college comp and modular cleps pdf

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Test InformationGuide:College-LevelExaminationProgram®

2011-12

College Compositionand College CompositionModular

© 2011 The College Board. All rights reserved. College Board, College-Level ExaminationProgram, CLEP, and the acorn logo are registered trademarks of the College Board.

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CLEP TEST INFORMATION GUIDEFOR COLLEGE COMPOSITION

History of CLEP

Since 1967, the College-Level Examination Program(CLEP®) has provided over six million people withthe opportunity to reach their educational goals.CLEP participants have received college credit forknowledge and expertise they have gained throughprior course work, independent study or work andlife experience.

Over the years, the CLEP examinations have evolvedto keep pace with changing curricula and pedagogy.Typically, the examinations represent material taughtin introductory college-level courses from all areasof the college curriculum. Students may choose from33 different subject areas in which to demonstratetheir mastery of college-level material.

Today, more than 2,900 colleges and universitiesrecognize and grant credit for CLEP.

Philosophy of CLEP

Promoting access to higher education is CLEP’sfoundation. CLEP offers students an opportunity todemonstrate and receive validation of theircollege-level skills and knowledge. Students whoachieve an appropriate score on a CLEP exam canenrich their college experience with higher-levelcourses in their major field of study, expand theirhorizons by taking a wider array of electives andavoid repetition of material that they already know.

CLEP Participants

CLEP’s test-taking population includes people of allages and walks of life. Traditional 18- to 22-year-oldstudents, adults just entering or returning to school,homeschoolers and international students who needto quantify their knowledge have all been assisted byCLEP in earning their college degrees. Currently,58 percent of CLEP’s test-takers are women and52 percent are 23 years of age or older.

For over 30 years, the College Board has worked toprovide government-funded credit-by-examopportunities to the military through CLEP. Militaryservice members are fully funded for their CLEP examfees. Exams are administered at military installations

worldwide through computer-based testing programsand also — in forward-deployed areas — throughpaper-based testing. Approximately one-third of allCLEP candidates are military service members.

2010-11 National CLEP Candidates by Age*

These data are based on 100% of CLEP test-takers who responded to this survey question during their examinations.

*

Under 189%

18-22 years39%

23-29 years22%

30 years and older30%

2010-11 National CLEP Candidates by Gender

41%

58%

Computer-Based CLEP Testing

The computer-based format of CLEP exams allowsfor a number of key features. These include:

• a variety of question formats that ensure effectiveassessment

• real-time score reporting that gives students andcolleges the ability to make immediate credit-granting decisions (except College Composition,which requires faculty scoring of essays twice amonth)

• a uniform recommended credit-granting score of50 for all exams

• “rights-only” scoring, which awards one point percorrect answer

• pretest questions that are not scored but providecurrent candidate population data and allow forrapid expansion of question pools

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CLEP Exam Development

Content development for each of the CLEP examsis directed by a test development committee. Eachcommittee is composed of faculty from a widevariety of institutions who are currently teachingthe relevant college undergraduate courses. Thecommittee members establish the test specificationsbased on feedback from a national curriculumsurvey; recommend credit-granting scores andstandards; develop and select test questions; reviewstatistical data and prepare descriptive material foruse by faculty (Test Information Guides) and studentsplanning to take the tests (CLEP Official Study Guide).

College faculty also participate in CLEP in otherways: they convene periodically as part ofstandard-setting panels to determine therecommended level of student competency for thegranting of college credit; they are called upon towrite exam questions and to review forms and theyhelp to ensure the continuing relevance of the CLEPexaminations through the curriculum surveys.

The Curriculum Survey

The first step in the construction of a CLEP exam isa curriculum survey. Its main purpose is to obtaininformation needed to develop test-contentspecifications that reflect the current collegecurriculum and to recognize anticipated changes inthe field. The surveys of college faculty areconducted in each subject every three to five yearsdepending on the discipline. Specifically, the surveygathers information on:

• the major content and skill areas covered in theequivalent course and the proportion of the coursedevoted to each area

• specific topics taught and the emphasis given toeach topic

• specific skills students are expected to acquire andthe relative emphasis given to them

• recent and anticipated changes in course content,skills and topics

• the primary textbooks and supplementary learningresources used

• titles and lengths of college courses thatcorrespond to the CLEP exam

The Committee

The College Board appoints standing committees ofcollege faculty for each test title in the CLEP battery.Committee members usually serve a term of up tofour years. Each committee works with contentspecialists at Educational Testing Service to establishtest specifications and develop the tests. Listedbelow are the current committee members and theirinstitutional affiliations.

Suzanne Diamond,Chair

Youngstown StateUniversity

Warren Carson University of SouthCarolina — Upstate

Richard Strugala Middlesex County College

April Gentry Savannah State University

The primary objective of the committee is to producetests with good content validity. CLEP tests must berigorous and relevant to the discipline and theappropriate courses. While the consensus of thecommittee members is that this test has high contentvalidity for a typical introductory CollegeComposition course or curriculum, the validity ofthe content for a specific course or curriculum is bestdetermined locally through careful review andcomparison of test content, with instructional contentcovered in a particular course or curriculum.

The Committee Meeting

The exam is developed from a pool of questionswritten by committee members and outside questionwriters. All questions that will be scored on a CLEPexam have been pretested; those that pass a rigorousstatistical analysis for content relevance, difficulty,fairness and correlation with assessment criteria areadded to the pool. These questions are compiled bytest development specialists according to the testspecifications, and are presented to all the committeemembers for a final review. Before convening at atwo- or three-day committee meeting, the membershave a chance to review the test specifications andthe pool of questions available for possible inclusionin the exam.

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At the meeting, the committee determines whetherthe questions are appropriate for the test and, if not,whether they need to be reworked and pretestedagain to ensure that they are accurate andunambiguous. Finally, draft forms of the exam arereviewed to ensure comparable levels of difficulty andcontent specifications on the various test forms. Thecommittee is also responsible for writing anddeveloping pretest questions. These questions areadministered to candidates who take the examinationand provide valuable statistical feedback on studentperformance under operational conditions.

Once the questions are developed and pretested,tests are assembled in one of two ways. In somecases, test forms are assembled in their entirety.These forms are of comparable difficulty and aretherefore interchangeable. More commonly,questions are assembled into smaller,content-specific units called testlets, which can thenbe combined in different ways to create multiple testforms. This method allows many different forms tobe assembled from a pool of questions.

Test Specifications

Test content specifications are determined primarilythrough the curriculum survey, the expertise of thecommittee and test development specialists, therecommendations of appropriate councils andconferences, textbook reviews and other appropriatesources of information. Content specifications takeinto account:

• the purpose of the test

• the intended test-taker population

• the titles and descriptions of courses the test isdesigned to reflect

• the specific subject matter and abilities to be tested

• the length of the test, types of questions andinstructions to be used

Recommendation of the AmericanCouncil on Education (ACE)

The American Council on Education’s CollegeCredit Recommendation Service (ACE CREDIT)has evaluated CLEP processes and procedures for

developing, administering and scoring the exams.Effective July 2001, ACE recommended a uniformcredit-granting score of 50 across all subjects, withthe exception of four-semester language exams,which represents the performance of students whoearn a grade of C in the corresponding collegecourse.

The American Council on Education, the majorcoordinating body for all the nation’s higher educationinstitutions, seeks to provide leadership and a unifyingvoice on key higher education issues and to influencepublic policy through advocacy, research and programinitiatives. For more information, visit the ACECREDIT website at www.acenet.edu/acecredit.

CLEP Credit Granting

CLEP uses a common recommended credit-grantingscore of 50 for all CLEP exams.

This common credit-granting score does not mean,however, that the standards for all CLEP exams arethe same. When a new or revised version of a test isintroduced, the program conducts a standard settingto determine the recommended credit-granting score(“cut score”).

A standard-setting panel, consisting of 15–20 facultymembers from colleges and universities across thecountry who are currently teaching the course, isappointed to give its expert judgment on the level ofstudent performance that would be necessary toreceive college credit in the course. The panelreviews the test and test specifications and definesthe capabilities of the typical A student, as well asthose of the typical B, C and D students.* Expectedindividual student performance is rated by eachpanelist on each question. The combined average ofthe ratings is used to determine a recommendednumber of examination questions that must beanswered correctly to mirror classroom performanceof typical B and C students in the related course. Thepanel’s findings are given to members of the testdevelopment committee who, with the help ofEducational Testing Service and College Boardpsychometric specialists, make a final determinationon which raw scores are equivalent to B and C levelsof performance.

*Student performance for the language exams (French, German and Spanish)is defined only at the B and C levels.

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College Composition Exams

Description of the Examinations

The CLEP College Composition examinationsassess writing skills taught in most first-yearcollege composition courses. Those skills includeanalysis, argumentation, synthesis, usage, abilityto recognize logical development and research.The exams cannot cover every skill (such askeeping a journal or peer editing) required in manyfirst-year college writing courses. Candidates will,however, be expected to apply the principles andconventions used in longer writing projects to twotimed writing assignments and to apply the rulesof standard written English.

College Composition contains multiple-choiceitems and two mandatory, centrally scored essays.The essays are scored twice a month by collegeEnglish faculty from throughout the country viaan online scoring system. Each of the two essaysis scored independently by two different readers,and the scores are then combined. This combinedscore is weighted approximately equally with thescore from the multiple-choice section. Thesescores are then combined to yield the candidate’sscore. The resulting combined score is reported asa single scaled score between 20 and 80. Separatescores are not reported for the multiple-choice andessay sections. College Composition containsapproximately 50 multiple-choice items to beanswered in 50 minutes and two essays to bewritten in 70 minutes, for a total of 120 minutestesting time.

College Composition Modular contains amultiple-choice section that is supplemented withan essay section that is either provided and scoredby the college or provided by CLEP and scored bythe college. College Composition Modular isavailable for colleges that want a valid, reliablemultiple-choice assessment and greater localcontrol over the direct writing assessment. CollegeComposition Modular contains approximately90 questions to be answered in 90 minutes and, ifthe essay section provided by CLEP is chosen, twoessays to be written in 70 minutes. Some collegesmay opt to provide their own locally scored writingassessment or some other assessment or evaluation.

