ged essay sample

How to Write & Pass a GED Essay

By: Jen Denton, Student Success Coach on January 3, 2023 at 3:21 AM

The GED essay intimidates a lot of people. Writing a whole essay from scratch in 45 minutes or less can be tough, but it doesn't have to be. This GED essay writing guide will help you know what to expect and how to pass the written portion of the test. Learn all about the GED extended response with examples, tips, and a breakdown of everything you'll be graded on.

Table of Contents

What is the ged essay, example ged essay questions, example ged essay, ged essay practice, ged essay structure, how is the ged essay scored, 8 tips to help you pass the ged essay.

The GED test is made up of four subjects: mathematical reasoning, social studies, science, and reasoning through language arts (RLA). The RLA subject test includes two parts, one of which is the GED extended response, sometimes called the GED essay. You will have 45 minutes to complete the essay to the best of your ability. If you don’t finish in time, don’t worry! The essay is only worth 20% of your final RLA score, so you can still pass the test even if you don’t get a high score on the essay.

The extended response can be on a variety of topics, but it will always follow the same format. You will be given two different articles on the same topic, usually argumentative essays with a firm position. You will be asked to evaluate the two arguments and write your own argumentative essay determining which article presented the strongest position. The essay should be 3-5 paragraphs long, with each paragraph between 3-7 sentences.

All GED essay questions will ask you to read and evaluate two passages that take different stances on the same topic. Essays should determine which passage presents a stronger argument and back up that claim with analysis of evidence from the passages.

Here is an example GED essay question:

Analyze the arguments presented in the press release and the letter to the editor. In your response, develop an argument in which you explain how one position is better supported than the other. Incorporate relevant and specific evidence from both sources to support your argument.

Remember, the better-argued position is not necessarily the position with which you agree. This task should take approximately 45 minutes to complete. 1

1  "Extended Response Scoring - GED." https://ged.com/wp-content/uploads/extended_response_scoring.pdf . Accessed 25 Feb. 2021.

The following is an example high scoring essay:

Both the press release and the letter to the editor offer positions that are supported by both fact and opinion. The press release seeks to exhort the new bill for expansion of Highway 17, while the letter argues that the passing of the bill could prove detrimental to the district. While both sides make an acceptable case, the latter provides a stronger argument.

One example of the letter’s stronger argument is the explanation that federal tax dollars pay for the road, as it will incorporate six different states, therefore eliminating this particular state’s ability to strike the bill down. This proves, with factual information, that the district did not have a fair say in the bill. The notion that few residents will use the road that their tax dollars are providing is an opinion. However, a resident and small-business owner in the town is more credible in the awareness of the town’s concern, as compared to a representative who attended a few meetings in the town hall.

Another example of the better supported argument in the letter is the reference to the construction jobs as temporary. The press release praises the new jobs created by the highway construction, as this is a valid point. However, the author of the letter is correct in the fact that the jobs will not create a boom in the district’s economy, or fill in the gap caused by the closures in the manufacturing plants, as the press release leads listeners to believe. The road construction does not solve the long-term issue of unemployment in the town. In addition, the author of the letter counters the argument that new motels, restaurants, and gas stations along the highway will create permanent jobs for the residents of the town. She explains that, “…only minimum wage jobs will remain.” This is a valid argument also, as unemployed residents that need enough income to support a household would not be much better off. Providing restaurant or motel jobs is very unlikely to feed or support an entire family. It will not pick up the laid-off employees of the manufacturing plants, who may have worked for many years towards promotions and a pension.

Another example of the letter’s stronger argument is the author’s explanation of the 2001 study. She concedes that the representative is correct in citing that bypasses are proven to reduce noise and traffic in town, but she argues that the study shows a negative effect on local businesses. This piece of the study was not mentioned by Representative Walls or the press release, and it is a proven fact. This draws more credibility to the argument in the letter. Also, although it is a speculation, it is more reasonable that traveler’s will stick to the main highway and not venture miles off their path into small town when chain gas stations, restaurants, and motels are conveniently located directly at the highway exits. It is less likely that old roads in the towns will become historical locations, attracting tourists and boosting small business sales.

Despite the argument and evidence given by the press release, it appears that the letter to the editor offers a stronger case. The author’s ideas are backed up by logical explanations and facts with a few speculations. Though the press release offers some fact, it is mainly specked with anticipations and hopes, driven to overshadow any doubts and quell any concerns. The letter is penned by a resident of the town and owner of a business, subject to firsthand opinions of the citizens of the district. The press release is pushed by an elected representative who, upon visiting the town a number of times and consulting a small percentage of the constituents, is convinced she understands the majority. Although both parties may very well have the best interests of the district in mind, and either position could be correct, it is clear that the letter provides a better-supported argument. 2

2  "Extended Response Scoring - GED." https://ged.com/wp-content/uploads/extended_response_scoring.pdf . Accessed 25 Feb. 2021.

For GED essay practice, try writing your own essay based on the example above. Set a timer for 45 minutes and do your best to write an essay with your own analysis and ideas.

You can practice more writing skills with this free test or enroll today in the GED Academy to get access to more GED essay prompts and personalized feedback from GED Essay graders.

The structure for the GED essay can take a few different forms, depending on how you decide to organize your ideas. No matter what, it should include an introduction paragraph, 1-3 body paragraphs, and a conclusion paragraph. To receive a passing score, your essay must present a clear topic supported by details from both passages. Include your main idea in an introductory paragraph. In middle paragraphs, make connections between your details and your main idea. Your conclusion should also fit logically with the details.

The introduction should demonstrate your understanding of the overall topic based on the passages you read and a claim. The claim is a statement of your argument. It doesn’t need to go into detail, but should state your essay’s position on the questions presented.

The body paragraphs will go into more detail. They will include a combination of summary, analysis, and evidence to back up your claim. Be sure to include analysis of both passages.

The conclusion should explain the result of your findings and reinforce your original claim.

You can earn up to six points on the GED extended response. There are three main categories your essay is graded on, and you can earn up to two points for each.

Creation of arguments and use of evidence: Craft a strong claim and use analysis of the arguments and evidence from the passages to support it.

Development of ideas and organizational structure: Write a substantial essay with clear transitions between ideas, including a strong introduction and conclusion.

Clarity and command of standard English conventions: Use appropriate language and demonstrate strong language and grammar skills.

The extended response accounts for 20% of the total RLA score.

• Read all the instructions. The most common reason people score low on the essay is because they misunderstand the prompt.
• Make an outline. After reading the passages and the prompt, write down your ideas and organize them during your pre-writing.
• Make a list of evidence. When you read the passages, take notes on the important details you want to remember later, so you don’t have to spend time searching for it later.
• Write your introduction last. A lot of people get tripped up by how to start the essay. If that’s you, just skip this step and go back to it once you’ve written the rest of the essay.
• Write first, edit later. You only have 45 minutes, so use your time wisely. Write your first draft of the essay before you start fine-tuning and editing it. Save that for your remaining time so you don’t turn in a half-written essay.
• Use formal language. Avoid “I” statements like, “I think” or casual language like slang.
• Don’t check the clock. Time always seems to go faster when you need it to go slow. Every time you look at the clock, that’s breaking your focus on your essay.
• Practice! The only way to get better at writing essays is to write more essays. Practice using the GED Writing Practice Test , and remember to time yourself!

