Transcript GRADUATE WRITING ASSESSMENT REQUIREMENT (GWAR)

TIPS FOR TAKING THE
GRADUATION WRITING
EXAMINATION (GWE)
(also see Handbook posted on line for further
information on testing details, sample prompts
and sample essays)
Prepared by:
Anne Garrett
Director of GWAR
Undergraduates may satisfy the GWAR by
meeting one of the following criteria:
1. A score of 8 or higher on the Graduation
Writing Examination (GWE).
2. A grade of C or higher in English 350.
3. Credit in both IDS 397 and IDS 398.
4. Completion of the GWAR at another CSU
campus in 1984 or later, along with the
granting of the Petition for Fulfillment of
GWAR through the Testing Office.
Graduate students may satisfy the GWAR
by meeting one of the following criteria:
1. A score of 8 or higher on the Graduate Writing Examination.
2. A grade of B or higher in English 350.
3. Written acknowledgment from the instructor of IDS 397 and IDS 398 that
performance in coursework was commensurate with a grade of B.
4. Completion of the GWAR at another CSU campus in 1984 or later, along
with granting of Petition for Fulfillment of GWAR filed with the Testing
Office.
5. A grade of B or higher in an accepted upper division composition course
from another university. Students who have taken the equivalent of our
Advanced Composition course, ENG 350, may request a review of its
equivalency. Students complete a Petition for Fulfillment of GWAR at the
Testing Office, attaching a copy of an official transcript and the catalog
description of the pertinent coursework.
6. For graduate students in English Literature, satisfactory performance on
the Graduate Exercise administered by the English Department.
7. For graduate students in the MBA program, a score of 4.0 or higher on the
Analytical Writing section of the GMAT.
8. A score of 4.0 or higher on the Analytical Writing section of the GRE.
TEST MATERIALS
Students may bring a dictionary
and/or thesaurus. Pencil is
acceptable and recommended for
ease in editing. Bluebooks will be
provided. Student ID and admission
ticket are also required on the day of
the test.
SCORING OF ESSAYS

Each essay is read independently by two readers.

A score from 1 to 6 is assigned by each reader.

The readers are not aware of the score given by the other
reader.

The two scores are added together.

The highest possible score is 12 (6+6). The lowest possible
score is 0 (given to an essay that is off topic).