Both exams include some pretest multiple-choicequestions that will not be counted toward thecandidate’s score.

Colleges set their own credit-granting policies andtherefore differ with regard to their acceptance ofthe College Composition examinations. Mostcolleges will grant course credit for a first-yearcomposition or English course that emphasizesexpository writing; others will grant credit towardsatisfying a liberal arts or distribution requirementin English.

The American Council on Education’s CollegeCredit Recommendation Service (ACE CREDIT)has evaluated the examinations and recommendedthe awarding of six semester hours, or theequivalent, for a score of 50 or above on the CLEPCollege Composition and College CompositionModular examinations. If colleges do not elect tosupplement the Modular version of the examinationwith the CLEP essay section or one of their own,the credit recommendation is three credit hours, orthe equivalent, for a score of 50 or above.

Knowledge and Skills Required

The exams measure candidates’ knowledge ofthe fundamental principles of rhetoric andcomposition and their ability to apply theprinciples of standard written English. In addition,the exams require familiarity with research andreference skills. In one of the two essays in theexams (in the mandatory essay section of CollegeComposition and the optional essay moduleproduced by the College Board for CollegeComposition Modular), candidates must develop aposition by building an argument in which theysynthesize information from two provided sources,which they must cite. The requirement thatcandidates cite the sources they use reflects therecognition of source attribution as an essentialskill in college writing courses.

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C O L L E G E C O M P O S I T I O N E X A M S

College Composition

The skills assessed in the College Compositionexamination follow. The numbers followingthe main topics indicate the approximatepercentages of exam questions on those topics.The bulleted lists under each topic are meantto be representative rather than prescriptive.

Conventions of StandardWritten English (10%)

This section measures candidates’ awareness of avariety of logical, structural and grammaticalrelationships within sentences. The questions testrecognition of acceptable usage relating to theitems below:

• Syntax (parallelism, coordination, subordination)• Sentence boundaries (comma splice, run-ons,

sentence fragments)• Recognition of correct sentences• Concord/agreement (pronoun reference, case

shift and number; subject-verb; verb tense)• Diction• Modifiers• Idiom• Active/passive voice• Lack of subject in modifying word group• Logical comparison• Logical agreement• Punctuation

Revision Skills (40%)

This section measures candidates’ revision skillsin the context of works in progress (early drafts ofessays):

• Organization• Evaluation of evidence• Awareness of audience, tone and purpose• Level of detail• Coherence between sentences and paragraphs• Sentence variety and structure• Main idea, thesis statements and topic sentences

• Rhetorical effects and emphasis• Use of language• Evaluation of author’s authority and appeal• Evaluation of reasoning• Consistency of point of view• Transitions• Sentence-level errors primarily relating to the

conventions of standard written English

Ability to Use SourceMaterials (25%)

This section measures candidates’ familiarity withelements of the following basic reference andresearch skills, which are tested primarily in setsbut may also be tested through stand-alonequestions. In the passage-based sets, the elementslisted under Revision Skills and RhetoricalAnalysis may also be tested. In addition, thissection will cover the following skills:

• Use of reference materials• Evaluation of sources• Integration of resource material• Documentation of sources (including, but not

limited to, MLA, APA and Chicago manualsof style)

RhetoricalAnalysis (25%)

This section measures candidates’ ability toanalyze writing. This skill is tested primarily inpassage-based questions pertaining to criticalthinking, style, purpose, audience and situation:

• Appeals• Tone• Organization/structure• Rhetorical effects• Use of language• Evaluation of evidence

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The Essays

In addition to the multiple-choice section, CollegeComposition includes a mandatory essay sectionthat tests skills of argumentation, analysis andsynthesis. This section of the exam consists of twoessays, both of which measure a candidate’s abilityto write clearly and effectively. The first essay isbased on the candidate’s reading, observation orexperience, while the second requires candidatesto synthesize and cite two sources that areprovided. Candidates have 30 minutes to write thefirst essay and 40 minutes to read the two sourcesand write the second essay.

The essays must be typed on the computer.

College Composition Modular

College Composition Modular allows institutionsto administer and/or score test-takers’ essaysthemselves. The knowledge and skills assessed arethe same as those measured by College Composition,but the format and timing allow a more extendedindirect assessment of test-takers’ knowledge andskills.

The percentages of exam questions on each topicare the same in both exams:

Conventions of StandardWritten English (10%)

Revision Skills, Including Sentence-Level Skills(40%)

Ability to Use SourceMaterials (25%)

RhetoricalAnalysis (25%)

College Composition Modular includes anadditional question type for assessing revisionskills: Improving Sentences. For moreinformation, see page 19.

After completing the multiple-choice section,candidates take the direct writing assessmentmodule based on the policy established by theircollege. Options include:

1. An essay section developed and provided byCLEP that requires candidates to respond totwo essay prompts designed to assess the sameskills measured in the College Compositionessay section. Copies of the handwritten essaysare sent to the college designated by thecandidate, along with the CLEP Optional EssayScoring Guidelines.

2. An essay/writing assessment developed,administered and scored by the college.

3. Colleges can also choose to associate theCollege Composition Modular score withanother assessment or evaluation determined bythe college.

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College Composition Sample Test Questions

Following are the types of questions that appear onthe College Composition examinations.

General DirectionsTime: Approximately 90 minutes 1

Conventions of Standard Written English (10%)

Directions: The following sentences test yourknowledge of grammar, usage, diction (choice ofwords) and idiom. Note that some sentences arecorrect, and no sentence contains more than oneerror.

Read each sentence carefully, paying particularattention to the underlined portions. You will findthat the error, if there is one, is underlined.Assume that elements of the sentence that are notunderlined are correct and cannot be changed. Inchoosing answers, follow the requirements ofstandard written English.

If there is an error, select the one underlined partthat must be changed to make the sentence correct.

If there is no error, select No error.

1. StudyingA

plants in the laboratory underB

strictly

controlled conditions providingC

a

useful but limitedD

view of the way that these

plants function in an ecosystem. No errorE

1 The multiple-choice section for the College Composition Modular exam isapproximately 90 minutes.

2. AlthoughA

most people are not really

familiar withB

the agency called Centers for

Disease Control and Prevention, itC

is highlyD

respected among medical professionals

worldwide. No errorE

3. AmongA

the Native Americans first encounteredB

by Europeans duringC

the seventeenth century

wasD

the Algonquin Indians. No errorE

4. Many of the dozens ofA

miniature portraits of

Henry VIII byB

the artist Hans Holbein

were paintedC

on the backs of a playing cardD

.

No errorE

5. Even thoughA

he had some doubtsB

about

democracy, Thomas Jefferson did haveC

faith

withD

representative government. No errorE

Example:

The other delegates and Ahim immediately accepted B Cthe resolution drafted by Dthe neutral states. No error E

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6. The union was not opposed againstA

a

compromise as long asB

itsC

basic right to

collective bargaining wasD

respected.

No errorE

7. DuringA

her first year in medical school,

Joanne came toB

the realization that she was

moreC

interested in doing research than

to treatD

patients. No errorE

8. If one hasA

trouble swallowing tablets or

capsules, you could tryB

takingC

medicine inD

liquid form. No errorE

Revision Skills (40%)

Directions: The following passages are earlydrafts of essays.

Read each passage and then answer the questionsthat follow. Some questions refer to particularsentences or parts of sentences and ask you toimprove sentence structure or diction (wordchoice). Other questions refer to the entire essay orparts of the essay and ask you to consider theessay’s organization, development or effectivenessof language. In selecting your answers, follow theconventions of standard written English.

Questions 9–17 are based on the following draftof an essay.

(1) Winter counts are physical records, mainlydrawings on animal hides or muslin, that PlainsIndians, primarily the Lakota, used for showingeach year of their history. (2) In this method, ayear consists of one event recorded as an image inthe winter count. (3) People could keep track ofother events, such as births and deaths, byknowing the years in which it occurred. (4) Inconsultation with members of the Lakota people,curators at the Smithsonian Institution created anonline exhibit of about a thousand winter counts.

(5) Scholars generally agree that collectively,probably, they chose which event would stand fora year. (6) An event chosen to represent a yearwas not necessarily the most important of thatyear, just one that was memorable for everyone inthe group. (7) One person was the keeper of thewinter count. (8) Once the group made itsselection, he then recorded this event.

(9) Like any calendar, the winter counts namedyears but did not go into detail about whathappened. (10) Here is where the keeper of thewinter count came in. (11) He was the group’sofficial historian. (12) He remembered storiespassed down to him and could place them in thewinter count. (13) He could provide thesignificance of the events chosen to represent theyears in the winter count. (14) Fortunately, severalkeepers were interviewed and their stories recordedin the nineteenth and early twentieth centuries.

(15) Even without their accompanying oralhistories, however, the winter counts show that lifefor the Lakota was always on the move.

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9. In context, which is the best replacement for“showing” in sentence 1?

(A) producing(B) appearing(C) representing(D) explaining(E) signaling

10. In context, which of the following revisionsmust be made to sentence 3 (reproducedbelow)?

People could keep track of other events, suchas births and deaths, by knowing the years inwhich it occurred.

(A) Add “Ordinarily” to the beginning of thesentence.

(B) Change “could” to “would”.(C) Change “such as” to “like”.(D) Change “it” to “they”.(E) Add “had” before “occurred”.

11. Which is the best revision of the underlinedportion of sentence 5 (reproduced below)?

Scholars generally agree that collectively,probably, they chose which event would standfor a year.

(A) what event would stand for a year wasprobably decided as a collective

(B) collectively the Lakota Indians probablychose the event for its year

(C) choosing the event that would stand for ayear was probably a collective effort

(D) it was probably a collective task, they allchose the event to stand for a year

(E) the event that would stand for a year wasprobably their collective decision

12. Which of the following sentences is best toadd after sentence 6?

(A) Historians should look at several wintercounts, looking out for repeated images,in order to get better information.

(B) The drawings were sometimes arranged ina spiral, reading out from the center;sometimes in page form, reading from topto bottom, left to right.

(C) However, winter counts helped the peoplekeep their oral history in chronologicalorder.