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GED Essay: Everything You Need To Know In 2024

Learn all you need to know about the GED essay, its structure sample, topics, tips, and how it is scored in this post.

January 1, 2022

The GED essay is intimidating to many people. Writing an entire essay from scratch in 45 minutes or less may seem difficult, but it does not have to be. This GED essay writing overview will help you prepare for and learn about the written section of the exam . In this post, Get-TestPrep will show everything you need to know about GED essays , including their structure, sample topics, tips, and how they are stored .

What Is The GED Essay?

The GED exam consists of four subjects : Mathematical Reasoning, Social Studies, Science, and Language Arts Reasoning (RLA ). The GED extended response , sometimes known as the GED essay, is one of the two portions of the RLA subject test. You’ll have 45 minutes to finish the essay to your best capacity. Don’t worry if you don’t finish on time! Because the essay accounts for just 20% of your ultimate RLA score, you can still pass the test even if you don’t receive a high essay score.

The GED extended response can cover a wide range of topics, but it will always be formatted in the same way. You will be assigned two articles on the same topic, which will typically be argumentative essays with a firm position. You’ll be asked to assess the two arguments and create your own argumentative essay based on which article delivered the more compelling argument. The essay should be three to five paragraphs long, with each paragraph including three to seven sentences.

GED Essay Structure

An introduction, a body, and a conclusion are included in every well-written GED essay. You have to write an argument or an argumentative essay. Keep in mind that you are not expressing your own view on the subject. You’re analyzing two of the author’s points of view and determining which one is more compelling. Keep in mind that the Extended Response (GED Essay) is graded by machine intelligence that has been designed to detect the right responses. So, instead of trying to be creative, simply be accurate. Also:

• Make sure you’re using proper grammar and sentence structure.
• Practice writing a 300-500 word essay.

Let’s take a look at the format of a GED Essay : an introduction, a body, and a conclusion.

• The introduction outlines your claim or thesis statement and explains the topic you’re writing about. Maintain your position.
• The body of the essay includes facts and arguments to back up your claim. This section of the response should be at least two paragraphs long.
• The concluding paragraph restates your claim and summarises your important points.

GED Essay Topic Examples

Here are a few GED Essay Topics to get you started:

Topic 1: An Analysis of Daylight-Saving Time

The article presents arguments from proponents and opponents of Daylight Saving Time, who disagree on the practice’s impact on energy consumption and safety.

Topic 2: Should the Penny Stay in Circulation?

Analyze the arguments offered and pick which one has the most support.

Topic 3: Is Golf a Sport?

Golf , according to proponents, satisfies the criteria of “sport.” Opponents argue that golf more closely resembles a “game” than a “sport.” Analyze both points of view to see which one has the most support.

Visit our website for more topics as well as full articles on each topic and take our free latest FREE GED practice test 2024 to get ready for your exam!

GED Essay Examples

Getting to know the GED essay sample  can assist you in planning your essay and determining which elements are most vital.

When reading the essay topic, you should truly take your time to collect your views. You will be able to articulate your views better on paper if you organize your thoughts properly. Concentrate on the standards that you learned in English class before you begin writing.

Pay attention to how you use the English language (grammar); you must use proper punctuation and capitalization, and you must use appropriate word solutions.

Tips For Writing Your GED Essay

Make sure you carefully read the stimulus and prompt.

Putting this into practice is an excellent idea. Examine each question carefully and set aside some time to determine the topic and the type of response that will be requested. It is critical to read the questions thoroughly. Students frequently skip past the stimulus and prompt and get right into writing, assuming that they will save time this way. 

This is, by far, the most uninteresting thing to do. Take a few moments to attempt to fully comprehend the questions so that you can reply accurately. If you like, underline the important words and phrases in the stimulus so you can go over it again later to make sure you’re on track.

Make a rough outline for the GED language arts essay

In general, planning your essay will only take a few minutes, but it is critical that you spend that time. Make an outline of the essay and follow it as soon as you have a complete understanding of the questions and have scribbled down some early ideas.

Make an outline for your introduction, body, and conclusion. Following this procedure will save you a lot of time and aid in the development of a logical thought process.

Keep your focus on the topic

To describe your evidence, each paragraph in the body of your response should explain why a piece of evidence supports your claim or disputes the opposing claim. You have the option of describing or restarting it. This demonstrates that you know exactly what it means and how it applies to your claim. Refer to the specifics or facts of a certain issue that you’ve discussed and tie them to your claim.

Include evidence from both passages in your response, and explain why strong evidence supports one thesis and why flawed evidence undermines the other.

Revision and proofreading

By the time you’ve finished writing your essay, you should go back to the beginning and reread it attentively, since you may easily have missed a comma or misspelled a term while doing so.

Pay great attention when rereading your essay to see if it has well-targeted arguments, is arranged properly, contains particular information and facts, has good sentence construction, and has no grammatical or spelling mistakes.

Learn more about how to practice GED essays as well as the whole Language Arts section in GED Language Arts Study Guide  

How To Write a GED Essay?

When writing the GED essay, you should allocate the time as follows:

• 3 minutes to read the directions and the topic
• 5 minutes of prewriting (freewriting, brainstorming , grouping, mapping, etc.)
• 3 minutes to organize (create a thesis statement or controlling idea, and summarize important points)
• 20 minutes to draft (write the essay)
• 8 minutes to revise (go over the essay and make adjustments to concepts)
• 6 minutes to edit (check for grammatical and spelling errors). 

How Your GED Essay Is Scored?

Smart machines that are designed to detect the right answers score your GED essay. So don’t try to be creative; just be accurate.

They will evaluate your essay based on five factors.

• Organization : did you give a well-thought-out approach to writing your essay and were you clear on the main idea?
• Clear and swift response: Did you deal with the matter appropriately, without straying from one emphasis point to another, with a clear and quick response?
• Progress and specifics: instead of utilizing lists or repeating the same material, did you use relevant instances and particular details to expound on your initial notions or arguments?
• Grammar Rules of English: Did you apply proper writing strategies such as sentence structure, spelling, punctuation, syntax, and grammar, and did you shape and revise your essay after you finished the initial draft?
• Word choice : How well did you pick and use appropriate phrases to express your points of view?

Your 45 minutes will fly by, so focus on these key elements to get the best score possible. What is more important is to state unequivocally which side is more popular. Check that your phrases are clear and that your paragraphs are organized logically.

Each of the four modules (independent subtests) in Mathematical Reasoning (Math), Reasoning via Language Arts, Science, and Social Studies can be taken independently. To pass the subtest(s) for which you registered, you must study thoroughly and be efficient on test day. Consider taking our GED Language Arts Practice Test for the Language Arts section.

GED essay writing can be difficult, but you can keep a list of everything you need to know and switch to proper essay writing approaches before the exam. Simply practice a lot and you’ll notice that it gets better over time. So you’ve learned everything there is to know about writing the GED Essay .

How to write an essay for the GED?

• Read through all of the instructions.
• Create an outline.
• Make a list of all the evidence.
• Last, write your introduction.
• Write first, then edit.
• Make use of formal language.
• Don’t look at the time.

Is there an essay portion on the GED test?

How is the ged essay graded.

