Latest PDF of Praxis-Core: Praxis Core Academic Skills for Educators

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You have been working to acquire the knowledge and skills you need for your teaching career. Now you are
ready to demonstrate your abilities by taking a Praxis® test.
Using the Praxis® Study Companion is a smart way to prepare for the test so you can do your best on test day.
This guide can help keep you on track and make the most efficient use of your study time.
The Study Companion contains practical information and helpful tools, including:
• An overview of the Praxis tests
• Specific information on the Praxis test you are taking
• A template study plan
• Study topics
• Practice questions and explanations of correct answers
• Test-taking tips and strategies
• Frequently asked questions
• Links to more detailed information
So where should you start- Begin by reviewing this guide in its entirety and note those sections that you need
to revisit. Then you can create your own personalized study plan and schedule based on your individual needs
and how much time you have before test day.
Keep in mind that study habits are individual. There are many different ways to successfully prepare for your
test. Some people study better on their own, while others prefer a group dynamic. You may have more energy
early in the day, but another test taker may concentrate better in the evening. So use this guide to develop the
approach that works best for you.

Test Name Core Academic Skills for Educators: Writing
Test Code 5722
Time 100 minutes, divided into a 40-minute selected-response section and two
30-minute essay sections
Number of Questions 40 selected-response questions and two essay questions
Format Selected-response questions involving usage, sentence correction, revision in
context, and research skills; 2 essay Topics as the basis for writing samples
Test Delivery Computer delivered
Approximate Approximate
Content Categories Number of Percentage of Questions* Examination
I. Text Types, Purposes, and Production 6–12 selected-response 60%
2 essay
II. Language and Research Skills 28–34 selected-response 40%
for Writing
* Includes both scored and unscored (pretest) questions. Depending on the
number of pretest questions included in each scoring category, the total number
of questions in that category may vary from one form of the test to another.

The Core Academic Skills for Educators Test in Writing measures academic skills in writing needed to prepare
successfully for a career in education. All skills assessed have been identified as needed for college and career
readiness, in alignment with the Common Core State Standards for Writing.
The Writing test is 100 minutes in length and has three separately timed sections: a 40-minute selectedresponse section containing 40 selected-response questions and two 30-minute essay sections that each
require a response based on an essay topic. This test may contain some questions that will not count toward
your score.
The selected-response section is designed to measure examinees ability to use standard written English
correctly and effectively. This section is divided into four parts: usage, sentence correction, revision in context,
and research skills. In the usage questions, examinees are asked to recognize errors in mechanics, in structural
and grammatical relationships, and in idiomatic
expressions or word choice. They are also asked to
recognize sentences that have no errors and that
meet the conventions of standard written English. The
sentence correction questions require examinees to
select, from among the choices presented, the best
way to restate a certain phrase or sentence by using
standard written English; in some cases, the phrase
or sentence is correct and most effective as stated.
Examinees are not required to have a knowledge of
formal grammatical terminology. In the revision-incontext questions, examinees are asked to recognize
how a passage with which they are presented can be
strengthened through editing and revision. Revisionin-context questions require examinees to consider
development, organization, word choice, style, tone,
and the conventions of standard written English. In
some cases, the indicated portion of a passage will be
most effective as it is already expressed and thus will
require no changes.
In the research skills questions, examinees are asked to
recognize effective research strategies, recognize the
different elements of a citation, recognize information
relevant to a particular research task, and assess the
credibility of sources.
The two essays assess examinees ability to
write effectively in a limited period of time. The
Argumentative essay course invites examinees to draw
from personal experience, observation, or memorizing to
support a position with specific reasons and examples.
The Informative/Explanatory essay course asks
examinees to extract information from two provided
sources to identify important concerns related to an
issue.
The Topics for the Argumentative and Informative/
Explanatory essays attempt to present situations
that are familiar to all educated people; no course will
require any specialized knowledge other than an
understanding of how to write effectively in English.
Examinees should write only on the course assigned
for each essay task, address all the points presented
in the topic, and support generalizations with
specific examples. For the Informative/Explanatory
essay, examinees should also draw information from
both sources, making sure to cite the source of the
information. Before beginning to write each essay,
examinees should read the course and organize their
thoughts carefully.