(D) For example, one year might be named fora war, while another might be named for ameteor shower.

(E) Winter counts show that conflict was thenorm for many Native Americans.

13. In context, which of the following is the bestway to combine sentences 7 and 8?

(A) One person, being the keeper of the wintercount, he then recorded the event once thegroup made its selection.

(B) One person was the keeper of the wintercount, he then recorded the event oncethey made their selection.

(C) Once the group had made its selection,one person, the keeper of the winter count,recorded it.

(D) The keeper of the winter count was oneperson, and, when the group made itsselection, he then recorded it.

(E) Recording the event when the groupfinally selected it, the winter count wasupdated by one person, the keeper.

14. In context, which is best to add to the beginningof sentence 13?

(A) Or,(B) In addition,(C) Despite this,(D) However,(E) Not to mention,

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15. In context, where should the followingsentence be placed?

Without the keeper and the vast amount ofhistorical information stored in his memory,the winter counts would be little more than acryptic list of years.

(A) After sentence 1(B) After sentence 3(C) After sentence 5(D) After sentence 12(E) After sentence 13

16. Deleting which of the following sentenceswould most improve the coherence of thepassage?

(A) Sentence 4(B) Sentence 6(C) Sentence 9(D) Sentence 10(E) Sentence 12

17. The passage as a whole could be clarified byadding which of the following before the firstsentence?

(A) A brief paragraph comparing NativeAmerican timekeeping methods withcalendar-based ones

(B) An excerpt of an interview with a Lakotakeeper of the winter counts

(C) An analysis of how certain events maketime seem longer than it really is

(D) An example of a student who learnedabout her Native American backgroundand became a keeper of winter counts

(E) A discussion of how winter is vieweddifferently in different cultures

Questions 18–26 are based on the following draftof an essay.

(1) Americans enjoy some of the safest freedrinking water on Earth, however spending$15 billion on bottled water in 2006, andconsumption is rising (Fishman). (2) Whileproponents of bottled water tout its healthadvantages over alternatives such as sugary sodas,environmentalists are concerned about theconsequences of bottled-water consumption.(3) It takes 1.5 million barrels of oil a year tomake the plastic water bottles Americans use, andthe production of these bottles, many of themmade of polyethylene terephthalate (PET), pollutesthe atmosphere (Williams). (4) The manufactureof PET releases hydrocarbons, sulfur dioxides,carbon monoxide and other harmful substances intothe atmosphere. (5) PET is recyclable, and over85 percent of these bottles end up in landfills,where they can take as long as 1,000 years todegrade (Niman).

(6) It is not only the manufacture and disposalof water bottles that contribute to the harm itcauses the environment. (7) Water is shipped tothe United States from as far away as Fiji onfreighters and then hauled in trucks to itsdestinations.

(8) What makes this wasteful practice especiallyludicrous is that this luxury commodity is widelyavailable for free. (9) The San Francisco Chroniclenotes that bottled water costs 240 to 10,000 timesmore than tap water and that “forty percent ofbottled water should be labeled bottled tap waterbecause that is exactly what it is.”

18. In context, which of the following versionsof the underlined portion of sentence 1(reproduced below) is best?

Americans enjoy some of the safest freedrinking water on Earth, however spending$15 billion on bottled water in 2006, andconsumption is rising (Fishman).

(A) Earth, however spending(B) Earth, yet they spent(C) Earth; but spending(D) Earth; having spent(E) Earth, instead they spend

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19. In context, which of the following is the bestrevision to sentence 3 (reproduced below)?

It takes 1.5 million barrels of oil a year tomake the plastic water bottles Americans use,and the production of these bottles, many ofthem made of polyethylene terephthalate(PET), pollutes the atmosphere (Williams).

(A) Begin the sentence with “However,”.(B) Begin the sentence with “For one thing,”.(C) Change “It takes” to “They take”.(D) Change “production of these bottles” to

“producing such bottles”.(E) Delete “(Williams)” and begin the sentence

with “Williams says”.

20. Which of the following should be done withthe underlined portion of sentence 5(reproduced below)?

PET is recyclable, and over 85 percent of thesebottles end up in landfills, where they can takeas long as 1,000 years to degrade (Niman).

(A) Leave it as it is.(B) Change it to “If PET were recyclable,

then”.(C) Change it to “True, PET is recyclable,

with”.(D) Change it to “In addition, PET is

recyclable as”.(E) Change it to “Furthermore, although PET

is recyclable,”.

21. Which of the following versions of theunderlined portion of sentence 6 (reproducedbelow) is best?

It is not only the manufacture and disposal ofwater bottles that contribute to the harm itcauses the environment.

(A) it caused(B) its having caused(C) causing(D) they cause(E) these bottles, they cause

22. Which of the following revisions would mostemphasize the purpose of sentence 7(reproduced below)?

Water is shipped to the United States from asfar away as Fiji on freighters and then hauledin trucks to its destinations.

(A) Insert “It is true that” at the beginning ofthe sentence.

(B) Change “as far away as Fiji” to “placeslike Fiji”.

(C) Change “freighters” to “boats” and“trucks” to “vehicles”.

(D) Insert “fuel-burning” before “freighters”and “inefficient” before “trucks”.

(E) Insert “ships called” before “freighters”and “various” before “destinations”.

23. Which would be the best place to insert thefollowing sentence?

Many of the bottles of water that will be soldto Americans must first be transported fromsources all over the world.

(A) Immediately after sentence 1(B) Immediately after sentence 2(C) Immediately after sentence 4(D) Immediately after sentence 6(E) Immediately after sentence 8

24. Which of the following revisions is mostneeded in sentence 9 (reproduced below)?

The San Francisco Chronicle notes that bottledwater costs 240 to 10,000 times more than tapwater and that “forty percent of bottled watershould be labeled bottled tap water becausethat is exactly what it is.”

(A) Add the source of the material quoted inthe sentence.

(B) Add “money” after “more”.(C) Change “forty” to “40”.(D) Change “costs” to “cost”.(E) Add a colon before the first quotation

mark.

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25. Which of the following would be the bestsentence with which to end the passage?

(A) People mistakenly think bottled water ispurer or tastes better than tap water.

(B) Many newspapers have recently publishedstories about environmentalists’ efforts topersuade the public to stop buying bottledwater.

(C) Clearly, we can all do a lot to eliminate anunnecessary environmental hazard just byturning on the tap instead of buyingbottled water.

(D) Plastic bottles provide a convenient way tocarry water, and people do need to drinkextra water in hot weather.

(E) While some kinds of bottled water arecarbonated, Americans generally prefernoncarbonated brands.

26. Which of the following would make the mostlogical title for the passage?

(A) Transportation Woes(B) The Problem with Bottled Water(C) Issues of the Environment and

Consumption(D) The Benefits of Tap Water Consumption(E) Ways and Means of Saving Energy and

Drinking Less

Ability to Use Source Materials (25%)

Directions: The following questions test yourfamiliarity with basic research, reference andcomposition skills. Some questions refer topassages, while other questions are self-contained.For each question, choose the best answer.

27. sloth n. 1. Aversion to work or exertion;laziness, indolence. 2. Any of various slow-moving, arboreal mammals of the familyBradypodidae of South and Central America,having long hooklike claws, by which theyhang upside down from tree branches,and feeding on leaves, buds, and fruits,especially: a. A member of the genusBradypus, having three long-clawed toeson each forefoot. Also called ai, three-toedsloth. b. A member of the genus Choloepus,having two toes on each forefoot. Also calledtwo-toed sloth, unau. 3. A company of bears.See synonyms at flock. [Middle Englishslowth, from slow, slow.]

Which of the following statements is NOTsupported by the definition above?

(A) The word “sloth” has both abstract andconcrete meanings.

(B) One meaning of “sloth” has negativeconnotations.

(C) “Slowth” was a word used in MiddleEnglish.

(D) All sloths have three long-clawed toes.(E) The word “sloth” can refer to bears.

28. Akmajian, Adrian, et al. Linguistics:An Introduction to Language andCommunication. 6th ed. Cambridge:MIT P, 2010. Print.

In the citation shown, “et al.” indicates that thebook was

(A) published in Cambridge(B) edited by Adrian Akmajian(C) written by several authors(D) first published in 2001(E) an introduction to the fifth edition

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29. Wacker, Peter. Virtual Field Trip: New BrunswickArea, Raritan South Bank. Rutgers UGeography Dept., 1997. Web. 8 Dec. 2003.<http://geography.rutgers.edu/resources/vrtrip/index.html>.

In the citation, what information is provided by“8 Dec. 2003”?

(A) The date the information was accessed onthe Internet

(B) The date the virtual field trip was placedon a Web site

(C) The date the article on New Brunswickwas published in a print journal

(D) The last time the Web site showing thevirtual field trip was updated

(E) The date the virtual field trip was filedwith the Rutgers University GeographyDepartment

30. The following excerpt is taken from a student’sresearch paper.

The principles of the separation of church andstate and the right to practice religion freelyare both supported by the First Amendment tothe United States Constitution: “Congress shallmake no law respecting an establishment ofreligion or prohibiting the free exercise thereof ”(qtd. in Dye n.p.).

The letters “n.p.” mean that

(A) the source has several publication dates(B) no page number for the quotation is

available(C) the quotation is from section n.p. of a

source by Dye(D) a new paragraph begins here in the

quotation(E) the quotation is from section n.p. of the

Constitution

Questions 31–38 refer to the following passage.

(1) Invasive species are plant or animal speciesthat become established in ecosystems where theydid not originate. (2) Some blend in harmlesslywithnativespecies,butotherscauseecological andeconomic damage. (3) A notorious example isthe zebra mussel, native to Russia, that was firstidentified in the United States Great Lakes in 1988(McKee 2003, 141). (4) Scientists believe thatthe mussels were inadvertently transported toNorth America in the ballast water of ships.