The essay is graded on a four-point scale by two certified GED essay readers. The scores of the two GED readers are averaged. If the essay achieves a score of 2 or above, it is merged with the language arts multiple-choice score to generate a composite result.

Final Words

In conclusion, this guide on the GED essay provides valuable insights and strategies to help you excel in the GED essay section. By understanding the structure of the GED essay , practicing effective writing techniques, and familiarizing yourself with the scoring rubric, you can approach the GED essay with confidence and achieve a successful outcome. Remember to plan your essay, organize your thoughts, and support your ideas with relevant examples and evidence. Additionally, refining your grammar and punctuation skills will enhance the overall quality of your writing. With consistent practice and a thorough understanding of the expectations for the GED essay, you can showcase your writing abilities and earn a strong score on the GED essay.

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How To Write The GED Essay 2023 (Extended Response)

Santiago mallea.

• Career Planning , Non-Traditional Students , Writing Tips

Chief of Content At Gradehacker

• Updated on August 2023

How to Write The GED Essay

The best strategy for writing the GED essay is:

• Read the passages (5 minutes)
• Analyze the data and create an outline (5 minutes)
• Write your extended response (30 minutes)
• Reread and edit your writing (5 minutes)

If you want a clear example of what your GED essay should like like, later in this blog you’ll find a sample.

Savvy College Students Deserve Help With Their Essays

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If you are planning on taking the GED test , you’ll eventually have to pass the GED essay .

Also known as the extended response, this assignment tests your evidence-based writing skills, and it’s where many students get stuck. However, writing the GED essay is easier than most people make it out to be .

It just takes practice and patience . And with these tips, you’ll be able to ace the test in no time!

Here at Gradehacker, we are the non-traditional adult student’s most trusted resource. Earning a GED diploma is necessary to enroll in college or access better job opportunities. We want you to be capable of writing an entire essay that will clearly show that you are up to the task .

This guide will teach you how to write a GED essay and share the best tips to make your text stand out and meet the passing score.

What Is The GED Essay?

The GED test consists of four sections:

• Mathematics
• Social Studies
• English Language Arts

The Reasoning Through Language Arts exam mainly consists of multiple-choice questions but also includes the Extended Response assignment, where you have to write an essay from scratch from two passages they give you.

You’ll have 45 minutes to analyze these two texts, choose which argument presents strong evidence, and explain why each piece of evidence supports your point.

While this part only represents 20% of your Reasoning Through Language Arts exam score (meaning that you can pass the Language Arts writing test even if you perform poorly in this section), it’s key that you know how to create a well-written GED essay.

Since they are testing your analysis of arguments and writing skills, it’s your opportunity to prove that you have mastered the core elements of the entire Language Arts section.

Plus, if you are planning on pursuing a college degree, where knowing how to analyze texts and write an essay response is important, passing the GED extended response is key.

GED Essay Prompt

To pass the essay portion, you’ll have to read two different passages that talk about the same issue but take an opposite stance about it. Your task is to determine which position presented is better supported.

It doesn’t matter if you disagree with that position; you must defend and explain your decision using multiple pieces of evidence from the texts.

Regarding length, the essay prompt suggests that your response should be approximately four to seven paragraphs of three to seven sentences each , which should be a 300-500 word essay.

While there is no essay length requirement regarding the number of words, we recommend writing between 400 and 500 .

GED Essay Sentence Structure

So, how do you write a GED extended response? Well, It has a structure similar to an argumentative essay.

• Introductory paragraph:

This should be a primary and short thesis statement where you clearly address which of the two passages is better supported.

• Body paragraphs: 

Consist of three or four body paragraphs where you formulate your thesis using the text’s information as your source.

• Conclusion paragraph:

As a final step, briefly summarize your argument and reiterate its importance. If this is not your forte, there are many conclusion tips that can help you!

How to Pass The GED Essay

Now that you understand the GED Extended Response and what you need to do, here is our essay writing guide.

You’ll find multiple tips throughout it, but essentially, to write a cohesive, well-constructed essay, you’ll have to follow this four-part strategy:

• Read the passages
• Analyze the data and create an outline
• Write your extended response essay
• Reread and edit your writing

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Read the two passages (5 min)

The first step is to read both body passages thoroughly but quickly.

You need to understand what the topic is about, and while you read the text, highlight the statistics and factual data each author uses as support.

Remember that you can have differing views on your chosen side. Recognize which stance has better sources to defend your point, and explain why in your essay.

Analyze the data and create an outline (5 min)

Once you are done reading both texts and already highlighted all the essential information the authors use, you’ll need to analyze the evidence!

While ideally, you should recognize who supports their point better in the previous step , doing it in this part will be easier as you have all the factual data on sig ht.

Usually, the text with more information highlighted will be the one that defends its stance the best . 

So, the next thing you need to do is make an outline and write down your ideas. This way, you’ll have all the information organized to begin the most crucial part of the writing process.

Write your extended response essay (30 min)

And now, with evidence highlighted and an outline created, you are ready to start writing!

If you are going for the minimum and writing a 5-paragraph essay, you’ll need at least three major ideas to develop individually in separate paragraphs.

Stick to one idea per paragraph , and include one or two of your selected pieces of evidence from the texts to organize the information better and keep a good flow.

Remember to use connectors! However, nevertheless, furthermore, additionally, and more! These vital elements will help you introduce the reason for your argument at the beginning of each paragraph.

And just like with any essay, you must use formal and academic language , but remember to be concise and straightforward. It’s the content of what you write that’s important here, so choose your words wisely to show your English language knowledge.

Plus, remember that there’s no specific word count you need to meet.

Our own pro-tip here is to write the introductory paragraph last.

Because many students struggle and waste valuable minutes when trying to begin with the introduction, you can save extra time by explaining and defending your arguments first and writing the intro once you are done.

You’ll see how easy it will be to summarize the main issue and thesis statement once you’ve already developed your points.

Since the GED essay works very similarly to an argumentative paper, there are many more pro-tips you can learn in our guide on how to write an argumentative essay . So be sure to check it out!

Reread and edit your writing (5 min)

Before submitting your essay, you must read what you wrote, check for spelling errors, and ensure that your ideas are clearly understood .

Not editing your essay can be one of your most critical mistakes!

Remember they are testing your understanding of the English language and writing skills; handing in an essay with spelling mistakes, flawed evidence, or poorly structured text can make you lose valuable points.

For this part, it’s crucial you know the most common essay mistakes so you can avoid them!

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GED Essay Sample

Follow all of these tips, and you are guaranteed to pass the GED essay!

However, here you have a   GED Testing Service’s essay example that perfectly explains how this assignment should be completed:

Mastering the GED Essay

Now you know how to write the GED essay!

Remember to follow our essay-writing strategy to pass the Language Arts section by demonstrating mastery of your writing skills.

You are more than capable of completing the GED test with the highest score and then applying to the best colleges to continue your educational journey .

Once you make it happen, don’t forget that if you ever need assistance with your essays or classes , Gradehacker is always here to help!

And if you need more tips on how to improve your writing skills , check out these related blog posts:

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Santiago Mallea is a curious and creative journalist who first helped many college students as a Gradehacker consultant in subjects like literature, communications, ethics, and business. Now, as a Content Creator in our blog, YouTube channel, and TikTok, he assists non-traditional students improve their college experience by sharing the best tips. You can find him on LinkedIn .