Passing is 8 (4+4.
SCORING INVOLVES THREE
MAIN AREAS



Comprehension of Prompt and Focus on Task.
Students must carefully read the prompt and
address any and all tasks presented.
Organization and Development.
Essays must have coherent and complete
paragraphs with sufficient supporting detail and
examples to persuade the reader.
Grammar and Punctuation.
Essay must be written in standard, correct
English, generally free from grammatical errors,
spelling errors and punctuation errors.
SIX POINT SCORING GUIDE
At each of the score points for on-topic papers, the descriptors of
writing performance are lettered. The letters refer to:
a. response to the topic
b. understanding and use of the material in the prompt
c. quality and clarity of thought
d. organization, development and support
e. syntax and command of language
f. grammar, usage, and mechanics
6, 5 and 4 are passing.
3, 2 and 1 are not passing
(Key words are highlighted)
6 Superior A 6 essay demonstrates superior
writing, but may have minor flaws. A typical
essay in this category:
a. addresses the topic clearly and responds
effectively to all aspects of the task,
b. demonstrates a thorough critical understanding
of the prompt in developing an insightful
response,
c. explores the issues thoughtfully and in depth,
d. is coherently organized and developed, with
ideas supported by apt reasons and well-chosen
examples,
e. has an effective, fluent style marked by
syntactic variety and a clear command of
language, and
f. is generally free from errors in grammar, usage,
and mechanics.
5 Strong A 5 essay demonstrates clear
competence in writing. It may have some
errors, but they are not serious enough to
distract or confuse the reader. A typical essay
in this category:
a. clearly addresses the topic, but may respond to
some aspects of the task more effectively than
others,
b. demonstrates a sound critical understanding of
the prompt in developing a well-reasoned
response,
c. shows some depth and complexity of thought,
d. is well-organized and developed, with ideas
supported by appropriate reasons and
examples,
e. displays some syntactic variety and facility in
the use of language, and
f. may have a few errors in grammar, usage, and
mechanics.
4 Adequate A 4 essay demonstrates adequate
writing. It may have some errors that distract
the reader, but they do not significantly
obscure meaning. A typical essay in this
category:
a. addresses the topic, but may slight some
aspects of the task,
b. demonstrates a generally accurate
understanding of the prompt in developing a
sensible response,
c. may treat the topic simplistically or repetitively
d. is adequately organized and developed,
generally supporting ideas with reasons and
examples,
e. demonstrates adequate use of syntax and
language, and
f. may have some errors, but generally
demonstrates control of grammar, usage, and
mechanics.
3 Sub-Marginal A 3 essay demonstrates
developing competence, but is flawed in some
significant way(s). A typical essay in this
category reveals one or more of the following
weaknesses:
a. distorts or neglects aspects of the task
b. demonstrates some understanding of the
prompt, but may misconstrue parts of it or
make limited use of it in developing a weak
response
c. lacks focus, or demonstrates confused or
simplistic thinking
d. is poorly organized and developed, presenting
generalizations without adequate and
appropriate support or presenting details
without generalizations
e. has limited control of syntax and vocabulary
f. has an accumulation of errors in grammar,
usage, and mechanics that sometimes interfere
with meaning
2 Inadequate A 2 essay is seriously flawed. An
essay in this category reveals one or more of the
following weaknesses:
a. indicates confusion about the topic or neglects
important aspects of the task,
b. demonstrates very poor understanding of the
main points of the prompt, does not use the
prompt appropriately in developing a response,
or may not use the prompt at all,
c. lacks focus and coherence, and often fails to
communicate its ideas,
d. has very weak organization and development,
providing simplistic generalizations without
support,
e. has inadequate control of syntax and vocabulary,
and
f. is marred by numerous errors in grammar, usage,
and mechanics that frequently interfere with
meaning.
1 Incompetent A 1 essay demonstrates
fundamental deficiencies in writing skills. A
typical essay in this category reveals one or
more of the following weaknesses:
a. suggests an inability to comprehend the
question or to respond meaningfully to the
topic,
b. demonstrates little or no ability to understand
the prompt or to use it in developing a
response,
c. is unfocused, illogical, or incoherent,
d. is disorganized and undeveloped, providing little
or no relevant support,
e. lacks basic control of syntax and vocabulary,
and
f. has serious and persistent errors in grammar,
usage, and mechanics that severely interfere
with meaning.
Papers that reject the assignment or
fail to address the question must be
given to the Chief Reader. A score of
zero (0) may be assigned for essays
written “off- topic.”
GUIDELINES FOR
A SUCCESSFUL ESSAY
TIME ALLOCATION
One hour is provided (or two hours for
second language students) and should be
allocated approximately as follows:

5 minutes
Read prompt and
underline key words

10 minutes
Make a brief outline

30 minutes
Write essay
15 minutes
Proofread and revise

Skip every other line and write only
on the right-hand page
Make corrections above lines or add
extra text on the left-hand page
PROMPTS
You will be given only one prompt (no
choice).
The prompt identifies a topic (the subject
matter to be discussed) and specifies a
task (what is to be done with that subject
- the prompt will either call for creation of
an argument or ask you to compare and
contrast a specific subject).
UNDERSTAND THE TOPIC
 Circle
words that indicate the topic of
the question.
 Circle selectively, choosing only
those that are absolutely needed and
being sure not to neglect key words.
 Glance back at these circled words
while writing the essay to doublecheck that you are remaining on
topic.
UNDERSTAND THE TASK



Underline the task. The task will use
directives, often in the form of imperative
(command, directive) verbs.
First identify and underline the imperative
verbs.
Then underline any other essential words
that clearly delineate the task.
Common Imperative Verbs:
Analyze – Divide the subject into its
component parts and present a more in
depth look at each part and then explain
how each relates to the whole.
 Compare – Develop the similarities
between one subject and another.
 Contrast – Explore the difference between
two subjects, explaining the importance of
the ways they are not alike.
 Define – Establish boundaries for or set
limits on a subject. Tell what the subject is
by differentiating it from other closely
related subjects. Tell what it is not.

Describe – Paint a word picture with
sensory details.
 Discuss – Literally “talk about” the
subject. Be sure to create a thesis that
will steer you away from vagueness.
Illuminate a specific territory that you can
support with details.
 Evaluate – Explore the value of the
subject. Use relevant criteria to judge the
worth of the subject.
 Explain – Show or make clear, establish
connections, tell why, how or what,
depending on the subject.

Identify – Distinguish and list the various
parts of the subject.
 Illustrate – Explain by example and detail.
 Interpret – Share your understanding of
the subject. Explain the significance of
the idea, event or process in order to
explain its meaning.
 Summarize – Explain the subject briefly in
your own words. Generally this directive
is used to prompt you to demonstrate
your command of certain facts or ideas.

