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Teacher Certification · 5723

Praxis Core Academic Skills For Educators: Writing Practice Test

Praxis Core Academic Skills for Educators: Writing practice focuses on written English, from sentence correctness to clear development of ideas. The question bank samples grammar, punctuation, pronoun reference, modifiers, comparisons, paragraph openings and conclusions, evidence selection, and source relevance. These skills support accurate editing and purposeful communication in academic and school-related writing.

Exam overview

Exam providerETS Praxis
Exam code5723
CategoryTeacher Certification

About the Praxis Core Academic Skills For Educators: Writing Exam

Effective writing requires more than correcting isolated errors. Writers must shape an argument for its audience, provide enough context for unfamiliar readers, and select evidence that directly supports a claim. Source evaluation involves judging whether information is relevant to the point being made, rather than merely related to the subject. Revision also requires attention to paragraph structure and the usefulness of feedback on a draft. At the sentence level, practice includes agreement and word forms, clear pronoun antecedents, logical comparisons, modifier placement, restrictive clauses, and punctuation. These decisions help writers prevent ambiguity, preserve intended meaning, and make prose easier to follow. Editing and revision tasks connect conventions with purpose: a technically correct sentence may still need clearer organization or more specific support.

Sample Practice Questions

Review a selection from this exam's published US Practice Tests practice bank.

Question 1

Which sentence correctly uses a plural noun that does not end in “s”?

  1. ASeveral childs played chess during lunch.
  2. BSeveral children played chess during lunch.
  3. CSeveral childrens played chess during lunch.
  4. DSeveral child played chess during lunch.
Show answerCorrect answer: B

“Children” is the standard plural form of “child.” The other options use a nonstandard form or a singular noun where a plural is needed.

Question 2

A writer wants to support the claim that a community garden increased neighborhood participation. Which evidence would provide the strongest direct support?

  1. AA survey comparing residents’ participation before and after the garden opened
  2. BA description of the garden’s raised beds and walking paths
  3. CA quotation from a gardener about favorite vegetables
  4. DA list of other gardens in nearby towns
Show answerCorrect answer: A

A before-and-after survey directly measures participation in relation to the garden’s opening. The other choices provide context or personal details but do not directly show whether participation increased.

Question 3

Which sentence correctly expresses a comparison between two student essays?

  1. AThe conclusion of Priya’s essay is clearer than Marcus.
  2. BPriya’s essay is more clearly written than Marcus.
  3. CPriya’s conclusion is clearer than Marcus’s conclusion.
  4. DPriya’s essay is clearer written than Marcus’s essay.
Show answerCorrect answer: C

A fair comparison matches like with like: one conclusion is compared with another conclusion. Option C also uses the adjective “clearer” appropriately.

Question 4

A writer claims that adding protected bike lanes would make commuting safer. Which source would best support this claim with relevant evidence?

  1. AA city transportation study comparing crash rates before and after protected lanes were installed
  2. BA personal blog post describing one cyclist’s favorite route
  3. CA brochure listing the colors used in the city’s bike-lane signs
  4. DA novel in which a character rides a bicycle to work
Show answerCorrect answer: A

A transportation study with before-and-after crash data directly addresses whether protected lanes affect commuting safety. The other sources do not provide comparable, relevant evidence for the claim.

Question 5

Which revision corrects the misplaced modifier in this sentence? “Walking through the museum, the ancient vase caught Maya’s attention.”

  1. AWalking through the museum, Maya noticed the ancient vase.
  2. BThe ancient vase, walking through the museum, caught Maya’s attention.
  3. CMaya’s attention was caught walking through the museum by the ancient vase.
  4. DWalking through the museum, the attention of Maya was caught by the ancient vase.
Show answerCorrect answer: A

The opening phrase “Walking through the museum” should describe the person doing the walking. In A, Maya is the subject of the main clause, so the modifier clearly refers to her.

Question 6

Which option gives the most useful, specific feedback on a draft’s conclusion?

  1. AThe ending is bad and needs more work.
  2. BYour conclusion is fine, but it could be better.
  3. CAdd a final sentence that connects your evidence about public transit to your opening claim about access to jobs.
  4. DMake the conclusion sound more impressive.
Show answerCorrect answer: C

This feedback identifies a concrete revision and explains how it can strengthen the essay’s argument. The other comments are vague and do not tell the writer what to change.

Question 7

Which sentence uses a pronoun with an unambiguous antecedent?

  1. AWhen Maya spoke with Lena, she said the proposal was ready.
  2. BThe proposal was ready, Maya told Lena, and she agreed.
  3. CMaya told Lena, “The proposal is ready,” and Lena agreed.
  4. DAfter she reviewed it, the proposal was sent to Maya.
Show answerCorrect answer: C

Option C names the speaker and the person who agreed, so readers can identify each person without guessing. In the other options, a pronoun could refer to more than one person or thing.

How to use this practice test

Access is free. Each session presents up to 20 random questions from the 50-question practice bank, and results appear after the session. Use missed items to identify whether the issue involved a writing convention, sentence meaning, evidence quality, or organization; then revise the relevant sentence or reasoning before another attempt.

Preparation tips

  • When checking pronouns, identify the exact noun each pronoun refers to; revise any sentence with multiple plausible antecedents.
  • For modifier questions, name the person or thing performing the opening phrase’s action and place it next to that phrase.
  • Compare essays or ideas using parallel, like-for-like criteria, and check that the comparison does not imply an unsupported difference.
  • For claim-and-evidence tasks, choose evidence that directly measures or demonstrates the stated outcome; distinguish direct support from related background information.
  • When revising openings and conclusions, check that the opening supplies needed context and that the conclusion gives specific closure rather than merely repeating the claim.
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