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GED Extended Response Essay Prompts & Examples

A quick guide to writing an extended response for the ged language arts test.

GED® Reading & Writing Practice Test ( 25 Questions )

GED® Reading & Writing Practice ( Tons Questions )

GED® Reading and Writing Lessons ( 10 Lessons )

Check out our other Free GED© Practice Test

Many students fear the writing part of the GED test. And we understand. After all, it takes effort and time to organize your ideas, fix sentence structures, and ensure that grammar, punctuation, capitalization, and spelling are correct. With only 45 minutes to complete your essay, how will you be able to finish your piece? Thankfully, there are ways to make this part easy for you. You don’t have to be a gifted writer to write succeed in writing a winning essay for the Extended Response portion of the GED writing test. There are tips to succeed in writing your essay.

Start reviewing with our helpful contents: GED Reasoning Through Language Arts Guide

What’s in the GED Writing Extended Response Portion of the Test?

This test will check how well you create arguments and use evidence. Also, it would also test your clarity and command of Standard English language.

Quick Tips to Remember When Writing Your Essay:

• Take a deep breath. Nervous about the test? Ease anxiety by taking deep breaths before writing your essay. Being stressed while writing might keep your focus away from the task and affect the quality of your essay.
• Read the two passages carefully . Make sure you understand each passage before choosing your position.
• Make an outline . Don’t write right away. Create an outline first. Choose a position that you can easily defend based on what you’ve read, then list down the main points to support this position.
• Your essay should have:
• 1. An introduction that states your main argument 2. At least 3 paragraphs with your supporting evidence 3. A conclusion that restates your main argument and main points.
• Focus on the first and last paragraphs first . This will help you stick to your argument and main points.
• Be clear . The paragraphs in between your first and last paragraphs should clearly explain your main points. Start each paragraph by stating the main point that you want to talk about.
• Proofread your work . Check your work for grammar and spelling errors. Improve sentence structures with the time that’s left.

Keep in mind that the saying, “practice makes perfect” applies here. Mastering essay writing takes a lot of practice and reading. Begin practicing your writing as well improving your comprehension skills with our Free GED Practice Tests for Language Arts. We also recommend reading high-quality newspapers, publications, and literary pieces to help build your English writing skills.

Related Topics:

• 7 Top Jobs For GED Graduates: Earn Six Figure Income Without A College Degree
• GED Reading Practice Test
• Reasoning Through Language Arts
• GED Reasoning through Language Arts
• GED Reasoning through Language Art PRACTICE TEST
• GED Math Practice Questions | Fractions
• GED® Reasoning Through Language Arts Practice Tests
• GED Science Practice Questions | GED Study Guide

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GED Essay Sample

Last Updated on April 12, 2024.

This an example of the GED® Essay written for the topic of the Benefits of Daylight Saving.

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Make sure you read our  comments that are highlighted in a yellow color.  Keep in mind that Underlined Words are not part of the essay. They are our comments and are added to help you understand the structure of the essay.

Our comments and underlined words show you how each part of the essay is structured for getting maximum points.

This the essay introduction

This article presents arguments from both supporters and critics of Daylight Saving Time who disagree about the practice’s impact on energy consumption and safety.

Both sides provide good support for their position, but the argument against Daylight Saving Time is stronger and more complete. It responds to points made in the argument in favor of Daylight Saving Time and also incorporates arguments of its own.  

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 (Our comment: Following the best practices, this introduction introduces the topic and gives a summary of the two positions and then clearly states the claim. This claim is based on the facts included in the stimulus. It is not the writer’s opinion.) 

This the body of the essay.

One of the arguments used by supporters of Daylight Saving Time is that because there is more sun at the end of the day, there is less need for electricity and thus energy costs are lowered.

A statistic is provided claiming Daylight Saving Time saves “about 1% per day in energy costs”. However, that information is from research conducted in the 1970s, which today is fairly outdated.

The supporting argument presents data from other research findings on the subjects of car crashes and crime rates, saying Daylight Saving time reduces the number of accidents and instances of crime.

These findings are again suspect because the dates of the research are not clearly stated. The accident data is pulled from “three decades of research”; the identities of these decades are unknown. The crime studies are not dated at all.

 (Our comment: In this part of the body of the essay, the writer explains that the arguments for supporting the Daylight Saving are weak because they are outdated so not reliable) 

The argument against Daylight Saving Time is much more credible. For example, it provides the results of a much more recent (2007) study in California. The study showed that Daylight Saving Time “had little or no effect on energy consumption that year”, thus countering the argument that Daylight Saving Time lowering energy use.

Also, the results of “recent” research provide evidence against the supposed safety aspect of the yearly switch to and from Daylight Saving Time; more pedestrians were killed by cars “immediately after clocks were set back in the fall” and significantly fewer were killed the week before Daylight Saving Time ended than the following week.

This is the conclusion of the essay.

The best-supported position in this article is the position against Daylight Saving Time. The argument in favor of Daylight Saving Time contains data from outdated research experiments and does not provide any counterarguments to the points made by the other position.

The argument against Daylight Saving Time contains more credible evidence, and it also does a solid job of countering arguments made by Daylight Saving Time supporters.  (Our comment: The essay conclusion wraps up the argument by repeating the claim and reasons. Overall, the response generates a strong argument, cites specific evidence, evaluates that evidence, and makes reasonable inferences.) 

  Our final advice Try to stay concentrated from start to finish and benefit from the provided stimulus as helpful information. It is important to indicate your main points and move forward. Don’t continue writing about a topic only to fill in some white spaces on your working sheet.  

This article includes pro and con arguments and instructions that tell you what you need to do.

Remember, your essay should demonstrate your capability to think rationally and clearly. It’s not about your point of view. Your GED credential (diploma or certificate, depending on your state) is your ticket to higher education and will definitely lead to better job opportunities.

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The writer of the pro-recycling passage, unlike the writer of the anti-recycling passage, employs excellent logical reasoning to convince the audience, explaining that recycling is more than simply placing paper and plastic in their proper bins; it is an “involved process of harvesting, transporting, building and shipping.” The author proves that recycling is logical by detailing how much waste is produced when goods are created from scratch, driving home her logical argument with the simple question: “Why cut down a forest instead of recycling paper?”

To lend even more credibility to her already logical argument, the writer includes statistics relevant to recycling. In a clear, bullet-pointed list of data showing the importance of recycling, she provides relevant and useful information: “It takes 95% less energy to recycle aluminum than it does to make it from raw materials.” Recycling aluminum is worth the effort because making new aluminum is less efficient, and the writer has data to prove it. The writer goes on to list four more pieces of data to support her argument while the writer of the other passage only provides one.

Finally, the writer’s purposeful ethical plea in the pro-recycling passage more effectively calls the audience to action. By writing, “It is the morally sound thing to do to protect our beautiful planet for future generations,” the writer conjures images of clear blue skies and clean shining seas, helping the reader emotionally connect to the argument. If we do not recycle, the writer implies, we will be committing a sin against future generations. The writer finishes her argument with a passionate and motivating plea to the audience: “Please make sure you recycle!”