(5) Like many invasive species, zebra musselsthreaten thebiodiversityof thehabitats they invade.(6) Zebra mussels reproduce so quickly and areso hardy that they have suppressed populations ofthe Great Lakes’ native mussels (Fields 2005,164) and, along with other invasive species,threaten the Great Lakes’ entire food web.(7) Environmental chemist Mike Murray claims,“Asinvasivespecies likezebramusselsoverwhelmthe Great Lakes, large stretches of the lakes havebecome underwater deserts.” (8)Although someskepticsdismiss theconcernabout invasivespeciesas overblown, arguing that the majority ofnonnative species cause no harm, many scientistsare alarmed by the changes produced by thezebra mussel and other invasive species.(9) The economic damage caused by the zebramussel has prompted government officials andscientists to seek solutions to this problem.

(10) Many industrial facilities use chlorine toclear the mussels from their power and sewageplants. (11) Other facilities use chemicalsspecifically developed to kill mussels.(12) Unfortunately, both of these methods havecertainharmfulconsequences. (13)Analternativemay become available: a bacterium that killszebra mussels without harming native species.

References

Fields, S. 2005. Great Lakes: Resources at risk.Environmental Health Perspectives 113 (2):164–172.

McKee, J. 2003. Sparing nature: The conflictbetween human population growth andEarth’s biodiversity. New Brunswick, NJ:Rutgers University Press.

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31. Which of the following is cited in sentence 3?

(A) A newspaper(B) A scientific journal(C) A Web site(D) A book(E) A magazine

32. The information in parentheses in sentence 6informs the reader that

(A) Fields conducted research in 2005 abouthow to protect native mussel species

(B) information about invasive species otherthan zebra mussels can be found in asource written by Fields

(C) Fields has written a work that providesinformation about zebra mussels’ effectson native mussel populations

(D) the sentence is a direct quote from a workwritten by Fields

(E) information about the impact of invasivespecies on native aquatic populations canbe found on page 2005 of a work byFields

33. The author of the passage quotes Murray insentence 7 most likely in order to

(A) provide information about other invasivespecies in the Great Lakes

(B) suggest that scientists have under-estimated the damage done to the GreatLakes by zebra mussels

(C) point out that invasive species can affectmany different kinds of environments

(D) emphasize the effects that zebra musselshave had on the Great Lakes ecosystem

(E) illustrate the nature of the food web in theGreat Lakes

34. Which is best to do with sentence 7(reproduced below)?

Environmental chemist Mike Murray claims,“As invasive species like zebra musselsoverwhelm the Great Lakes, large stretches ofthe lakes have become underwater deserts.”

(A) Leave it as it is.(B) Paraphrase Murray’s comment rather than

quote it directly.(C) Add information in parentheses explaining

Murray’s claim.(D) Provide Murray’s credentials as a scientist.(E) Add a citation indicating the source of the

quotation from Murray.

35. Which of the following pieces of information, ifadded to the second paragraph (sentences 5–9),would most effectively advance the writer’sargument?

(A) Biographical information about MikeMurray

(B) Information about the life span of thezebra mussel

(C) Specific figures to illustrate the economicharm caused by zebra mussels

(D) Information about how power and sewageplants are designed

(E) A comparison of the revenues generatedby commercial fishing and sportfishing inthe Great Lakes region

36. Which of the following best describes the purposeof the final paragraph (sentences 10–13)?

(A) It explains why the “skeptics” mentionedin the second paragraph are correct.

(B) It points out that the phenomenonintroduced in the first paragraph can beeasily controlled.

(C) It presents information to refute anargument presented in the first paragraph.

(D) It elaborates on the causes of a problempresented in the first and secondparagraphs.

(E) It details various solutions to a problemdiscussed in the first and secondparagraphs.

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37. The final paragraph (sentences 10–13) couldbest be developed by

(A) elaborating on the negative effects ofcurrent methods used to control zebramussels

(B) explaining how researchers determinedthat zebra mussels were brought to NorthAmerica in the ballast water of ships

(C) adding information about differencesbetween zebra mussels and mussel speciesnative to the Great Lakes

(D) explaining how the chemicals currentlyused to control zebra mussels aremanufactured

(E) adding information about other invasivespecies in the Great Lakes and theeconomic damage they cause

38. The first item listed in the References sectionindicates all of the following EXCEPT that

(A) “Great Lakes: Resources at risk” is aroundnine pages long

(B) “Great Lakes: Resources at risk” waswritten by S. Fields

(C) “Great Lakes: Resources at risk” appearson page 113 of Environmental HealthPerspectives

(D) “Great Lakes: Resources at risk” is anarticle in a periodical

(E) Environmental Health Perspectives ispublished more than once a year

Rhetorical Analysis (25%)

Directions: The following questions test yourability to analyze writing. Some questions refer topassages, while other questions are self-contained.For each question, choose the best answer.

Questions 39–42 refer to the following paragraph.

(1) The image of the mad scientist—theunstable genius driven toward dubious goals byan intoxicating ambition—is a familiar one,often thought of in this age of cloning andgenetic engineering. (2) Many people wouldbe surprised to learn that the most influentialembodiment of this archetype was created by anineteenth-century teenager. (3) When MaryShelley published her first novel, Frankenstein,in 1818, she was barely nineteen years old, yether mesmerizing tale of a young scientist whocreates a terrifying monster quickly became abest seller, and its story has been adapted manytimes for stage and screen. (4) In fact, it wasthe popularity of an early theatrical adaptationof Frankenstein, called Presumption and stagedin London in 1823, that encouraged Shelley’spublisher to issue a second printing of herbook. (5) Unfortunately, most people todayknow the Frankenstein story only through lateradaptations and miss the many subtleties ofShelley’s original story in which the monster isnot the shuffling, nearly mute menace of mostmovie versions, but a highly sensitive creaturewho reads Milton’s Paradise Lost and speakseloquently of the wrongs done him by hiscreator, Dr. Frankenstein.

39. Which of the following best describessentence 1?

(A) It parodies an image that is takenseriously by many people.

(B) It discusses a well-known image in itscurrent context.

(C) It states the thesis of the discussion tofollow.

(D) It explores the connections betweenhistory and fantasy.

(E) It describes opposing views of a particularimage.

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40. Which of the following transition words orphrases, if inserted at the beginning ofsentence 2 (reproduced below), would be mostlogical in the context of the passage?

Many people would be surprised to learn thatthe most influential embodiment of thisarchetype was created by a nineteenth-centuryteenager.

(A) Therefore,(B) Similarly,(C) Nevertheless,(D) In contrast,(E) Likewise,

41. The author’s primary purpose in mentioningPresumption in sentence 4 is to

(A) identify a way in which Shelley’s timediffered from our own

(B) show that most people enjoydramatizations more than novels

(C) suggest that Shelley’s story has beendebased by later adaptations

(D) illustrate a point about the effect of adrama’s popularity on the publication ofShelley’s novel

(E) make an argument aboutnineteenth-century theatrical adaptationsof popular novels

42. Sentence 5 primarily serves to

(A) reveal the subtleties of an adaptation(B) underscore the significance of a text(C) highlight a neglected aspect of a text(D) defend a cherished point of view(E) extend an analysis about an author


(1) In the late nineteenth century, librariansbegan noticing that many of the books in theircare were breaking apart and crumbling.(2) Curiously, it was not the oldest books thatwere deteriorating, but the more recentvolumes: those produced since the middle ofthe nineteenth century with sheets fabricatedfrom a highly acidic wood-pulp mixture.(3) The transition to this lesser-grade stockbegan during the 1860s, when increasingdemand for paper hastened the development ofa cheaper process. (4) To improve strength andto prevent ink from being too readily absorbedby the pulp paper, chemicals, including alumi-num sulfate (alum), were added to the mix.(5) The result was that documents exposed tohumidity produced sulfuric acid, which weakenedthe molecular structure of the pulp’s cellulose.

43. The word “Curiously” in sentence 2 is meant toaddress which of the following assumptions?

(A) Old artifacts tend to be more valuablethan recently produced ones.

(B) Environmental factors such as humidityoften have unforeseen effects.

(C) Cheaper production processes usuallyresult in lower-quality products.

(D) All manufactured objects are inevitablysubject to decay.

(E) Older objects are likely to disintegratebefore objects created more recently.

44. In context, sentence 4 serves to

(A) describe part of the process mentioned insentence 3

(B) explain why a cheaper process fordeveloping paper was required in thenineteenth century

(C) explain why adding a particular agent towood pulp makes papermaking moreexpensive

(D) counter the claim about the oldest booksmade in sentence 2

(E) indicate how a particular process affectedthe book market in the nineteenth century

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45. Which of the following best describes theorganization of the passage as a whole?

(A) An approach is presented and found to beunreliable.

(B) A procedure is introduced and thendescribed in more detail.

(C) A phenomenon is described and anexplanation is provided.

(D) A problem is presented and two solutionsare evaluated.

(E) A theory is proposed and challenged withnew evidence.


(1) While chocolate was highly esteemed inMesoamerica, where it originated, its adoptionin Europe was initially slow. (2) There is acommon belief that Europeans needed to“transform” chocolate to make it appetizing.(3) However, while Spaniards did put sugar,which was unknown to indigenous Americans,into chocolate beverages, this additive was notcompletely innovative. (4) Mesoamericanswere already sweetening chocolate with honey,and the step from honey to sugar—increasinglymore available than honey because of expandingsugar plantations in the Americas—is a smallone. (5) Likewise, although Spaniards adjustedMesoamerican recipes by using Europeanspices, the spices chosen suggest an attempt toreplicate harder-to-find native flowers. (6) Thereis no indication the Spaniards deliberately triedto change the original flavor of chocolate.

46. In context, “common” (sentence 2) mostnearly means

(A) simplistic(B) uninspired(C) average(D) trite(E) prevalent

47. The discussion of honey in sentence 4primarily serves to

(A) detail the origins of an innovative practice(B) present an example of a valid theory(C) introduce a new topic for discussion(D) extend a prior analogy(E) refute a particular belief

48. According to the passage, the scarcity in Spainof certain flowers led to

(A) attempts to cultivate those flowers inSpain

(B) a modification of the Mesoamericanrecipe for chocolate

(C) the replacement of honey with sugar inchocolate recipes

(D) the exportation of quantities of thoseflowers to Spain

(E) the introduction of European spices toSpain

49. The passage is primarily concerned with

(A) arguing for a particular view of a topic(B) explaining how common misconceptions

occur(C) detailing the uses of chocolate(D) exploring how certain cultures adapted

foods(E) refuting a particular academic theory

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College Composition Modular

The CLEP College Composition Modularexamination includes the following question typeas part of the Revision Skills section:

Improving Sentences

The following question type appears on theCollege Composition Modular examination only.

