APPENDIX C: SUGGESTIONS FOR CONSTRUCTING ESSAY QUESTIONS
This institution does not ask for major specific scholarship essays for this application type and semester.
Constructing essay questions in accordance with particular learning outcomes is much easier with restricted-response questions than with extended-response questions. The restricted scope of the topic and the type of response expected make it possible to relate a restricted-response question directly to one or more of the outcomes. The extreme freedom of the extended-response question makes it difficult to present questions so that the student's responses will reflect the particular learning outcomes desired. This difficulty can be partially overcome by indicating the bases on which the answer will be evaluated:
To write a compare/contrast essay, you’ll need to make NEW connections and/or express NEW differences between two things. The key word here…is NEW!
There are various kinds of essays within college essays.
The essay below demonstrates the principles of writing a basic essay. The different parts of the essay have been labeled. The thesis statement is in bold, the topic sentences are in italics, and each main point is underlined. When you write your own essay, of course, you will not need to mark these parts of the essay unless your teacher has asked you to do so. They are marked here just so that you can more easily identify them.Students will be paired with a professional writer that matches their subject needs. The writers will also be able to perfectly address the style of the paper needed. This means that they are not only ready to act as a cheap essay writer but are also qualified if you need research papers or dissertation work too. The improvement of the essay question as a measure of complex learning outcomes requires attention to two problems: (a) how to construct essay questions that call forth the desired student responses and (b) how to score the answers so that achievement is reliably measured. Here we shall suggest ways of constructing essay questions, and in the next section, we shall suggest ways of improving scoring, although these two procedures are interrelated.2. Construct questions that will call forth the skills specified in the learning standards. Like objective items, essay questions should measure the achievement of clearly defined content standards or instructional outcomes. If the ability to apply principles is being measured, for example, the questions should be phrased in such a manner that they require student to display their conceptual understanding or a particular skill. Essay questions should never be hurriedly constructed in the hope that they will measure broad, important (but unidentified) educational goals. Each essay question should be carefully designed to require students to demonstrate achievement defined in the desired learning outcomes. See "Some Types of Thought Questions and Sample Item Stems" for examples of the many types of questions that might be asked; the phrasing of any particular question will vary somewhat from one subject to another.