Many students struggle with the essay and need tips for the argumentative essay on the GED, as the requirements are quite unlike many other argumentative essays they may have written previously.
The Writing test on the GED Reasoning Through Language Arts test requires you to read and evaluate two texts that present opposing arguments on the same topic. The student must evaluate the arguments presented in each passage and write an essay stating which passage presents the stronger argument and then present evidence from the two given passages to support his or her claim.
No matter what the topic of the two passages is, the student’s essay is a critical analysis that explains why one text presents stronger evidence than the other text.
Most students get confused and start writing about the topic and issues of the controversy, instead of writing about the strength of the evidence in each passage. The example below will illustrate clearly this confusion and how to remedy the mistake.
Typical mistakes on the Argumentative Essay on the GED
Here’s an example of a student essay that shows how the student wrote about the issue, instead of evaluating the two texts and writing about them.
First read the essay in its entirety, then we’ll highlight a few of the problems with this essay. Even though we don’t have the original passages on hand, and we don’t know which text presented which argument, we can pick out some typical errors in the student’s essay:
Daylight Saving Time (DST) is an annual event in which the clock is moved forward one hour in the spring and back one hour in the fall. The practice has been in place in the United States for over a century, and while it has its supporters, it also has its detractors. In this essay, I will argue that Daylight Saving Time should be abolished in the United States due to its negative effects on energy consumption, air pollution, public safety, and overall economic costs.
Firstly, proponents of DST argue that it saves energy by reducing the need for artificial lighting. However, studies have shown that any energy savings are minimal and may even be offset by increased air conditioning use, particularly in hot climates. In fact, a three-year study of counties in Indiana found that residents spent $8.6 million more each year for energy, and air pollution increased after the state switched to DST. These findings are not surprising given that the sudden shift of one hour forward or backward in time fails to provide drivers and pedestrians with sufficient time to adjust, leading to increased accidents and fatalities.
Secondly, DST proponents argue that it promotes public safety. They claim that more sunlight saves lives by reducing the number of accidents and crimes committed after dark. However, studies show that the immediate shift of one hour forward or backward in time poses a danger to public safety. For example, a study showed that 227 pedestrians were killed in the week following the end of DST, compared to 65 pedestrians killed the week before DST ended. The adjustment period that drivers and pedestrians must endure each year is a dangerous time, and Daylight Saving Time may be the reason.
Lastly, opponents of DST argue that it imposes unnecessary economic costs on society. The annual transition to and from DST causes confusion and disrupts schedules, leading to lost productivity and increased economic costs. For example, people often forget to adjust their clocks, leading to missed appointments, late arrivals, and scheduling conflicts. Moreover, studies have found that the economic benefits of DST, if any, are outweighed by the costs of the abrupt transition.
In conclusion, Daylight Saving Time should be abolished in the United States due to its negative effects on energy consumption, air pollution, public safety, and overall economic costs. The evidence shows that the energy savings associated with DST are minimal at best, and that any economic benefits are outweighed by the costs of the annual transition. Moreover, the negative effects of DST on public safety, particularly in terms of pedestrian fatalities, cannot be ignored. It is time for the United States to join the ranks of Arizona and Hawaii, which do not observe Daylight Saving Time, and abolish this outdated and unnecessary practice.
This essay would not be too bad if the topic was “Should Daylight Saving Time be Abolished?” The structure is good, it has an introduction with a clear thesis statement. It has three paragraphs, starting with the words, “firstly, secondly and thirdly” and a conclusion that sums up the arguments.
However, as an argumentative essay as required on the GED Writing test, it fails as its on the wrong topic.
The topic should be “Text A supports its arguments better than Text B“. Then each paragraph should be an evaluation of the strength or validity of the arguments presented in the two texts. They should be compared and contrasted, analysed and/or criticised as convincing evidence or unconvincing evidence to support the respective arguments.
Let’s pick out some of the areas that could be improved in this essay:
In this essay, I will argue that Daylight Saving Time should be abolished …
Wrong essay topic. The topic of the GED essay, no matter what other topic it covers, is always TEXT A supports its arguments better than TEXT B (or vice versa). THAT is the topic of the student’s essay. It is not about the controversy – in this case whether daylight saving should be abolished or not. The essay is about which text presents the strongest evidence!
In place of the statement quoted above, the student should rather make a thesis statement something like this:
In this essay, I will argue that TEXT A, which states that Daylight Saving Time should be abolished, has stronger, better evidence to support its argument, than TEXT B.
A thesis statement is a clear statement that summarises the main focus or argument of an essay. It usually occurs near the end of the introductory paragraph.
The next few paragraphs needs to focus on highlighting which text has the most convincing evidence to support its arguments and comparing and criticising the poor evidence of the other text.
Firstly, proponents of DST argue that it saves energy by reducing the need for artificial lighting. However, studies have shown that any energy savings are minimal and may even be offset by increased air conditioning use, particularly in hot climates. In fact, a three-year study of counties in Indiana found that residents spent $8.6 million more each year for energy, and air pollution increased after the state switched to DST. These findings are not surprising given that the sudden shift of one hour forward or backward in time fails to provide drivers and pedestrians with sufficient time to adjust, leading to increased accidents and fatalities.
The paragraph could be improved by adding language that shows that the student is comparing the two texts and the evidence in each of them:
Firstly, proponents of DST (Text B) present data that is unconvincing and contradicted by other studies: Text B argues that DST saves energy by reducing the need for artificial lighting. However, TEXT A mentions that studies have shown that any energy savings are minimal and may even be offset by increased air conditioning use, particularly in hot climates. In fact, a three-year study of counties in Indiana found that residents spent $8.6 million more each year for energy, and air pollution increased after the state switched to DST. Therefore, TEXT B fails to present convincing evidence….(and then if possible the student should mention evidence from the other text that IS convincing.)