Directions: The following sentences testcorrectness and effectiveness of expression. Inchoosing your answers, follow the requirements ofstandard written English: that is, pay attention togrammar, diction (choice of words), sentenceconstruction and punctuation.

In each of the following sentences, part of thesentence or the entire sentence is underlined.Beneath each sentence you will find five versionsof the underlined part. The first option repeats theoriginal; the other four options present differentversions.

Choose the option that best expresses the meaningof the original sentence. If you think the original isbetter than any of the alternatives, choose the firstoption; otherwise, choose one of the other options.Your choice should produce the most effectivesentence—one that is clear and precise, withoutawkwardness or ambiguity.

50. Award-winning author Virginia Hamilton,whose books established her as one of themost influential figures in children’s literaturein the twentieth century.

(A) Award-winning author Virginia Hamilton,whose books

(B) Award-winning author Virginia Hamilton,her books

(C) Virginia Hamilton was an award-winningauthor, books by her

(D) The books of Virginia Hamilton,award-winning author, these

(E) The books of award-winning authorVirginia Hamilton

51. The final project in graduate school is thedissertation, which requires months ofresearch where they must amass and interpretdata important to the project.

(A) where they(B) through which they(C) and the student(D) during which the student(E) which they

52. The sting of a scorpion may be as dangerousas the bite of a cobra despite the quantity ofvenom a scorpion injects is much smaller.

(A) cobra despite the quantity of venom ascorpion injects

(B) cobra; therefore, the quantity of venom ascorpion injects

(C) cobra, a scorpion injecting a quantity ofvenom that

(D) cobra; if the quantity of venom injected bya scorpion

(E) cobra even though the quantity of venominjected by a scorpion

Laura Ingalls Wilder published her first bookand she was sixty-five years old then.

(A) and she was sixty-five years old then

(B) when she was sixty-five

(C) being age sixty-five years old

(D) upon the reaching of sixty-five years

(E) at the time when she was sixty-five

Example:

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53. Richard Wright once acted in a film version ofhis novel Native Son, playing the role ofBigger Thomas.

(A) Son, playing(B) Son, he played(C) Son, what he played was(D) Son and while he played(E) Son, which he played

54. Although Red Canyon, Utah, is largely devoidof trees, but small coniferous plots ofponderosa pine and Douglas fir exist in areaswhere moisture is available.

(A) is largely devoid of trees, but(B) is largely devoid of trees,(C) largely devoid of trees,(D) being largely devoid of trees,(E) is largely devoid of trees, and

55. Doubting the authenticity of the paintings,there was an appraisal of the collection madefor the dealer by a recognized expert.

(A) there was an appraisal of the collectionmade for the dealer

(B) the collection was taken by the dealer tobe appraised

(C) the dealer had the collection appraised(D) the dealer decided on appraising the

collection(E) an appraisal of the collection was made

for the dealer

Sample Essays and Essay Topics

This section includes the following:

• General information about how to respond to theessay topics

• Essay-writing directions as they appear in thetest

• The scoring guides used to evaluate the essays• Sample essay topics• Scored essays written in response to the topic

General DirectionsTime: 70 minutes

You will have a total of 70 minutes to writetwo argumentative essays. You will have30 minutes to complete the first essay, which isto be based on your own reading, experience orobservations, and 40 minutes to complete thesecond essay, which requires you to synthesizetwo sources that are provided. Although youare free to begin writing at any point, it isbetter to take the time you need to plan youressays and to do the required reading than it isto begin writing immediately.

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College Composition Examination

First Essay

Sample Topic 1

There are no challenges so difficult, no goals so impossible, as the ones we set for ourselves.

Directions

Write an essay in which you discuss the extent to which you agree or disagree with the statement above.Support your discussion with specific reasons and examples from your reading, experience or observations.

Scoring Guide: College Composition ExaminationReaders will assign scores based on the following scoring guide.

6 – A 6 essay demonstrates a high degree of competence and sustained control, although it may have a fewminor errors.A typical essay in this category• addresses all elements of the writing task effectively and insightfully• develops ideas thoroughly, supporting them with well-chosen reasons, examples or details• is well focused and well organized• demonstrates superior facility with language, using effective vocabulary and sentence variety• demonstrates general mastery of the standard conventions of grammar, usage and mechanics but may have

minor errors

5 – A 5 essay demonstrates a generally high degree of competence, although it will have occasional lapsesin quality.A typical essay in this category• addresses the writing task effectively• is well developed, using appropriate reasons, examples or details to support ideas• is generally well focused and well organized• demonstrates facility with language, using appropriate vocabulary and some sentence variety• demonstrates strong control of the standard conventions of grammar, usage and mechanics but may have

minor errors

4 – A 4 essay demonstrates clear competence, with some errors and lapses in quality.A typical essay in this category• addresses the writing task competently• is adequately developed, using reasons, examples or details to support ideas• is adequately focused and organized• demonstrates competence with language, using adequate vocabulary and minimal sentence variety• generally demonstrates control of the standard conventions of grammar, usage and mechanics but may have

some errors

3 – A 3 essay demonstrates limited competence.A typical essay in this category exhibits ONE OR MORE of the following weaknesses:• addresses only some parts of the writing task• is unevenly developed and often provides assertions but few relevant reasons, examples or details• is poorly focused and/or poorly organized• displays frequent problems in the use of language• demonstrates inconsistent control of grammar, usage and mechanics

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2 – A 2 essay is seriously flawed.A typical essay in this category exhibits ONE OR MORE of the following weaknesses:• is unclear or seriously limited in addressing the writing task• is seriously underdeveloped, providing few reasons, examples or details• is unfocused and/or disorganized• displays frequent serious errors in the use of language that may interfere with meaning• contains frequent serious errors in grammar, usage and mechanics that may interfere with meaning

1 – A 1 essay is fundamentally deficient.A typical essay in this category exhibits ONE OR MORE of the following weaknesses:• provides little or no evidence of the ability to develop an organized response to the writing task• is undeveloped• contains severe writing errors that persistently interfere with meaning

0 – Off topic Provides no evidence of an attempt to respond to the assigned topic, is written in a languageother than English, or merely copies the prompt, or consists of only keystroke characters.

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Sample Essays with Commentaries

Note: Errors in the sample essays are intentionallyreproduced.

Essay A—This essay is scored a 6.

I disagree with the statement that the most difficultchallenges people face are those that everybodycreates for themselves. The assertion is not true, orat least not always, as I intend to show below.There may be instances where people set difficultobjectives for themselves, but very often peoplesimply have to try to address challenges they didnot create, and survive or make the best ofsituations they have been put into by accidentssuch as geography, history, or ethnic and racialbackground. There are exceptions, but they are justthat: exceptions, not the norm.

Often, especially for those coming from countriesthat are not dominating the world stage,succeeding in life, or simply making ends meetare major challenges, and not because those whoface these challenges want to be in such situations.My parents grew up at a time when their countrywas undergoing major social and politicaltransformations. World War II had just ended bythe time my father was 12, the economy was inshambles, and the Nazi occupiers had been drivenout of the country so the Red Army can take over.My grandfather was forced to give up his littleland during the process of collectivization ofagriculture. His small store was eventuallyconfiscated as well, and the couple horses he had,along with thousands of horses throughout thecountry, were taken away to make room for thetractors the country was beginning to manufacture.By the time my father was drafted into the military,talk of World War II was everywhere, and thehysteria gave way only a couple of decades later.My father had to lie low all his life and not say aworld against a regime that did not toleratedissent. The kids’ success in school meant theycould get by within or without the messed upsystem the country was under. In my grandfather’swords, it was important to study, because “no onecan take away from you what you know.”

I have also seen in this country instances wherepeople’s lives are made difficult by those in power.It is often assumed that everybody in this countryshares a certain standard of living, althoughevidence contradicts that assumption. For many,

simply getting by is a major success, not becausethey love struggling to make ends meet, butbecause they do not have a choice. WhenHurricane Katrina made landfall last August, themajority of the residents of New Orleans hadevacuated the city. Many had not, though: some oftheir own free will, others because they simply didnot have the means of travel. Later on, when largeportions of the city were under water, someresidents tried to cross one of the bridges fromNew Orleans to the west bank of the MississippiRiver, but were received by police shooting in theair to scare them away. The city across the riverapparently did not want “the problems” of the Cityof New Orleans.

Certainly there are instances where people sethigh goals for themselves and some succeed inattaining those goals, while many fail. I have allthe respect for the former, but I think focusing onthe few exceptions we may miss the big picture.Succeeding in spite of all odds, being a “self-mademan,” going “from rags to riches,” are powerfulmyths in this country. I am not denying the effortand successes of the Rockefellers, Carnegies, ormore recently the Trumps. I do think, nonetheless,that for every person who makes it in spite of allor most odds, there are many more who do not; forevery college dropout who succeeds in life, such asBill Gates, there are thousands who will strugglethrough life.

People often set hard-to-reach objectives and theymay fail or succeed in pursuing those objectives. Ido think, though, that for many, the most difficultchallenges come from outside the individual, fromtheir position in the social hierarchy, or the timeand place where they are born and try to get by.

Commentary on Essay A

This insightful response argues that life’s mostdifficult challenges come from outside theindividual and cites specific accidents of historyand geography as effective support for that claim.Paragraph two offers abundant, well-chosenevidence that political constraints imposed on thewriter’s family in Eastern Europe after the SecondWorld War were much more formidable than anychallenges they might have chosen for themselves.To provide further development, paragraph threedescribes the impact of similarly harsh conditions ina more immediate place and time—New Orleans

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after Hurricane Katrina. Finally, in preparation for astrong but carefully measured conclusion, the essayacknowledges that some few individuals doaccomplish great things despite overwhelming odds.Just as the development of this response is thoroughand always sharply focused, the control of languageis superior. Note, for example, skillful subordinationin the third sentence of the essay and effectivevocabulary in phrases such as “dominating the worldstage” or “a regime that did not tolerate dissent.” Afew minor errors are indeed present, as is allowed bythe scoring guide, but sustained control supports ascore of 6.

