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The essay portion of GED Reasoning Through Language Arts isn't a free-write about your opinions — it's an evidence-analysis task with a strict clock. You'll read two short passages, each 4–5 paragraphs long, that argue opposite sides of the same issue. Your job is to decide which passage makes the stronger case and explain why, using specifics pulled from the text — not your own stance on the underlying topic. Your personal view of the topic is not the question.
You get 45 minutes, typed directly into the on-screen response box, sitting inside a 150-minute RLA test that also covers reading comprehension and grammar. RLA is the longest of the four GED subject exams, and the one that rewards stamina and pacing as much as knowledge. Most candidates who struggle here aren't struggling with grammar — they're running out of time because they under-planned before they started typing.
RLA Section | What It Covers | Approx. Time |
|---|---|---|
Reading for Meaning | Comprehension and inference on informational and literary passages | Part of ~95 min reading time |
Identifying and Creating Arguments | Evaluating claims, evidence, and reasoning in source texts | Part of ~95 min reading time |
Grammar and Language | Sentence structure, usage, mechanics (embedded in reading passages) | Part of ~95 min reading time |
Extended Response (Essay) | Source-based argument analysis, typed response | 45 minutes |
The essay itself is scored separately on three traits, each worth 0–2 points, for a raw score out of 6 — then that score is doubled, so the essay contributes up to 12 points to your overall RLA score. That works out to roughly 20% of your total RLA score, which is a meaningful chunk to leave on the table if you walk in unprepared for the format.
The single most common reason people lose points isn't grammar — it's answering the wrong question. The test asks you to decide which argument uses stronger evidence and explain why, not to share which side you personally agree with. Plenty of strong writers fail this essay because they wrote a persuasive piece defending their own opinion instead of an analytical piece evaluating the two source texts.
The second underestimated piece is source use. Scorers are looking for you to identify the claim, the evidence, and the reasoning connecting them — and most wrong or low-scoring responses fail specifically on the reasoning link, not on missing evidence entirely. You can quote a passage accurately and still lose points if you never explain how that quote actually supports the argument.
Length matters more than people expect too. A response that lands around 400 to 500 words is generally long enough for an introduction, two to three body paragraphs, and a short conclusion without wasting time — going shorter usually means underdeveloped analysis, and going much longer usually means you ran out of clock before you got to editing.
Generic essay practice doesn't transfer well to this task, because the GED essay isn't graded like a school paper — it's graded against a fixed rubric with three independent traits. Practicing here means:
Working from paired source passages, not single-topic prompts, so you build the habit of comparing two arguments instead of writing about one.
Timing yourself at 45 minutes from the moment you finish reading, including a few minutes at the end reserved for rereading your own response.
Scoring your own draft against each of the three traits separately rather than judging it as "good" or "bad" overall — a response can be strong on evidence and still lose points on conventions.
Building a short outline before typing: each source's position, the two best pieces of supporting evidence, and one weakness in the argument you're not choosing.
Arguing your own opinion instead of analyzing the sources. This is the fastest way to score low on the Analysis trait even with clean writing.
Summarizing both passages instead of comparing them. Restating what each side says isn't the same as explaining which side is better supported.
Running out of time to reread. A rushed final paragraph with typos or a dropped thought costs points on Conventions that a five-minute review would have caught.
Citing evidence without connecting it back to the claim. Dropping in a quote isn't enough — the response needs to say what the quote proves.
Writing far under 400 words. A thin response usually means underdeveloped reasoning, which shows up directly in the Development score.
If you're starting from scratch on essay writing: Give yourself several weeks of focused RLA reading and argument-analysis work before you attempt a full timed essay. Build comfort identifying claims and evidence in short passages first, then move to full 45-minute attempts once that skill feels automatic.
If you already write regularly (school, work reports, etc.): You likely need less time on mechanics and more time on the specific format — one to two weeks of timed practice essays, focused on staying analytical rather than persuasive, is often enough.
If you're retaking RLA specifically because of the essay score: Go back to your prior response if you kept it, or write a fresh one, and score it trait by trait. Retakes usually fail one trait consistently (often Analysis, from arguing opinion instead of evidence) — isolate which one and drill that specifically rather than rewriting full essays from scratch every time.
Last updated on Sep, 25 2026
