing to do in this case is to, once again, complete the essay in the format requested. Write a one-sided essay. The problem is not with the student, the problem is with the exam itself.
Finally and most unfortunately, the GED and diploma essay questions are unique. There are many, many GED exam questions that ask from students. However, every single one of those exam questions is framed in a personal response style. Quote, “Use your personal observations, experience, and knowledge.” Students will not be using a personal response style essay in any formal post-secondary setting.
If you are an aspiring Business Administration student looking to fill in some credit requirements .Thus you decide to sign up for a first-year English class, what you wrote in your diploma essay will not cut it. Likewise, if you are going into your first year as an Arts major, you will need to quickly learn your “personal observations, experience, and knowledge.” Personal observations, experience, and knowledge simply have no place in the academic world.
Final Words
Fortunately, the format of the essay which you learned in my previous entries will serve you well. Introduction, body, conclusion this format gets used for a very, very long time to great success with good reason. Further, it is an effective method of communicating to a reader the purpose of an essay.
The main idea, and the evidence that you gathered. These organizational tools will be used throughout any post-secondary experience and through to any career. So, there is a silver lining – high school tutoring.
I admit, there is quite a bit of information to process in this entry. If I had to describe it in one short and sweet sentence, it would be, “GED and Diploma essays are an enigma.” They are reductive in content. They are most definitely not academic. They have no place in post-secondary education. Further, they are at best a barometer for the student’s skills at organizing a thought, so treat it thusly to write diploma essays.
GED Essay Topics. (n.d.). Retrieved October 13, 2013, from: http://www.unm.edu/~tinan/writing/topicA.htm
GED Essay Topics. (n.d.). Retrieved October 13, 2013, from: http://www.unm.edu/~tinan/writing/topicB.htm
GED Essay Topics. (n.d.). Retrieved October 13, 2013, from: http://www.unm.edu/~tinan/writing/topicC.htm
GED Essay Topics. (n.d.). Retrieved October 13, 2013, from: http://www.unm.edu/~tinan/writing/topicD.htm
GED Essay Topics. (n.d.). Retrieved October 13, 2013, from: http://www.unm.edu/~tinan/writing/topicE.htm