Essay B—This essay is scored a 4.

I agree that, as individuals, we tend to set highergoals for ourselves than outside influences.Because goals are so personal, it makes it thatmuch more challenging to attain them.Psychologically, individuals can be their ownworst enemy. Goals may be set and believed in byan individual but self-doubt, a low self-esteem andsocietal and familial attitudes may warp personalbeliefs. When this happens, an individual may losesight of the goal and instead focus doubt on thenecessary steps to achieve the goal. Conversely, anindividual may battle these internal and externalobstacles and rise above them to successfullyreach their goal. Who better to know the self thenthe individual? Goals are personal since only theindividual really knows what they would like toachieve, at what level to set the goal and must finda way to achieve it.

An example of successful goal-setting is mybusiness idol; George Lucas who’s educationaland career history has been a real inspiration. Mr.Lucas continued to set higher goals for himself ashis life developed. He has become a prolific directorand businessman in the entertainment industry. Hecurrently owns several companies including hisown production company and special effectscompany. The reason why this is so inspiring isbecause he almost failed high school and hadalmost no prospects for the future. Before graduation,Mr. Lucas was involved in an almost fatal carcrash. At this point in his life, he set a goal ofbecoming an excellent student both in the classroomand in life.

This was quite a high goal to set due to thisprevious academic ability and the externalopinions of family and friends. He worked toaccomplish graduating from a junior college thencompleting his B.A. in Film from USC, both withhonors. Mr. Lucas continued to set higher andmore challenging goals for himself to become anindependent film producer and director and to notbe affiliated with any particular movie studio. Hehad to pay his dues at first but finally his tenacitypaid off and his creation of Lucasfilm has allowedhim the goal of creative freedom in his work. Idon’t believe that anyone else in his family or hisacquaintances would have set such goals for him.Mr. Lucas psychologically believed in himselfenough, knew what he wanted to do, set theapplicable goals and worked to achieve them. Noone else could have done this for him.

Commentary on Essay B

Since the first paragraph in this response dealsmainly with psychological reasons for failure orsuccess in achieving goals, it does not focussharply on the question of relative difficulty.Paragraph two, however, clearly addresses thewriting task and offers an extended example toargue that self-selected goals are indeed moredifficult than those imposed by others. Instead ofmerely summarizing the life of George Lucas, thewriter chooses several specific episodes in whichLucas’ own aspirations surpassed the expectationsof family and friends. Thus, after a slow start, theessay does achieve competence in development,focus and organization. Despite some errors,control of language is also adequate to support ascore of 4. Syntax is sometimes flawed (see thefirst and last sentences of paragraph one), but theessay is free of serious grammar errors.Furthermore, several phrases (e.g., “may warppersonal beliefs,” “his tenacity paid off,”)demonstrate vocabulary that is clearly adequate.

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Essay C—This essay is scored a 2.

This statement is strongly true. One example ofthis is my own life. I work very hard and nevergive up, and am even taking this test! I am veryinspired to go to college and have made it my goalto achieve, no matter what. And I have achievedgoals before this, so I know that I can achieve thisone too, even though it seems hard. When I was asenior at Kennedy High school I saved up moneyto buy a car, and that was a goal that I achievedmyself.

Another example of goals is my Mom. When I waslittle she went to nursing school and worked veryhard, some people said it was impossible becauseshe had four small children, but she graduated andnow she works in a hospital. So obviously goalscan be useful. I guess when a person has achieveda few goals then they feel more confident aboutgoing out to achieve other goals, and that wayeven though they set higher goals, you find out thatyou can even achieve the harder goals that seemmore impossible like the question says. You feelgood about what you already have achieved, sonothing seems impossible. You go out and do it!

Commentary on Essay C

Problems with development and focus make thisresponse seriously limited in addressing thewriting task. The writer twice refers to success inachieving personal goals (saving money for a carand Mom’s graduation from nursing school), butboth examples are extremely thin and neithershows that self-imposed goals are any morechallenging than those imposed by others. In themiddle of paragraph two, the writer veers evenfurther away from the topic with the plausiblebut—in this context—superfluous claim that“goals can be useful.” Even though the responsebegins by asserting that the prompt is “stronglytrue,” later sentences argue an entirely differentpoint—that “nothing seems impossible” after onehas gained confidence. Thus, since the responseprovides almost no relevant development, it earnsa score of 2.

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Second Essay

Sample Topic 2

Directions

The following assignment requires you to write a coherent essay in which you synthesize the twosources provided. Synthesis refers to combining the sources and your position to form a cohesive,supported argument. You must develop a position and incorporate both sources. You must cite thesources whether you are paraphrasing or quoting. Refer to each source by the author’s last name, thetitle or by any other means that adequately identifies it.

Introduction

A copyright gives the author of a creative work (like a book, film, painting or audio recording)exclusive rights to it: only the holder of a work’s copyright has the legal right to copy, publish or profitfrom the work. Many people agree that copyrights are a good thing, because they give creators theopportunity to benefit from their creative work. However, many people also agree that the free exchangeof ideas is good for society because it fosters creativity and innovation. They argue that therefore inmany instances there should be no copyright restrictions.

Assignment

Read the following sources carefully. Then write an essay in which you develop a position on whethercopyright restrictions benefit or harm society. Be sure to incorporate and cite both of the accompanyingsources as you develop your position.

Source 1:

Epstein, Richard A. “The Creators Own Ideas.” Technology Review 108.6 (2005): 56–60.

The following passage is excerpted from an article in a journal on technology.

No matter one’s political beliefs, it is critical to remember the strong economic imperatives that drivemodern societies to legislate some form of copyright protection. Just as we protect private rights in landfor the benefit of the community, not solely for a property’s owner, so too we have a social reason toprotect writings and other intellectual creations.

As [the eighteenth-century philosopher] John Locke would have it, a just society recognizes the naturalrights of its citizens, including the right to protection of their productive labor. But copyright has anadditional justification: it fosters huge positive contributions to culture, in the form of novels, movies,manuals, music, and other works. Some creators are motivated solely by the desire to create and wouldbe happy to distribute their works under simple terms . . . requiring attribution only. But for mostauthors, compensation matters, and we increase their production by limiting the rights of others to copytheir work.

27


Source 2:

Lessig, Lawrence. The Future of Ideas: The Fate of the Commons in a Connected World.NewYork: Random House, 2001. <http://thefutureofideas.s3.amazonaws.com/lessig_FOI.pdf>.

The following passage is excerpted from a book on intellectual property.

Obviously many resources must be controlled if they are to be produced or sustained. I should havethe right to control access to my house and my car. You shouldn’t be allowed to rifle through mydesk . . . Hollywood should have the right to charge admission to its movies. If one couldn’t controlaccess to these resources, or resources called “mine,” one would have little incentive to work to producethese resources, including those called mine.

But likewise, and obviously, many resources should be free . . . I shouldn’t need the permission of theEinstein estate before I test his theory against newly discovered data. These resources and others gainvalue by being kept free rather than controlled. A mature society realizes that value by protecting suchresources from both private and public control.

We need to learn this lesson again. The opportunity for this learning is the Internet. No modernphenomenon better demonstrates the importance of free resources to innovation and creativity than theInternet. To those who argue that control is necessary if innovation is to occur, and that more controlwill yield more innovation, the Internet is the simplest and most direct reply.

Scoring Guide: College Composition ExaminationReaders will assign scores based on the following scoring guide.

6 – A 6 essay demonstrates a high degree of competence and sustained control, although it may have a fewminor errors.A typical essay in this category cites sources appropriately and• develops a position effectively and insightfully, using well-chosen reasons, examples or details for support

• synthesizes* both sources effectively, with an effective and convincing link between the sources and theposition

• is well focused and well organized• demonstrates superior facility with language, using effective vocabulary and sentence variety• demonstrates general mastery of the standard conventions of grammar, usage and mechanics but may have

minor errors

5 – A 5 essay demonstrates a generally high degree of competence, although it will have occasional lapsesin quality.A typical essay in this category cites sources appropriately and• develops a position consistently, using appropriate reasons, examples or details for support• synthesizes both sources clearly, with a clear link between the sources and the position• is generally well focused and well organized• demonstrates facility with language, using appropriate vocabulary and some sentence variety• demonstrates strong control of the standard conventions of grammar, usage and mechanics but may have

minor errors

*For the purposes of scoring, synthesis refers to combining the sources and writer’s position to form a cohesive, supported argument.

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4 – A 4 essay demonstrates competence, with some errors and lapses in quality.A typical essay in this category cites sources appropriately and• develops a position adequately, using reasons, examples or details for support• synthesizes both sources adequately, with a link between the sources and the position• is adequately focused and organized• demonstrates competence with language, using adequate vocabulary and minimal sentence variety• generally demonstrates control of the standard conventions of grammar, usage and mechanics but may have

some errors

3 – A 3 essay demonstrates limited competence.A typical essay in this category exhibits ONE OR MORE of the following weaknesses:• develops a position unevenly, often using assertions rather than relevant reasons, examples or details for

support• synthesizes one source only or two sources inadequately, or establishes an inadequate link between the

source(s) and the position• displays problems in citing sources: citations are confusing or incomplete• is poorly focused and/or poorly organized• displays frequent problems in the use of language• demonstrates inconsistent control of grammar, usage and mechanics

2 – A 2 essay is seriously flawed.A typical essay in this category exhibits ONE OR MORE of the following weaknesses:• is seriously underdeveloped, providing few or no relevant reasons, examples or details for support• synthesizes only one source weakly or establishes a very weak link between the source(s) and the position• does not cite any source• is unfocused and/or disorganized• displays frequent serious errors in the use of language that may interfere with meaning• contains frequent serious errors in grammar, usage and mechanics that may interfere with meaning

1 – A 1 essay is fundamentally deficient.A typical essay in this category exhibits ONE OR MORE of the following weaknesses:• does not develop a position• fails to synthesize the source(s) used or uses no sources at all• contains severe writing errors that persistently interfere with meaning

0 – Off topic Provides no evidence of an attempt to respond to the assigned topic, is written in a languageother than English, merely copies the prompt, or consists of only keystroke characters.