The last sentence in paragraph two seems completely unrelated to topic in the paragraph and should possibly be moved to paragraph 3:
These findings are not surprising given that the sudden shift of one hour forward or backward in time fails to provide drivers and pedestrians with sufficient time to adjust, leading to increased accidents and fatalities.
There is no logical connection between that sentence and the rest of the paragraph. For a good mark, an essay must be logically organised. Let’s look at the next paragraph:
Secondly, DST proponents argue that it promotes public safety. They claim that more sunlight saves lives by reducing the number of accidents and crimes committed after dark. However, studies show that the immediate shift of one hour forward or backward in time poses a danger to public safety. For example, a study showed that 227 pedestrians were killed in the week following the end of DST, compared to 65 pedestrians killed the week before DST ended. The adjustment period that drivers and pedestrians must endure each year is a dangerous time, and Daylight Saving Time may be the reason.
Instead of repeating the evidence (above), the student needs to quote the evidence and give arguments as to why this evidence strongly supports the argument of the text he favours. Something like this:
While text B states that DST promotes public safety, it does not cite any studies to confirm this (or it cites a study that is weak or already been contradicted or whatever.) The statement is merely an opinion. In contrast, Text A describes a study that shows …..blah blah…. which supports its argument that, in the interests of public safety, DST should be abolished.
Can you see that the student would be discussing the EVIDENCE presented in each text, rather than discussing the actual topic of DST? Using words like While text B and In contrast text A helps to make the logical connections between the arguments.
Lastly, opponents of DST argue that it imposes unnecessary economic costs on society. The annual transition to and from DST causes confusion and disrupts schedules, leading to lost productivity and increased economic costs. For example, people often forget to adjust their clocks, leading to missed appointments, late arrivals, and scheduling conflicts. Moreover, studies have found that the economic benefits of DST, if any, are outweighed by the costs of the abrupt transition.
Again, this paragraph is repetition of what was stated in the text about DST, instead of critically analysing its validity as an argument and comparing the arguments of one text with the strength of the evidence or arguments of the other text. Is it mere opinion or speculation, is it anecdotal or is there a study, data, a quote from an expert or other solid evidence to support the claims? The paragraph needs to mention Text A and Text B and then evaluate the arguments and the evidence presented.
In conclusion, Daylight Saving Time should be abolished in the United States due to its negative effects on energy consumption, air pollution, public safety, and overall economic costs. The evidence in TEXT B shows that the energy savings associated with DST are minimal at best, and that any economic benefits are outweighed by the costs of the annual transition. Moreover, the negative effects of DST on public safety, particularly in terms of pedestrian fatalities, cannot be ignored. It is time for the United States to join the ranks of Arizona and Hawaii, which do not observe Daylight Saving Time, and abolish this outdated and unnecessary practice.
The conclusion (above) needs to sum up the arguments presented in the essay and end with a statement that is a clincher, a punchline that supports the original thesis statement in the first paragraph, which was that TEXT A supports it arguments better than TEXT B. Something like this:
In conclusion, although Text B presents some reasons for daylight saving, closer evaluation shows that there is not sufficient data to support the arguments that it saves energy, promotes public safety or blah, blah (another reason to support DST). While some may concede that XXX (if there was a good piece of evidence, you can admit it) was a good argument, the evidence presented in TEXT A to support the argument that DST should be abolished, is much stronger and more convinceing. Firstly, Text A cited a study that blah blah. Secondly, it outlined evidence that blah blah and finally, (another good piece of evidence to support the argument here) and so TEXT A is much more convincing than the unsubstantiated comments and opinions presented in TEXT B.
You should now be able to see, that the student has argued about the topic presented in the given texts, namely, Daylight Saving Time, instead of writing an essay about which TEXT best supports ITS ARGUMENTS.
No matter what the topic is – maybe that pink is prettier than blue, or tea is better than coffee or cars should be abolished in favour of bicycles…or whatever – that is not the topic of the student’s argumentative essay. The topic for the Argumentative Essay on the GED is TEXT 1 has better arguments than TEXT 2 or TEXT B has better evidence to support its arguments than TEXT A.
The essay is about the validity of the EVIDENCE, not about the TOPIC. The construction of the essay must constantly refer back to either Text A or Text B as the arguments are discussed or criticised.
Acing the Argumentative Essay on the GED
Mastering the skills to present a well-written and logically-presented argumentative essay is no simple task. Most students need plenty of practice to develop and refine their essay-writing skills.
1. They need to understand the mechanics of constructing a good essay.
2. They need the tools to be able to do that.
3. Then they need to understand the nuances of taking two opposing arguments and using them selectively to create a third argumentative essay, which compares them and gives evidence to support the argument that one of them is better than the other.
The third point above seems to be where most student’s struggle and fall short. This is why we offer an additional short tutorial, Acing the Argumentative Essay on the GED.
All my students are also using it when they do English. It is extremely helpful.
JENNY MOOR, PRINCIPAL OF HAVEN ACADEMY
Acing the Argumentative Essay on the GED
by Shirley Erwee
All our Grade 8 to 10 students do the course. I am also going to have my staff do the course.
Bronwyn Murray, Thrive academy
Need More Tips for the Argumentative Essay on the GED?
Here is another example of a student essay, with tips for improving the Argumentative Essay on the GED and another sample essay highlights Common Mistakes on the GED Argumentative Essay.