PRACTICE PROMPTS
 Topic
is denoted in yellow,
imperative verbs in red, and other
essential parts of the directive that
should be underlined in pink.
 Any reading passage at the
beginning of the prompt must be
considered part of the prompt and be
incorporated into comprehension of
topic and task.
There is no doubt that America is a
melting pot; by the same token, there is
no doubt that most members of specific
races and nationalities strive their whole
lives to maintain a link with their original
ethnic identity and culture. The two
impulses, blending into American society
and maintaining ethnic identity, are not
always compatible. Often, success is
interpreted as total immersion in and
assimilation by the new culture. Do you
agree or disagree with this assumption?
Argue for a lifestyle that emphasizes
assimilation or a lifestyle that emphasizes
the maintenance of cultural ties, and
indicate which lifestyle better leads to
success in the American culture.
From infancy to adulthood, advertising is in the air
Americans breathe, the information we absorb, almost
without knowing it. It floods our mind with pictures of
perfection and goals of happiness easy to attain. . . . We
are feeding on foolery, of which a steady diet, for those
who feed on little else, cannot help but leave a certain
fuzziness of perception.
Barbara Tuchman
Write a well organized and fully developed essay in which
you do the following:



Select and discuss some specific examples of advertising
that illustrate what Tuchman calls “pictures of perfections
and goals of happiness”;
Explain how such advertisements can lead to a certain
“fuzziness of perception,” a distorted picture of reality;
Discuss what you consider to be some of the important
effects of widespread and pervasive advertising on
individuals here in America.
We expect our ties with our immediate family to extend
throughout the lifetimes of the people involved. This
expectation is by no means always fulfilled, as rising
divorce rates and family break-ups indicate. Nevertheless,
we still theoretically marry “until death do us part” and the
social ideal is a lifetime relationship. Whether this is a
proper or realistic expectation of a society in high
transience is debatable. The fact remains, however, that
family links are expected to be long term if not lifelong, and
considerable guilt attaches to the person who breaks off
such a relationship.
Future Shock, Alvin Toffler
Write a well organized and fully developed essay in which
you do the following:



Discuss how marriage as an institution in America is
changing;
Identify some of the signs that marriages are no longer
expected to last a lifetime;
Explain the possible social effects of viewing marriage as a
less than permanent relationship.
A leading scientist noted that in attempting to solve major
problems that confront our world today, we turn to those
things that we do best. We use those things that we think
will help us the most, and our strength is science and
technology. A noted philosopher, however, has observed
that almost all our major problems involve human
behavior. Consequently, our major problems cannot be
solved by science and technology.
Write a well organized and fully developed essay in which
you contrast the positions of the scientist and the
philosopher. Select a major societal problem and discuss
the roles of technology and human behavior in solving the
problem. To what extent do you agree with the scientist?
To what extent do you agree with the philosopher? Is this
problem best solved through the use of technology or
through the adjustment of human behavior?
It is generally agreed that a society
benefits from the contributions of
both artists and scientists. Write a
well organized and fully developed
essay in which you do the following:
 Compare
and contrast the
contributions of artists to society
with the contributions of scientists to
society;
 Identify which type of contribution
you think is more valued by society.
SKETCH A PLAN/OUTLINE
Having circled topic and underlined task,
the next step is to make a brief outline.
The outline should indicate the subject
matter of each paragraph. Keep it short-there is not enough time for long, involved
outlines. First write down the task (what
you have underlined) of the prompt. The
prompt below is used as an example.
From infancy to adulthood, advertising is in the air
Americans breathe, the information we absorb, almost
without knowing it. It floods our mind with pictures of
perfection and goals of happiness easy to attain. . . . We
are feeding on foolery, of which a steady diet, for those
who feed on little else, cannot help but leave a certain
fuzziness of perception.
Barbara Tuchman
Write a well organized and fully developed essay in which
you do the following:



Select and discuss some specific examples of advertising
that illustrate what Tuchman calls “pictures of perfections
and goals of happiness”;
Explain how such advertisements can lead to a certain
“fuzziness of perception,” a distorted picture of reality;
Discuss what you consider to be some of the important
effects of widespread and pervasive advertising on
individuals here in America.
The task (denoted above in red and pink) is
rewritten.



Select and discuss examples of advertising
–perfection/happiness
Explain how lead to distorted picture of
reality
Discuss important effects advertising on
individuals
Add details to the task
By rewriting the task, you are sure not
to miss anything in the prompt.
Then fill in your own personal
response/details. See below.