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Essay A—This essay is scored a 6.

The ability to own property is one of the hallmarksof a modern and democratic society. All individualshave a right to their own property, be it tangible (ahouse or a car that they have bought) or intangible(an artistic or intellectual work that they havecreated). But the right of ownership benefits notonly individuals but society as well. As RichardEpstein, in his article “The Creators Own Ideas,”argues, “just as we protect private rights in landfor the benefit of the community, not solely for aproperty’s owner, so too we have a social reasonto protect writings and other intellectualcreations.” Because copyright laws protect artisticand intellectual creations, they benefit society as awhole, and should therefore be upheld.

While “some creators are motivated solely by thedesire to create,” most do expect to becompensated for their efforts (Epstein). Therefore,as Epstein indicates, there are “strong economicimperatives that drive modern societies to legislatesome form of copyright protection.” Artists,writers, and other creators of intellectual andcreative work spend countless hours of their timeon their creations, which are often their onlymeans of income. A major fear of creators is thatsomebody else will steal their work, therebydepriving them of their income. Fortunately, asEpstein points out, copyright laws protect againstsuch infringement. Without such safeguards inplace, creators may be less likely to release theirworks for fear that they may be stolen from.Without copyright laws guaranteeing justcompensation to creators, productivity decreases,and society would not benefit from a wealth ofartistic, creative, and intellectual works. But whenproducers of intellectual property are protected,productivity increases, fostering “huge positivecontributions to society, in the form of novels,movies, manuals, music and other works” (Epstein).

Lawrence Lessig, however, disagrees with this line ofreasoning, arguing instead that copyright lawsshould be abolished. In his book The Future ofIdeas, Lessig states: “I shouldn’t need the permissionof the Einstein estate before I test his theory.” Theflaw in this argument is that there is quite adifference between an artistic work and a scientificidea. While a novel or movie is the creative workof a person or persons, scientific ideas are meantto have their validity tested and scrutinized.Einstein’s theory of relativity isn’t a work of art,

rather it is just what its name implies: a theory. Atheory should be tested whenever the need arisesbecause a theory is an attempt to explain howsomething works. It is not, however, a form of selfexpression. While Einstein certainly has the rightto receive credit for his theory, it does not, andshould not, have the same protection as a creativework, such as a piece of literature, art, or music.

Lessig uses the Internet as a model for acopyright-free society, claiming that “no modernphenomenon better demonstrates the importanceof free resources to innovation and creativity.”However, while the Internet does function as anexchange of free ideas in some areas, even therepeople still strive to protect their intellectualproperty. For instance, you won’t find the full textfrom a Harry Potter book online, because theauthor doesn’t want her work to be stolen. In fact,quite a portion of the Internet is devoted toadvertisement and trying to sell products,intellectual works included. While the Internet iscertainly innovative, its creativity and innovationare not solely due to free ideas. The Internet alsoserves a global marketplace, and the sale ofartistic works is a primary reason for its existenceas well.

In conclusion, people have the right to “own”their own creations. Copyright laws exist toprotect the rights of the creators. Without suchprotections, the drive for intellectual productionwill be stifled. With the right to property being soemphasized, copyright laws only make sense inorder to fully preserve the rights of individuals,who in turn benefit society with their creative andintellectual contributions.

Commentary on Essay A

This response effectively develops a focused argumentthat copyright restrictions not only benefit individuals,who have a right to “own” their own creations, butsociety as a whole, which prospers from the artisticand intellectual contributions made by thoseindividuals. Quotations from both sources (Epsteinand Lessig) are effectively synthesized (“Therefore, asEpstein indicates . . . ”) and appropriately cited.Paragraph three offers an insightful distinctionbetween a scientific theory (Einstein’s theory ofrelativity) and a creative work (a novel or movie),while paragraph four uses the well-chosen example ofa Harry Potter novel to further the argument that not

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even the Internet is free from market considerations.The response demonstrates some minor errors in useof language (the unclear pronoun in “they may bestolen from” in paragraph two), but its superior facilitywith language, effective vocabulary (“hallmarks of amodern and democratic society”), and sustainedcontrol of grammar, usage and mechanics merit it ascore of 6.

Essay B—This essay is scored a 4.

A copyright gives the author of a creative workexclusive rights to it: only the holder of a work’scopyright has the legal rights to copy, publish, orprofit from the work. Therefore, copyrightrestrictions can only be beneficial to society.

According to Richard Epstein, “copyright fostershuge positive contributions to culture, in the formof novels, movies, manuals, music, and otherworks.” Epstein, further states that “some creatorsare motivated solely by the desire to create andwould be happy to distribute their works undersimple terms . . . requiring attribution only.” It isunfair for authors, musicians, and other copyrightholders to not profit from their hard work: some ofwhich takes months or even years to complete. Inorder for some of these copyright holders to makeprofits, they have to charge others for the remakeor reproduction of their work. “Obviously manyresources must be controlled if they are to beproduced or sustained,” according to LawrenceLessig.

However, Lessig argues, “many resources shouldbe free . . . I shouldn’t need the permission of theEinstein estate before I test his theory againstnewly developed data.” But no one wants to workon a project without the possibility of not gettingpaid. The mindset that these resources should befree to reproduce is wrong. Not only is the moneygoing back to the communities, the money thesecopyright holders get is going right back into theeconomy: this is a driving factor for the economyas well. Lessig, also states that “these resourcesand others gain value by being kept free ratherthan controlled.” Again, I disagree with Lessig’sstatement. Society will benefit by keeping theseworks controlled rather than free, because thework will and forever be authentic, and not justsome reproduce, unoriginal work.

When a work is being controlled, it gives societythe first piece of work or the root of the source,from the source’s viewpoint. According to Epstein,“for most authors, compensation matters, and weincrease their production by limiting the rights ofothers to copy their work.” Therefore, copyrightrestrictions not only good for the person who madeit, but it is also good and beneficial to society.

Commentary on Essay B

The first paragraph sets out the response’sargument that “copyright restrictions can only bebeneficial to society.” While this statement isslightly disconnected from the previous sentence,the response does present a clear position. In thenext paragraph, the response adequatelystrengthens the position that authors, musiciansand other creators should benefit from their works,using appropriate quotations from both sources forsupport. Displaying the response’s sustaineddevelopment of the position, paragraph threedisagrees with a statement from the second sourceand introduces the contention that the moneygained by copyright holders is reintroduced intothe economy, thereby providing an economicbenefit to society. While the synthesis ofquotations is sometimes stilted (“I disagree withLessig’s statement”), there is nonetheless a linkbetween the sources and the response’s position.Despite a weak start, the essay overall is competentin development, focus and organization. Someerrors in grammar, usage and mechanics arepresent, but the control of language andvocabulary displayed in the essay is adequate tosupport a score of 4.

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Essay C—This essay is scored a 2.

Copyrights are extremely common in our society;they can be found everywhere. To some people,copyrighting laws are just another rule andanother way to prevent people from expandingtheir knowledge by sharing someone else’s work.To other people: the creators, the arts, & theoriginators copyrighting is a source of income,privacy, & protection. A law that has benefited oursociety in more ways than one.

Copyrighting laws have had a positive effect onour society in the past years, although many wouldlike to disagree and say that more intellectualresources should be free. However, when viewingcopyrighted laws, I can not help but think aboutthe originators. Whatever the item may be, it’stheirs. They are the ones the spent countless hours,thoughts, and ideas on their project. I wouldn’twant anyone to be able to take my hard work &sign their name beside it and then receive creditfor it because they made a few minor adjustments.It’s not ethical; it’s wrong and it’s stealing.

Also, if the society had the right mind set, theycould see all of the positive effects of copyrights.One example of that would be to realize that if abig company published my book & copyrighted it,then the company (that has more power &connects) could distribute my work out into theworld. More copies would be sent out and themore knowledge would be spread. Then, there’sthe argument that follows that point of view: Morepeople can read the book, but they can’t useanything from it, to test it, or apply it their work.This rebuttal is incompetent. When in reality ifsomeone did want to take from my owncopyrighted book, yes, they would have to make afew phone calls to get permission from my estate,but if using my work was that important tosomeone else, it shouldn’t even matter to them ifthey have to go the extra mile to do so.

In conclusion, society is benefitted by copyrightlaws along with the originators. People just haveto look at it from the creator’s point of view andrealize that not everything can come as easy as theclick of a mouse on the internet. If you wantsomething bad enough, you have to put in theeffort, make a few more calls, & work towardsyour goal.

Commentary on Essay C

While this response does formulate the argumentthat copyright restrictions have a positive effect onsociety, it displays inconsistencies in focus andorganization that make it seriously limited inaddressing the writing task. The essay provides anexample of the benefits of copyright laws inparagraph three, but the example is weak and doesnot adequately illustrate how copyrighting thebook in question would benefit society. Theresponse takes the point of view of the “originators,”but the focus shifts from analyzing and discussingthe merits of copyright laws to an exhortation toobey them instead. Synthesis of source materials isoften inadequate, with the response simplysummarizing rather than evaluating (“many wouldlike to disagree and say that more intellectualresources should be free”). Most serious, however,is the total lack of citation: although the sourcesare clearly used (in paragraphs two and three), theresponse fails to attribute them. Therefore, whileits weak organization, poor focus and frequentproblems in the use of language (such as thesentence fragment at the end of the first paragraph)demonstrate this essay’s limited competence, itscomplete failure to cite renders it seriously flawed,earning it a score of 2.

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Study Resources

Most textbooks used in college-level compositioncourses cover the skills and topics measured in theCollege Composition examination, but theapproaches to certain topics and the emphasesgiven to them may differ. To prepare for theCollege Composition exam, it is advisable to studyone or more college-level texts, such as readers,handbooks and writing guides. When selecting atext, check the table of contents against theknowledge and skills required for this test, whichappear on pages 5–7.