  Commentary

This sample essay would receive a perfect score on the GED. The writer clearly reviewed the prompt and outlined the argument before writing. Generally, the response exhibits the following organization:

• Paragraph 1 — Introduction
• Paragraph 2 — Logical reasoning
• Paragraph 3 — Statistics
• Paragraph 4 — Ethics
• Paragraph 5 — Conclusion

The introduction clearly previews the passage’s topic, explains both sides, and demonstrates that the student understands each writer’s argument. The student uses strong, clear language and concludes with a bold thesis statement that lists three reasons why the argument he or she chose is “better-supported.”

In the body paragraphs, the student demonstrates a strong command of each of the scoring criteria:

• Analysis of Arguments and Use of Evidence: The student quotes multiple sections of the passage to support each point, demonstrating a clear understanding of the material presented.
• Development of Ideas and Structure: The student develops coherent organization by focusing on a supporting reason in each body paragraph and providing transitions like “In addition to” and “Finally” to help the paragraphs flow together.
• Clarity and Command of Standard English: The sentence structure is varied and effective, and the author maintains proper spelling and grammar throughout.

Finally, the passage concludes with a brief concession to the opposing side, showing an ability to recognize the complexity of the issue, before wrapping up the discussion with a summation of why the pro-recycling passage is better-supported than the anti-recycling passage.

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The GED gives students who didn’t finish high school the chance to earn their high school equivalency credential. Along with certifying high school level academic skills, the new test is specifically designed to measure career-readiness skills as well as college-readiness skills.

There are four content areas: Mathematical Reasoning, Reasoning Through Language Arts, Science, and Social Studies. It is a computer-based test that takes over 7 hours to complete. There are many question types including multiple choice, drag-and-drop, fill-in-the-blank, drop-down, hot spot, and short answer. Instead of a stand-alone essay question, the latest version of the test features an extended response essay question as part of Reasoning Through Language Arts.

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• Vavilovskii Zhurnal Genet Selektsii
• v.26(4); 2022 Jul

Language: English | Russian

Investigation of genetic polymorphism of Russian rape and turnip rape varieties using SSR and SRAP markers

Изучение генетического полиморфизма российских сортов рапса и сурепицы с использованием ssr- и srap-маркеров, i.a. klimenko.

Federal Williams Research Center of Forage Production and Agroecology, Lobnya, Moscow region, Russia

V.T. Volovik

A.a. antonov, v.a. dushkin, a.o. shamustakimova, yu.m. yu.m. mavlyutov.

Rapeseed (Brassica napus L.) and turnip rape (B. rapa L. subsp. campestris (L.)) are important agricultural plants widely used for food, fodder and technical purposes and as green manure. Over the past decades, a large number of perspective varieties that are being currently cultivated in every region of Russia have been developed. To increase the breeding eff iciency and facilitate the seed production, modern molecular-genetic techniques should be introduced as means to estimate species and varietal diversity. The objective of the presented research study was to investigate DNA polymorphism of the rapeseed and turnip rape varieties developed at Federal Williams Research Center of Forage Production and Agroecology and detect informative markers for varietal identif ication and genetic certif ication. To genotype 18 gDNA samples, 42 and 25 combinations of respective SSR and SRAP primers were used. The results obtained demonstrate that SRAP markers were more effective for polymorphism analysis: 36 % of the tested markers revealed genetic polymorphism compared with only 16.7 % of microsatellite loci. Molecular markers to detect differences at interspecif ic and intervarietal levels have also been found. For the investigated set, such microsatellite loci as Na12A02, Ni2C12, Ni02-D08a, Ra02-E01, Ni03H07а and SRAP-marker combinations as F13-R9, Me4- R7, F11-Em2, F10-R7, F9-Em2 and F9-R8 proved to be informative. Application of the two marker techniques made it possible to detect a higher level of DNA polymorphism in plants of different types (spring and winter varieties) if compared against the intervarietal differences within a species or a group. According to Nei’s genetic diversity index, in the cluster of winter rapeseed, VIK 2 and Gorizont varieties had the longest genetic distance, and in the spring cluster, these were Novosel and Veles. A high level of similarity was found between Vikros and Bizon winter rapeseed varieties. The results obtained have a high practical value for varietal specif ication of seed material and genetic certif ication of rapeseed and turnip rape varieties.

Рапс (Brassica napus L.) и сурепица (B. rapa L. subsp. campestris (L.)) – важные сельскохозяйственные культуры, широко используются для продовольственных, кормовых и технических целей, а также в качестве сидератов. За последние десятилетия создано большое количество перспективных сортов, культивируемых практически во всех регионах России. Для повышения эффективности селекционного процесса и успешного развития семеноводства необходимо внедрять современные молекулярно-генетические методы оценки видового и сортового разнообразия. Цель настоящей работы заключалась в изучении ДНК-полиморфизма сортов рапса и сурепицы селекции Федерального научного центра кормопроизводства и агроэкологии им. В.Р. Вильямса и выявлении информативных маркеров для сортовой идентификации и генетической паспортизации. Для генотипирования 18 образцов геномной ДНК использовали 42 и 25 комбинаций SSR- и SRAP-праймеров соответственно. Результаты показали, что маркеры SRAP более эффективны для анализа полиморфизма изучаемого материала: 36 % от общего числа испытанных маркеров демонстрировали генетический полиморфизм, тогда как для микросателлитных локусов этот показатель равнялся 16.7 %. Определены молекулярные маркеры для выявления различий на межвидовом и межсортовом уровнях. Информативными для исследуемой выборки сортов оказались микросателлитные локусы Na12A02, Ni2C12, Ni02-D08a, Ra02-E01, Ni03H07а и комбинации SRAP-маркеров F13-R9, Me4-R7, F11-Em2, F10-R7, F9-Em2 и F9-R8. Анализ сортового материала по двум системам маркирования показал более высокий уровень ДНК-полиморфизма у образцов растений разного типа развития (яровой/озимый) в сравнении с различиями между сортами в пределах вида или группы. Согласно индексам генетического разнообразия Нея, в кластере сортов озимого рапса наибольшей генетической удаленностью выделялись ВИК 2 и Горизонт, среди яровых – Новосёл и Велес. Высокий уровень сходства обнаружен между яровыми сортами рапса Викрос и Бизон. Полученная информация имеет практическое значение для контроля сортовой принадлежности и генетической паспортизации семенного материала сортов рапса и сурепицы.

Introduction

Cabbage oilseed crops such as rapeseed (Brassica napus L.) and turnip rape (B. rapa L. subsp. campestris (L.)) are cultivated in almost every region of Russia, and, for the foreseeable future, are regarded as the main reserve for increasing the production of vegetable oil and fodder protein. These plants are widely used in food, fodder, technical purposes and as green manure that increases soil fertility thanks to the plants’ root remains containing up to 6 tons of organic maters, 80 kg of nitrogen, 60 kg of phosphorus and 90 kg of potassium per hectare. As for their food and fodder properties, rapeseed and turnip rape exceed many other cultivated crops since their seeds are 40–48 % fat and 21–33 % protein and contain a high amount of essential amino acids (Volovik, 2015). Rapeseed can provide livestock with green forage from early spring to late fall thanks to their cold hardiness and fast regrowth after mowing. They are also an excellent silage material, and their seeds and seed by-pass products are processed to produce seed cake and coarse meal. In the recent years the varieties of rapeseed and turnip rape with low or no erucic-acid content became available and seed production has increased more than 7 times to reach the world’s third place after soybeans and cotton. Russia’s short-term plans are to increase rapeseed planting acreage to 2.5 mln he.