Select and discuss examples of advertising pictures
of perfection/happiness
-beer: perfect life/beautiful girl/fancy car/friends
-makeup: flawless skin, no wrinkles
-physiques of models: size 0
Explain how lead to distorted picture of reality
-drinking actually produces beer belly, antisocial
behavior
-can’t look like 19 year old actress on TV
-models not representative of the average
population
Discuss important effects advertising on individuals
-alcoholism, binge drinking, underage drinking
-low self-esteem, ageism, plastic surgery, botox
-anorexia/bulimia
ORDER YOUR POINTS
With the above prompt, there are two
ways to create paragraphs. You
could either
1) discuss examples of advertising:
beer, makeup, models,
2) explain how they are each distorted
pictures of reality and
3) discuss each of their effects
or
Select and discuss examples of advertising pictures of
perfection/happiness
1 -beer: perfect life/beautiful girl/fancy car/friends
-makeup: flawless skin, no wrinkles
-physiques of models: size 0

Explain how lead to distorted picture of reality
-drinking actually produces beer belly, antisocial behavior
2 -can’t look like 19 year old actress on TV
-models not representative of the average population

Discuss important effects advertising on individuals
-alcoholism, binge drinking, underage drinking
3 -low self-esteem, ageism, plastic surgery, botox
-anorexia/bulimia

ALTERNATE ORGANIZATION
1.
2.
3.
Discuss the picture of perfection created
in beer advertisements, say how they
distort reality and make claims about the
effects.
Discuss the picture of perfection created
in makeup advertisements, say how they
distort reality and make claims about the
effects.
Discuss the picture of perfection created
with models’ physiques, say how they
distort reality and make claims about the
effects.



Select and discuss examples of advertising pictures of
perfection/happiness
1-beer: perfect life/beautiful girl/fancy car/friends
2-makeup: flawless skin, no wrinkles
3-physiques of models: size 0
Explain how lead to distorted picture of reality
1-drinking actually produces beer belly, antisocial behavior
2-can’t look like 19 year old actress on TV
3-models not representative of the average population
Discuss important effects advertising on individuals
1-alcoholism, binge drinking, underage drinking
2-low self-esteem, ageism, plastic surgery, botox
3-anorexia/bulimia
If there are only two bullets in
the prompt
 Compare
and contrast the
contributions of artists to society
with the contributions of scientists to
society
 Identify which type of contribution
you think is more valued by society.
Subdivide the bullet that is more
complicated
•
contributions of artists to society
•
contributions of scientists to society
•
which contribution is more valued by
society.
DRAFT


Using the outline, create your
introductory, body and concluding
paragraphs.
When writing the introduction, pretend
your reader has not read the prompt so
you don’t just dive in to what would
actually be a first body paragraph. Set
the scene and establish the subject
matter. Be sure the topic words appear in
the introduction to make sure you are “on
topic.”
SAMPLE INTRODUCTION
Advertising pervades our daily life.
We are continuously bombarded with
images of blissful perfection that
could never be achieved in “real” life.
Without our even knowing, these
images become the standards by
which we measure ourselves,
distorting our perceptions of our
world. These distortions can lead to
serious psychological problems.
Write the rest of the essay, following your
outline for the body paragraphs. Be sure
to put in details, specifics, examples.
Remember, your reader is not inside your
head. Make a point, and then convince
your reader on that point. Then make
another point, convince your reader, etc.
It is helpful to pretend that your reader is
skeptical and does not believe a word you
are saying. This well help generate
sufficient proof for your points.
 Keep
an eye on the clock. You know
how many paragraphs you need to
create, so you can budget your time
accordingly.
 Remember
to keep glancing back at
the question to make sure you stay
focused on the task.
 Remember
to keep glancing back at
your outline to make sure you are
following your plan.


In a timed writing situation, you may not
be able to put in every last detail that
relates to the subject. Wisely choose
which details are needed in order to
accomplish the task and leave extraneous
detail out.
Conversely, if you find you are repeating
yourself, stop and try to think of additional
supporting detail to develop and prove
your thesis. You don’t want to waste time
or space repeating yourself.
REVISE AND POLISH

First ask yourself if you have answered the
question clearly and completely.

Add in whatever might be missing.


Next carefully proofread sentence-by-sentence,
checking for misspelled words or grammatical
errors.
Check for complete sentences, subject/verb
agreement, consistent tense, word choice and
punctuation.
AFTER THE TEST



You will receive your test score in
approximately 4-5 weeks.
If you did not receive a passing score, you
may contact the testing office, Welch Hall
A-210, (310) 243-3909 or at
[email protected] and put in a written
request to the GWE advisor to find out
why you did not pass.
You may take the test a second time if
necessary.
GOOD LUCK!