I. Text Types, Purposes, and Production
A. Text Production: Writing Arguments
1. Produce an argumentative essay to support a claim using relevant and sufficient evidence
2. Write clearly and coherently
a. address the assigned task appropriately for an audience of educated adults
b. organize and develop ideas logically, making coherent connections between them
c. provide and sustain a clear focus or thesis
d. use supporting reasons, examples, and details to develop clearly and logically the ideas presented
e. demonstrate facility in the use of language and the ability to use a variety of sentence structures
f. construct effective sentences that are generally free of errors in standard written English
B. Text Production: Writing Informative/ Explanatory Texts
1. Produce an informative/explanatory essay to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content
a. write clearly and coherently
b. address the assigned task appropriately for an audience of educated adults
c. draw evidence from informational texts to support analysis
d. organize and develop ideas logically, making coherent connections between them
e. synthesize information from multiple sources on the subject
f. integrate and attribute information from multiple sources on the subject, avoiding plagiarism
g. provide and sustain a clear focus or thesis
h. demonstrate facility in the use of language and the ability to use a variety of sentence structures
i. construct effective sentences that are generally free of errors in standard written English
C. Text Production: Revision
1. Develop and strengthen writing as needed by revising and editing
a. recognize how a passage can be strengthened through editing and revision
– apply knowledge of language to understand how language functions in different contexts and to make effective choices for meaning or style
> choose words and phrases for effect
> choose words and phrases to convey ideas precisely
> maintain consistency in style and tone
II. Language and Research Skills for Writing
A. Language Skills
1. Demonstrate command of the conventions of standard English grammar and usage
a. grammatical relationships recognize and correct:
– errors in the use of adjectives and adverbs
– errors in noun-noun agreement
– errors in pronoun-antecedent agreement
– errors in pronoun case
– errors in the use of intensive pronoun
– errors in pronoun number and person
– vague pronouns
– errors in subject-verb agreement
– inappropriate shifts in verb tense
b. structural relationships
recognize and correct:
– errors in the placement of phrases and clauses within a sentence
– misplaced and dangling modifiers
– errors in the use of coordinating and subordinating conjunctions
– fragments and run-ons
– errors in the use of correlative conjunctions
– errors in parallel structure
c. word choice recognize and correct:
– errors in the use of idiomatic expressions
– errors in the use of frequently confused words
– wrong word use
– redundancy
d. No Error recognize:
– sentences free of errors in the conventions of standard English grammar and usage
2. Demonstrate command of the conventions of standard English capitalization and punctuation
a. mechanics recognize and correct::
– errors in capitalization
– errors in punctuation
> commas (e.g., the use of a comma to separate an introductory element from the rest of the sentence)
> semicolons (e.g., the use of a semicolon [and perhaps a conjunctive adverb] to link two or more closely related independent clauses)
> apostrophes (e.g., the use of an apostrophe to form contractions and frequently occurring possessives)
b. no errror
– recognize sentences free of errors in the conventions of standard English capitalization and punctuation
B. Research Skills
1. Recognize and apply appropriate research skills and strategies
a. assess the credibility and relevance of sources
b. recognize the different elements of a citation
c. recognize effective research strategies
d. recognize information relevant to a particular research task

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Praxis Core Academic Skills for Educators
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QUESTION: 530
Nathanael West said that he'd never have written his satirical novel if he had not visited
Hollywood..
A. have written his
B. would have written his
C. could of written his
D. could have written his
E. should of written his
Answer: A
QUESTION: 531
The smell from the paper mill laid over the town like a blanket.
A. laid
B. has lain
C. will lie
D. lay
E. has laid
Answer: D
QUESTION: 532
When I was halfway down the stairs, I suddenly knew what I had wanted to have said
A. to have said
B. too say
C. to have been said
D. to had say
E. to say
Answer: E
QUESTION: 533
I would be more careful if I had been you.
193
A. had been
B. would have been
C. was
D. were
E. could have been
Answer: D
QUESTION: 534
They read where the governor has appointed a special committee to Improve the school calendar.
A. where
B. how
C. were
D. of where
E. wear
Answer: B
QUESTION: 535
In study hall I sit besides Paul Smith, who is captain of the swim team and one of the best
swimmers in the state.
A. sit besides
B. sat beside
C. have set beside
D. sit beside
E. have sit beside
Answer: D
QUESTION: 536
Anna Karenina has been read with enjoyment for over 100 years
A. has been read
194
B. will have been read
C. shall have been read
D. is being read
E. was read
Answer: A
QUESTION: 537
Many 19th-century biographers rely on their imaginations, not on real facts.
A. rely on their imaginations,
B. relied on their imaginations,
C. have relied on their imaginations
D. could have relied on their imaginations,
E. could rely on their imaginations:
Answer: B
QUESTION: 538
The private lives of politicians, generals, and other notables fascinates the memorizing public.
A. fascinates the reading
B. have fascinated the reading
C. will fascinate the reading
D. fascinate the reading
E. has fascinate the reading
Answer: D
QUESTION: 539
The small man chose a seat near the door and carefully sat down.
A. sat
B. will sit
C. could of sat
D. have sit down
E. set down
195
Answer: A
QUESTION: 540
Last summer I worked in the chemical laboratory at the Brass Company; most of the work came
into the lab for testing marked with the words top priority.
A. words top priority.
B. words-top priority.
C. words: Top priority.
D. words, "Top Priority."
E. words "top priority."
Answer: D
196

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