As for Russian research institutions working intensely to select cabbage oilseed crops, the leading ones are All-Russian Research Institute of Rapeseed, All-Russian Research Institute of Oilseed Crops and All-Russian Williams Fodder Research Institute. For the two last decades, they have produced the perspective varieties of rapeseed, turnip rape, white mustard and oil radish that have been recommended for oil production, livestock and poultry green forage, combination fodder, seed cake and coarse meal production. In 2021, “State Register” of the Russian Federation included 13 varieties of rapeseed and 3 varieties of turnip rape selected by Federal Williams Research Center of Forage Production and Agroecology (Kosolapov et al., 2019; State Register…, 2021).

For preservation and rational use of newly available varieties, intensification of the selection process and protection of intellectual property, modern and effective methods to estimate species and varietal diversity at a genetic level are to be introduced. One of such techniques that has been successfully applied in the recent years is molecular DNA markers, which, if compared against the traditional morphological indicators, possess a number of advantages. These include a high level of polymorphism; even genome distribution; reliability; a possibility to automate the assay procedure that does not depend on environmental conditions or a plant development phase (Agarwal et al., 2008; Khlestkina, 2011; Chesnokov, 2018). If the most informative and convenient DNA markers are selected, their capabilities to estimate the genetic variability of selection material are regarded as unlimited.

Laboratory for Molecular and Genetic Studies in Federal Williams Research Center of Forage Production and Agroecology has been developing a system for DNA identification and genetic certification of Russian fodder crops. For the time being, the varietal identification techniques have been adapted for perennial legume grasses such as red clover and different species of alfalfa (Klimenko et al., 2020a, b). The assay uses samples of the summary total DNA obtained through a modified method from an arbitrary selected sample of every variety’s germinants. Two types of molecular markers were used: SSR (simple sequence repeats), which detect the variability of microsatellite genome sequences, and SRAP (sequence related amplified polymorphism), which is based on PCR with a pair of primers for amplification of intron/exon regions (open reading frames). The techniques have been tested on different species of fodder crops to optimize the amplification conditions, detection and analysis of results.

A problem of reliable varietal identification is particularly topical for rapeseed due to its limited genetic variability conditioned by the intensive selection aimed at higher content and quality of oil. Currently, a significant number of published studies have been devoted to using different DNA markers for estimation of the genetic diversity of rapeseed varieties and hybrids (Plieske, Struss, 2001; Snowdon, Friedt, 2004; Klyachenko et al., 2018; Mozgova et al., 2019); to genetic mapping (Piquemal et al., 2005; Gao et al., 2007; Geng, 2012) and marking the genes of economically valuable traits (Chen et al., 2010; Ananga et al., 2012). However, only a few such studies have investigated Russian varieties. Four varieties of winter and spring rapeseed (Podmoskovniy, Vikros, VIK 2 and Severyanin) were studied by Byelorussian researchers to identify the gene alleles determining the concentration of oleic and linolic acids in rapeseed oil (Lemesh et al., 2015). The same varieties were investigated to detect the DNA markers of the genes responsible for erucic-acid synthesis (Amosova et al., 2014). Microsatellite markers were used to study the genetic polymorphism of Russian varieties Ratnik and SNK- 198 (Satina, 2010) as well as the genetic homogeneity of spring rapeseed varieties Bulat and Forward (Rogozhina et al., 2015). Such winter varieties as Stolychniy, Laureat, Gorizont, Nord and Severyanin were investigated to detect the quantitative trait loci (QTLs) associated with high winter hardiness (Mozgova et al., 2019).

The objective of the presented study was to investigate DNA polymorphism of rapeseed and turnip rape varieties developed by breeders of Federal Williams Research Center of Forage Production and Agroecology and to identify the informative markers for varietal differentiation and genetic certification.

Materials and methods

Plant material. The study investigated 15 varieties of winter (Severyanin, Stolychniy, VIK 2, Nord, Laureat, Gorizont, Garant) and spring (Vikros, Novik, Novosel, Veles, Grant, Podmoskovniy, Lugovskoy, Bizon) rapeseed and 3 varieties of winter (Zarya) and spring (Nadezhda, Svetlana) turnip rape.

DNA extraction and PCR analysis. The gDNA was extracted from 30 germinants of each abovementioned variety (bulk samples) using the basic SDS method (Kirby, Cook, 1967; Dellaporta et al., 1983) with some modifications (Klimenko et al., 2020b). The quality and concentration of the obtained DNA fractions were verified with agarose gel (1.5 %) electrophoresis and using a Nabi spectrophotometer (MicroDigital, South Korea).

To carry out SSR analysis, 42 markers from the database Brassica info (https://www.brassica.info) and available publications were applied. The efficiency of the primers devised for these markers had been demonstrated in the studies devoted to development of the technology of rapeseed genotyping (Satina, 2010) and selection of the samples with low erucic-acid and glucosinolate content (Hasan et al., 2008). A part of the markers included in the analysis was used for hybridization control and detection of Alternaria blight resistant genotypes in Indian mustard (B. juncea L.) (Chandra et al., 2013; Sharma et al., 2018).

The PCR-mixture of 20 μl contained 3 μl 10 × PCR buffer (Taq Turbo Buffer), 0.5 μl 50 × dNTPs mix, 0.4 μl Taq polymerase (5U), forward and reverse primers (0.1 μl each, 100 μm) and 0.1 μl of DNA sample (20 ng/μl). The amplification was performed in a T-1000 thermal cycler (Bio-Rad, USA) at two different temperature regimes. The first amplification program was an initial 3-min denaturation at 95 °C followed by 30 cycles of 30 s at 94 °C, 30 s at 55–57 °C, 30 s at 72 °C and a final 5-min elongation at 72 °C (Satina, 2010). The second program included an initial 5-min denaturation at 95 °C followed by 39 cycles of 1 min at 94 °C, 2 min at 46–51 °C (depending on the primer pair in use), 2 min at 72 °C and a final 10-min elongation at 72 °C (Chandra et al., 2013). The reproducibility of obtained results was attested in three-fold replication.

SRAP analysis was carried out using 25 primer combinations comprised from 10 single oligonucleotides: F9, F13, Me4, F10, F11, R9, R7, Em2, R14, R8 (Li, Quiros, 2001; Rhouma et al., 2017). The amplification program was an initial 4-min denaturation at 94 °C followed by 10 cycles with changing temperature and duration parameters (1 min at 94 °C, 1 min at 35 °C, 1 min at 72 °C); followed by 30 cycles (1 min at 94 °C, 1 min at 50 °C, 1 min at 72 °C) and a final 5-min elongation step run at 72 °C. The PCR-mixture composition was similar to that used for the microsatellite analysis.

PCR-products were separated using 90-min 50-V agarosegel electrophoresis (4 % MetaPhorR Agarose, Rockland or 1.6 % LE, Lonza, USA). As the reference markers, 20 bp DNA Ruler (Bio-Rad), 100 kb DNA Ladder (Thermo Fisher Scientific, USA) and 100 bp + 1.5 kb (SibEnzyme, Russia) were applied.