To become aware of the processes and the principlesinvolved in presenting your ideas logically andexpressing them clearly and effectively, youshould practice writing. Ideally, you should trywriting about a variety of subjects and issues,starting with those you know best and care aboutmost. Ask someone you know and respect torespond to what you write and to help you discoverwhich parts of your writing communicate effectivelyand which parts need revision to make the meaningclear. You should also try to read the works ofpublished writers in a wide range of subjects,paying particular attention to the ways in whichthe writers use language to express their meaning.Additional suggestions for preparing for CLEPexams are given in Chapter IV of the CLEPOfficial Study Guide.

Answer Key

1. C 2. E 3. D 4. D 5. D 6. A 7. D 8. A 9. C 10. D 11. C 12. D 13. C 14. B 15. E16. A 17. A 18. B 19. B 20. E 21. D 22. D 23. D24. A 25. C 26. B 27. D28. C

29. A 30. B 31. D 32. C 33. D 34. E 35. C 36. E 37. A 38. C 39. B 40. A 41. D 42. C 43. E 44. A45. C46. E47. E48. B49. A50. E51. D52. E53. A54. B55. C

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Test Measurement Overview

Format

There are multiple forms of the computer-based test,each containing a predetermined set of scoredquestions. The examinations are not adaptive. Theremay be some overlap between different forms of atest: any of the forms may have a few questions,many questions, or no questions in common. Someoverlap may be necessary for statistical reasons.

In the computer-based test, not all questionscontribute to the candidate’s score. Some of thequestions presented to the candidate are beingpretested for use in future editions of the tests andwill not count toward his or her score.

Scoring Information

Both the CLEP College Composition and the CLEPCollege Composition Modular examinations arescored without a penalty for incorrect guessing.

The candidate’s raw score is simply the number ofquestions answered correctly. However, this rawscore is not reported. For CLEP CollegeComposition Modular, the raw scores are translatedinto a scaled score by a process that adjusts fordifferences in the difficulty of the questions on thevarious forms of the test.

For CLEP College Composition, the two separatelytimed sections — the multiple-choice section and theessay section — are separately scored; these scoresare then combined to create the total test score. Theessays are scored by college teachers of writing.Each of the two essays is read and assigned a ratingby two scorers; the sum of the ratings is weightedand then combined with the candidate’smultiple-choice score. The combined scores aretranslated into a scaled score. Separate scores are notreported for the multiple-choice and essay sections.

For the CLEP College Composition Modular exam,the raw scores on the multiple-choice section aretranslated into a scaled score. The optional essaysare scored by the colleges designated by thecandidate. CLEP does not recommend a specificformula for weighting the optional essay scores inconjunction with the multiple-choice score, or fortranslating the combined scores into a scaled score.

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Scaled Scores

The scaled scores are reported on a scale of 20–80.Because the different forms of the tests are notalways exactly equal in difficulty, raw-to-scaleconversions may in some cases differ from form toform. The easier a form is judged to be, the higherthe raw score required to attain a given scaled score.Table 1 indicates the relationship between numbercorrect (raw score) and scaled score across all forms.

The Recommended Credit-GrantingScore

Table 1 also indicates the recommendedcredit-granting score, which represents theperformance of students earning a grade of C in thecorresponding course. The recommended B-levelscore represents B-level performance in equivalentcourse work. These scores were established as theresult of a Standard Setting Study, the most recenthaving been conducted in 2009. The recommendedcredit-granting scores are based upon the judgmentsof a panel of experts currently teaching equivalentcourses at various colleges and universities. Theseexperts evaluate each question in order to determinethe raw scores that would correspond to B and Clevels of performance. Their judgments are thenreviewed by a test development committee, which, inconsultation with test content and psychometricspecialists, makes a final determination. Thestandard-setting study is described more fully in theearlier section entitled “CLEP Credit Granting” onpage 4.

Panel members participating in the most recent studywere:

Joyce Bender Embry-Riddle AeronauticalUniversity

Stuart Brown New Mexico State UniversityLynn Burley University of Central ArkansasWarren Carson University of South

Carolina — UpstateSuzanne Diamond Youngstown State UniversityNoreen Duncan Mercer County Community

CollegeApril Gentry Savannah State UniversityPriscilla Glanville State College of Florida,

Manatee-SarasotaDavid Greenman Canisius CollegeSuzanne Harper Penn State Worthington

ScrantonJonathan Lang University of California,

BerkeleyLeroy Miller Northern Kentucky UniversityByron Nelson West Virginia UniversityZiva Piltch SUNY Rockland Community

CollegeDavid Reinheimer Southeast Missouri State

UniversityMeg Roland Merylhurst UniversityRichard Strugala Middlesex County Community

CollegeMary Trachsel University of IowaElizabethada Wright Rivier College

To establish the exact correspondences between rawand scaled scores, a scaled score of 50 is assigned tothe raw score that corresponds to the recommendedcredit-granting score for C-level performance. Thena high (but in some cases, possibly less than perfect)raw score will be selected and assigned a scaledscore of 80. These two points — 50 and 80 —determine a function that generates a raw-to-scaleconversion for the test.

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Table 1: College Composition Interpretive Score Data

American Council on Education (ACE) Recommended Number of Semester Hours of Credit: 6

Course Grade Scaled Score Composite Score80 44-4579 -78 -77 -76 -75 4374 -73 -72 -71 4270 -69 -68 4167 -66 4065 3964 -63 3862 3761 -60 36

B 59 3558 3457 3356 3255 3154 3053 2952 2851 27

C 50* 2649 24-2548 2347 2246 2145 2044 1943 1842 1741 1640 1539 -38 1437 1336 1235 -34 1133 -32 1031 -30 929 -28 -27 826 -25 -24 -23 722 -21 -20 0-6

*Credit-granting score recommended by ACE.Note: Composite scores with decimal places are not refected in the table.

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Table 2: College Composition ModularInterpretive Score Data

American Council on Education (ACE) Recommended Number of Semester Hours of Credit: 3/61

Course Grade Scaled Score Number Correct80 79-8079 -78 7877 -76 77-7875 -74 76-7773 7572 7671 7470 73-7569 7468 72-7367 71-7266 70-7165 68-7064 67-6963 66-6862 64-6761 63-65

B 60 61-6359 59-6258 57-6057 55-5856 52-5655 50-5454 48-5253 45-4952 43-4751 40-44

C 502 38-4249 36-3948 33-3747 31-3546 29-3245 27-3044 25-2743 23-2542 21-2341 19-2140 18-1939 16-1738 14-1637 13-1436 1235 10-1134 9-1033 8-932 7-831 6-730 629 528 -27 426 -25 324 323 222 -21 -20 0-2

1If the college does not require a supplemental essay, the ACE credit-granting recommendation is three credits.If the college does require a supplemental essay, the credit-granting recommendation is six credits.

2Credit-granting score recommended by ACE.Note: The number-correct scores for each scaled score on different forms may vary depending on form diffi culty.

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Validity

Validity is a characteristic of a particular use of thetest scores of a group of examinees. If the scores areused to make inferences about the examinees’knowledge of a particular subject, the validity of thescores for that purpose is the extent to which thoseinferences can be trusted to be accurate.

One type of evidence for the validity of test scores iscalled content-related evidence of validity. It isusually based upon the judgments of a set of expertswho evaluate the extent to which the content of thetest is appropriate for the inferences to be madeabout the examinees’ knowledge. The committeethat developed the CLEP College Compositionexamination selected the content of the test to reflectthe content of College Composition courses at mostcolleges, as determined by a curriculum survey.Since colleges differ somewhat in the content of thecourses they offer, faculty members should, and areurged to, review the content outline and the samplequestions to ensure that the test covers core contentappropriate to the courses at their college.

Another type of evidence for test-score validity iscalled criterion-related evidence of validity. Itconsists of statistical evidence that examinees whoscore high on the test also do well on other measuresof the knowledge or skills the test is being used tomeasure. Criterion-related evidence for the validityof CLEP scores can be obtained by studiescomparing students’ CLEP scores with the gradesthey received in corresponding classes, or othermeasures of achievement or ability. CLEP and theCollege Board conduct these studies, calledAdmitted Class Evaluation Service or ACES, forindividual colleges that meet certain criteria at thecollege’s request. Please contact CLEP for moreinformation.

Reliability

The reliability of the test scores of a group ofexaminees is commonly described by two statistics:the reliability coefficient and the standard error ofmeasurement (SEM). The reliability coefficient isthe correlation between the scores those examineesget (or would get) on two independent replicationsof the measurement process. The reliabilitycoefficient is intended to indicate thestability/consistency of the candidates’ test scores,and is often expressed as a number ranging from.00 to 1.00. A value of .00 indicates total lack ofstability, while a value of 1.00 indicates perfectstability. The reliability coefficient can be interpretedas the correlation between the scores examineeswould earn on two forms of the test that had noquestions in common.

Statisticians use an internal-consistency measure tocalculate the reliability coefficients for the CLEPexam. This involves looking at the statisticalrelationships among responses to individualmultiple-choice questions to estimate the reliabilityof the total test score. The formula used is known asKuder-Richardson 20, or KR-20, which is equivalentto a more general formula called coefficient alpha.

The SEM is an index of the extent to which students’obtained scores tend to vary from their true scores.1

It is expressed in score units of the test. Intervalsextending one standard error above and below thetrue score (see below) for a test-taker will include68 percent of that test-taker’s obtained scores.Similarly, intervals extending two standard errorsabove and below the true score will include95 percent of the test-taker’s obtained scores.The standard error of measurement is inverselyrelated to the reliability coefficient. If the reliabilityof the test were 1.00 (if it perfectly measured thecandidate’s knowledge), the standard error ofmeasurement would be zero.

Scores on the CLEP examination in CollegeComposition examination are estimated to have areliability coefficient of 0.89. The standard error ofmeasurement is 2.00 scaled-score points. Scores onthe CLEP examination in College CompositionModular are estimated to have a reliabilitycoefficient of 0.92. The standard error ofmeasurement is 1.89 scaled-score points.1 True score is a hypothetical concept indicating what an individual’s score on a

test would be if there were no errors introduced by the measuring process. It isthought of as the hypothetical average of an infinite number of obtained scoresfor a test-taker with the effect of practice removed.

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