CSET Writing Skills

The CSET: Writing Skills test is a new option ONLY for Multiple Subject credential candidates to meet the basic skills requirement by passing four MS CSET subtests. Those who have already passed the California Basic Educational Skills Test™ (CBEST®) do NOT take CSET: Writing Skills.

Explore the test and the Writing Skills Guide http://www.cset.nesinc.com/CS_testguide_WSopener.asp.

To examine the test structure, sample questions and responses, and scoring guide, see http://www.cset.nesinc.com/PDFs/CS_142_teststructure_items.pdf

Study the California Subject Examination for Teachers (CSET) Bulletin or website: www.cset.nesinc.com and note registration deadlines for test dates each odd-numbered month during the year.

The CSET: Writing Skills is ONLY offered in the afternoon, and scores are released with “All Other Examinations.” You have five hours to write two essays.

Sample Writing Prompts:
http://wik.ed.uiuc.edu/index.php/Expository_writing#Sample_Writing_Prompts

For further practice write a response to the topics online at the CBEST website
http://www.cbest.nesinc.com/CA_viewPT_PDF_opener.asp and borrow CBEST prep books from your local library for more essay prompts. Practice writing two of them under test conditions: plan your essays and write without interruption. Away from your desk, review a possible writing topic, mentally plan your response, and talk your way through your essay. For greater fluency in English, borrow books and books-on-tape from your library, listen to English-speaking radio stations, and watch television shows in English with closed captioning.

Writing for CSET

Write two standard five-paragraph essays for CSET for each of the two topics: the expository one calls for an analysis of a statement or given situation, and the expressive one requires reflection on a personal experience.

Planning: Do this first. Take 10-15 minutes at least. You have plenty of time. Essays are effective because of your planning and content.

Read the topic carefully and note every aspect of the prompt that must be addressed. Read the topic carefully again; check that you have understood the question and have found all the issues that must be addressed in your response. Write each issue as a separate heading. Check your headings against the prompt for a final check.

Brainstorm ideas. Write everything down that occurs to you under the appropriate heading. No need to write sentences, censor yourself, or make it pretty. Aim for twelve to fifteen ideas. Practice brainstorming topics until you get the feel for how much is enough for you to write your essay without running out of things to say.

Group your ideas logically into paragraphs. Number them in importance, as you need to make sure you make your strongest argument. Highlight the most important ideas in each column for use in your introductory paragraph. Eliminate or ignore any ineffective ideas.

Put this outline aside and plan the other essay the same way. While you are working on one, your other essay will be developing. Add to your plan any ideas that occur to you while you are working on the first essay and perhaps consider taking a break before you begin your writing.

Writing: Follow your plan with solid writing.

Reread the prompt and address it directly in a short concise sentence.

Follow that sentence with another short concise sentence. Your aim is to provide the reader with the opportunity to "hear your voice" and gain confidence in your ability to express yourself clearly, concisely, and accurately. Continue making the points you have decided to include in your introductory paragraph. Make as powerful a statement as you can at the beginning and end of your essay: readers remember paragraphs one and five much better than the body paragraphs.

Before writing your concluding sentence, reread your opening sentences to see if there is an effective way of tying the two together.

Style Points

• Do not use contractions.
• Use standard punctuation.
• Do not begin sentences with “And” or “But” or “Because.”
• Avoid using a word you are not sure how to spell, especially in the first paragraph, and use a synonym instead.
• If you are not sure of the meaning of a word, don’t use it.
• Write at least one complex sentence in a paragraph to show you are able to.
• Keep making your points clearly and logically with relevant supporting detail.

Writing Points

• You may write your essay in pencil, but think ahead to avoid major erasures.
• It is a writing exercise; it does not have to be true.
• Take a position for or against an issue and avoid sitting on the fence, if possible.
• Make it easy on yourself: compare and contrast yourself with your grandparent of the opposite sex rather than your same sex sibling.
• You are allowed to enjoy writing!

Proofreading: Take your time. Use your finger to point to every word and read what you have actually written.

You are allowed a few spelling errors, but aim to catch every mistake.

Make only minor changes in content at this stage. Your reader realizes you are writing under pressure and does not expect brilliance from you.

English is a difficult language to learn to write. The prepositions (in, by, to, and the other 50-odd of them) are particularly tricky, as are the articles: a, an, the. Examine every preposition. Check if you need a preposition at all and whether you have used the correct one. Examine every noun. If it is a singular noun, check whether it needs an article and if you have used the correct one. It is often easier to write plural noun forms, particularly for people when you can use the pronouns "they" and "them" rather than "he or she" and "her or him."

Additional help and resources

For an appointment or more assistance, email gse-test-prep@uci.edu stating your availability during the week.