Analysis of the obtained results. PCR-product detection and size measurement was performed using a GelDoc XR+ imaging system (Bio-Rad) and the ImageLab software (Bio- Rad Lab., Inc.) for molecular-mass markers. The obtained results were transformed into a binary matrix, and PopGene v. 1.32 (Yeh et al., 2000) was applied to determine such genetic diversity indices as the effective number of alleles per locus; Shannon’s index; expected heterozygosity; Nei’s genetic distance (Nei, Li, 1979). Polymorphism information content (PIC) for every pair of primers was calculated by the formula presented in the study (Chesnokov, Artemyeva, 2015). To build the genetic similarity dendrogram, the unweighted pair group method with arithmetic averages was applied in NTSYSpc v 2.10 (Rohlf, 2000).

To obtain gDNA from the rapeseed and turnip rape germinants, a modified SDS method was used. The applied protocol proved more effective and less costly compared to other known protocols and commercial reagents kits. The results of electrophoresis and spectrophotometry attested to the DNA’s high concentration and purification degree from protein compounds and polysaccharides for all experimental samples (Fig. 1, 2).

Lanes 1–15 (rape varieties): Severyanin, Stolychniy, VIK 2, Nord, Laureat, Gorizont, Garant, Vikros, Novik, Novosel, Veles, Grant, Podmoskovniy, Lugovskoy, Bizon; 16–18 (turnip rape varieties): Zarya, Nadezhda, Svetlana.

SSR-analysis

For genotyping the full variety collection, out of 42 SSR primers, 7 primers providing stable and reproducible amplification were selected (Table 1).

Analysis of the amplification fragments obtained using the listed primers detected 42 alleles. Their number per locus was 6 on average, varying from 3 (Ni2C12 and Bna.M.010) to 10 (Ra02-E01a). The fragment size varied from 110 bps (Ni2C12) to 1200 bps (Ni02-D08a). The maximum allele frequency was registered for Bna.M.010 (0.83), and the minimum – for Ni03H07a (0.27); the mean value was 0.42. The primers developed for Ni03H07a, Ni02-D08a and Ra02-E01a markers made it possible to detect 8–10 alleles per locus and had the highest PIC (0.82).

SRAP-analysis

Based on the results of preliminary testing, the initial 25 combinations of SRAP primers were reduced to 10 pairs, amplifying stable polymorphic DNA fragments (Table 2). In total, 53 PCR fragments of 132–1674 nucleotide pairs in size were obtained. One combination contained from 4 (F9-R9) to 7 (F10-R8, F11-Em2, F10-R7) amplicons. A part of the markers proved to be informative to detect the amplification fragments for differentiating the type of plants (winter/ spring). Using 6 combinations made it possible to obtain the amplicons specific for varieties identification (marked with a star in the Table 2).

Fig. 3 demonstrates the electrophoregram of PCR results with the F9-R8 primer combination. Significant DNA profile differences were found between winter (I) and spring (II) rapeseed varieties (joined in curly brackets). The arrows mark the variety-specific PCR products characteristic for Stolychniy winter rapeseed (508 bps) and Nadezhda spring turnip rape (700 bps) as well as the absence of an amplicon in size of 460 bps in spring rapeseed Podmoskovniy though it was a specific characteristic for other varieties in this group. The performed analysis demonstrated that it is possible to identify rapeseed varieties Grant and Novosel with 3 marker combinations (F11-Em2, F10-R7 and Me4-R7), and Gorizont and Lugovskoy – with 2 (F13-R9 and Me4-R7). Variety VIK 2 was identified with SRAP primers F9-Em2, and spring ones Veles – with F10-R7. Specific DNA spectra for rapeseed varieties Stolychniy, Podmoskovniy and turnip rape Nadezhda were obtained with F9-R8 combination.

Winter rapeseed varieties: Severyanin (1), Stolychniy (2), VIK 2 (3), Nord (4), Laureat (5), Gorizont (6), Garant (7); spring rapeseed varieties: Vikros (8), Novik (9), Novosel (10), Veles (11), Grant (12), Podmoskovniy (13), Lugovskoy (14), Bizon (15). Winter turnip rape: Zarya (16); spring turnip rape: Nadezhda (17), Svetlana (18). H2O control (19). M – molecular weight marker (100 кb DNA Ladder).

The performed analysis demonstrated that it is possible to identify rapeseed varieties Grant and Novosel with 3 marker combinations (F11-Em2, F10-R7 and Me4-R7), and Gorizont and Lugovskoy – with 2 (F13-R9 and Me4-R7). Variety VIK 2 was identified with SRAP primers F9-Em2, and spring ones Veles – with F10-R7. Specific DNA spectra for rapeseed varieties Stolychniy, Podmoskovniy and turnip rape Nadezhda were obtained with F9-R8 combination

The obtained data were transformed into a binary matrix to calculate Nei’s genetic distances (Table 3). The lowest genetic similarity coefficient (0.7069) was found between rapeseed varieties Gorizont, Novosel and Grant, the highest – between spring varieties Vikros and Bizon (1.0) as well as Veles and Bizon (0.9655). A similarly high genetic distance (0.3228) indicated significant differences between pairs: Grant and VIK 2, and Lugovskoy and Stolychniy. Low distance values and high genetic similarity were demonstrated by spring varieties Bizon and Vikros (zero distance) and winter varieties Garant, Severyanin, Stolychniy, Nord, Laureat (0.0174).

Notе. According to the data of 1 (Rhouma et al., 2017); 2 (Сатина, 2010); 3 (Chandra et al., 2013).

The results of PCR analysis for SSR and SRAP markers were used to determine the genetic variability indices and build an UPGMA dendrogram depicting the varieties’ phylogenetic relationships. The variety material had a low degree of genetic heterogeneity, while higher values of expected heterozygosity (He) and the number of effective alleles (ne) were determined with SSR markers: 0.25 on average against 0.14 and 1.47 per locus if compared to 1.24, respectively. However, the SRAP method has enabled obtaining more PCR products applicable for varietal differentiation (Table 4).

Notе. No. 1–15 – rapeseed varieties Severyanin, Stolychniy, VIK 2, Nord, Laureat, Gorizont, Garant, Vikros, Novik, Novosel, Veles, Grant, Podmoskovniy, Lugovskoy, Bizon.

Analysis of the UPGMA dendrogram demonstrated that the winter/spring rapeseed varieties were divided into two distinguishable clusters (Fig. 4). The first one united such winter cultivars as Severyanin, Garant, Stolychniy, Nord, Laureat, Gorizont, VIK 2; the second – all the spring ones. In the winter cluster VIK 2 and Gorizont were the most distant from the other varieties. The distances between Stolychniy, Nord, Laureat as well as between Garant and Severyanin were much shorter, which was confirmed by their high genetic similarity indices being 0.9655 and 0.9828, respectively (see Table 3). The most distant among spring rapeseed were twozero varieties Novosel, Grant and Lugovskoy, which had the longest genetic distances in the cluster (0.3469 and 0.3228). Bizon and Vikros belonged to one subgroup, sharing a common branch of the dendrogram.

The bulk strategy of DNA sampling from 30 germinants per variety has significantly reduced the labor efforts and cost of the research if compared to the traditional method of individual sample genotyping. The method has proved its efficiency for different cultures especially in large-scale studies of vast populations (Liu et al., 2018). However, this approach is only justified if the analyzed set of samples is representative. For cross-pollinating species with a high level of intrapopulation variations, it should include at least 30–50 plants per variety, which significantly increases the likelihood of registering a rare alleles, the occurrence of which in the population does not exceed 10 % (Crossa, 1989; Semerikov et al., 2002). The plants of winter rapeseed are known for their high self-pollination capacity (up to 70 % of flowers) (Shpaar, 2012), many varieties are linear; while in spring rapeseed this capacity reaches 40 % (Osipova, 1998). That’s why in our study we used budk samples that combined 30 seedlings from each variety.

A significant part of SSR primers tested in our study generated monomorphic amplification fragments. They did not allow us to properly estimate the genetic variability and had low reproducibility in replicated experiments. A proportion of the markers proven effective for intervarietal DNA polymorphism detection comprised 16.7 %, being much lower than in other studies (Plieske, Struss, 2001; Hasan et al., 2008; Tian et al., 2017). It was probably due to the composition of the tested collection that had a narrow genetic basis considering the varieties’ pedigree. At the same time, such parameters of genetic variability as the number of allelic variants, singleallele frequency, PIC and He were comparable to those found in published data (Satina, 2010; Klyachenko et al., 2018).

In general, the used markers made it possible to detect DNA polymorphism between rapeseed and turnip rape as well as between the winter and spring varieties within each species. However, Na12A02 marker turned out to be variety-specific for Bizon winter rapeseed and Zarya spring turnip rape, and Ra02-E01а – for VIK 2 winter rapeseed and Svetlana spring turnip rape. The unique alleles of Podmoskovniy and Lugovskoy rapeseed were detected using Ni02-D08a loci. The indicated markers can be used for varietal DNA identification and genetic certification.

SSR primers for the markers of Indian mustard’s Alternaria blight resistance genes (Chandra et al., 2013), such as Ni02- D08a, Ni03H07a and RA02-E01a, proved to be the most effective. Their application enabled us to detect the specific amplification fragments for linear winter rapeseed variety VIK 2. They also proved effective for Gorizont, which had been obtained on the base of VIK 2 by seed freezing followed by their selection at low-temperature stress. These two varieties share high winter hardiness and are resistant to Alternaria blight. Thereby the results of our study can be useful for further selection of perspective breeding material and QTL analysis on disease resistance.

Among the spring rapeseed, Veles variety turned out to be substantially different while Lugovskoy and Garant had many similarities in the studied microsatellite parts of regions of the genome. Veles is a new perspective variety that has been approved for use since 2021 and was selected based on Vikros using the method of chemical mutagenesis, producing a high frequency of nucleotide changes. This is possibly the reason for Veles having unique alleles in three loci: Ni2C12, Ra02- E01a, Na12A02. For Vikros variety, a specific DNA profile was also obtained with Ni2C12 marker.

Rapeseed Grant was selected using the method of interspecies and intervarietal hybridization of early-maturing foreign breeding samples and the high-yielding varieties Lugovskoy and Vikros, developed at Federal Williams Research Center of Forage Production and Agroecology. Their common origin is probably the reason for the genetic similarity found between Grant and Lugovskoy varieties.

In general, SSR analysis failed to achieve optimum effect in identification of the investigated varieties: from the total set, including 42 primers for microsatellite genome loci, only four were attested as variety-specific for rapeseed, and only one (Ni03H07а) – for Nadezhda spring turnip rape.

For further investigation of DNA polymorphism, SRAP analysis was applied. SRAP is the third generation of molecular markers that were initially designed for the genes of B. oleracea L. (Li, Quiros, 2001) and are successfully used these days for genetic variability estimation and genetic mapping in different plants (Aneja et al., 2012; Rhouma et al., 2017; Liu et al., 2018). This is a cheap, effective and highly reproducible technique

2017; Liu et al., 2018). This is a cheap, effective and highly reproducible technique

The final dendrogram of phylogenetic relations made it possible to visually estimate the degrees of genetic similarities and differences of the studied material. For instance, close placing of such rapeseed varieties as Stolychniy, Nord and Laureat was probably determined by the features of their origin: they were selected for winter hardiness from a combination, in which one of the parental forms was Promin’, a well-known winter rapeseed variety

Garant, selected for winter hardiness, and Severyanin, which was obtained by seed freezing in a climatic chamber and the following individual-family selection, turned out to be in the common subgroup and at a short genetic distance (0.0174) from each other. In addition to high winter hardiness, these varieties are resistant to lodging and to damage by pathogenic fungi

A two-zero spring variety Novosel takes a special position in his group (Nei’s distance is 0.3469). Novosel was developed based on the foreign breeding samples and Russian varieties Lugovskoy and Vikros, characterized by early maturing and high yield. Specific properties of the new breeding achievement are shorter maturation period in comparison to standard varieties and high resistance to Alternaria blight.

Spring rapeseed Bizon and Vikros take the common branch of the dendrogram. The varieties were developed using the method of interspecies hybridization but from different parental forms; characterized by high yield productivity, early maturation and low glucosinolate content.

The presented study has proved the efficiency of SSR and SRAP markers for estimation of DNA polymorphism in rapeseed and turnip rape varieties developed in Federal Williams Research Center of Forage Production and Agroecology. During the study, SRAP technique has demonstrated a higher level of informativity: 36 % of the tested markers were polymorphic, while for the microsatellite loci this rate did not exceed 16.7 %.

Both techniques of molecular analysis enabled detecting the DNA markers for identification of 10 out of 15 rapeseed varieties tested and for 2 turnip rape samples. Microsatellite loci Na12A02, Ni2C12, Ra02-E01 and Ni02-D08a allowed obtaining unique PCR products for Bizon, Veles, Vikros, VIK 2, Podmoskovniy and Lugovskoy rapeseed varieties. Marker Ni03H07а proved effective for identifying Nadezhda turnip rape. In the used SRAP test kit, such primers as F13-R9, Me4- R7, F11-Em2, F10-R7, F9-Em2 and F9-R8 proved effective for detecting variety-specific amplicons or obtaining unique DNA profiles for different types of plants (winter/spring) in rapeseed varieties Grant, Novosel, Gorizont, Stolychniy, Lugovskoy, Podmoskovniy and in spring turnip rape Svetlana.

The results of the study can be used for development of the perspective breeding samples and hybrids, for genetic certification and seed material purity control.

Conflict of interest

The authors declare no conflict of interest.

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Acknowledgments

The presented investigation was supported by the means of the federal budget, directed for performing the government assignment (project No. 0442-2019-0001АААА-А19-119122590053-0).

Contributor Information

I.A. Klimenko, Federal Williams Research Center of Forage Production and Agroecology, Lobnya, Moscow region, Russia .

V.T. Volovik, Federal Williams Research Center of Forage Production and Agroecology, Lobnya, Moscow region, Russia .

A.A. Antonov, Federal Williams Research Center of Forage Production and Agroecology, Lobnya, Moscow region, Russia .

V.A. Dushkin, Federal Williams Research Center of Forage Production and Agroecology, Lobnya, Moscow region, Russia .

A.O. Shamustakimova, Federal Williams Research Center of Forage Production and Agroecology, Lobnya, Moscow region, Russia .

Yu.M. Yu.M. Mavlyutov, Federal Williams Research Center of Forage Production and Agroecology, Lobnya, Moscow region, Russia .

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