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TRANSCRIPT
Welcome to the Writing
Placement Assessment (WPA)
Workshop
Presented by the
Department of Rhetoric and Writing Studies
• Write an essay responding to a series of
statements that relate directly to a reading
selection in an engaging and informed way.
• Write an analysis of the argument presented in
the reading rather than a personal response to the
topic of the article.
SDSU’s GWAR (Graduation Writing Assessment
Requirement) is an argument-based Writing
Placement Assessment (WPA)
Overall, the WPA asks students to:
• All CSU campuses have some kind of upper-division writing requirement.
• At least five campuses require passing an exam.
• At least four require coursework only.
• About four, including SDSU, require an exam, then coursework only if necessary.
• Single-essay exams range from 180 to 60 minutes.
Why do I have to take the WPA?
SDSU provides students the opportunity to test out of any upper
division writing courses, and our assessment is two hours long,
rather than just one hour.
2 independent readers
Score from 2-5 each
Split Scores (3-4, 4-5) evaluated by a third reader
Evaluated by WPA Coordinator/Chief Readers
How the WPA is scored:
Total score of 10: Requirement fulfilled (about 15% of students taking the test, based on 2007 figures)
Total score of 8: Demonstrates competency for an upper division writing course (around 55%)
Total score of 6 or below: Need to take RWS 280 or 281 AND an upper division writing course (about 30%)
WARNING:
There is no automatic formula for earning a “10” on
the WPA.
The topic essays are written by humans, then
responded to by humans, and those responses are
then read by humans. Ultimately, you are making an
argument about the effectiveness of another
author’s argument. Results will vary.
Therefore, it is important to create a clear, concise,
and effective analysis of the author’s argument.
Many departments have a writing-intensive
course that takes the place of RWS 305W.
Some majors require that their students take this
writing-intensive course regardless of their score
on the WPA.
If you are in such a major, that means a score of
“8” on the WPA has the same impact on your
course load as a “10.”
While everyone should strive for perfection, it
can still be comforting to know some of the
pressure is off.
Something to consider:
Explore the internet for information on rhetorical
strategies and rhetorical vocabulary. Some suggestions:
• Test prep site, including samples:
http://www-rohan.sdsu.edu/~gwar/understand.html
• WPA registration information:
http://www.sa.sdsu.edu/testofc/gradwriting_reqs.htm
• Google “Rhetorical Strategies”
•
Write a practice essay while you time yourself! Many
students say the time limit is the most challenging aspect
of the assessment.
What to do before the exam:
Bring two #2 pencils, two pens, your student id, and entry ticket (print this out by visiting www.sa.sdsu.edu/testofc/ and clicking “Admission Tickets”). You may also bring a highlighter.
Exam book and reading are provided
120 minutes to read and write Manage your time: approximately 15-20 minutes to read the prompt, the article and pre-write, 80-90 minutes to write, and 15-20 minutes to edit and proofread.
The day of the assessment:
Read the prompt.
Identify “writing tasks” (what is the prompt actually asking you to do?)
Carefully read the selection.
* Underline and annotate as you read.
Draft a sentence or two that tells the reader what you are going to do in this essay, such as a thesis, a controlling idea, or a project statement.
Plan the structure of your essay.
* It need not follow the order of the tasks in the prompt.
Be sure to address every component of the prompt.
While taking the WPA:
Try to write legibly. The exam will not be scored on penmanship, and professors involved in scoring do their best to interpret what you are saying. Still, it’s helpful if your writing is clear.
Don’t write on the backs of pages. That way you have an entire blank page next to your writing if you need to make corrections, or insert something.
If you realize halfway through that you’ve accidentally forgotten to skip backs of pages, just start from that point.
Time is limited. Don’t re-write something you don’t have to.
Some technical notes:
General Academic Writing Tips:
• Avoid referring to the author by his/her first
name.
• Be careful of using “you” and “like.”
• Avoid using “talks about” and “says.”
• If you “know” something, be sure to explain how
and why you know it.
• Create topic sentences for your paragraphs that
are attention-grabbing and informative. Avoid:
“The author’s first strategy is . . .”
• Don’t assume the readers will automatically
know what you are trying to say.
Other tips:
o Read the directions. This is important.
o Rhetoric tutors are available in the Writing Center,
which is located in the Library Dome to the right of the
Circulation desk. Consider writing a practice essay &
reviewing it with one of these free tutors.
These times are approximate:
15-20 minutes to read the prompt and the article
Read the prompt first and underline and annotate
Prewriting suggestions: List, map, outline,
thesis, etc.
80-90 minutes to write
Don’t worry about spelling and conventions of
correctness as you write
15-20 minutes to edit and proofread
Make minor edits and correct any errors you find
Check the time periodically; don’t count on the
proctor to keep you informed
6 Be aware of the time 6
Analysis: Is your analysis of the author’s argument reasonable, credible, thorough, and well-thought out? Focus: Does the essay accurately and thoroughly address all aspects of the prompt? Organization: Do the ideas flow from one paragraph and from one sentence to another? *Make sure your essay doesn’t read like a list.* Development: Are details and specific examples used to further prove or illustrate the thesis? Grammar—Punctuation—Spelling: This is something you can do little about in the days before the test. The focus, organization, and development strategies are in your control.
What the readers are looking for:
• The prompt is available on the website. You
should read it several times before the exam so you
fully understand what is being asked.
• The prompt will also be presented to you on the
day of the test. Re-read it to make sure you are
familiar with all parts. Consider making notes if
necessary.
KNOW THE PROMPT
Write an essay in which you respond to all of the following:
Identify and provide a brief explanation of the author’s
argument; identify two persuasive strategies that the author
uses to support his or her argument and analyze how those
strategies support the claim; describe the overall
organization of the reading selection and explain whether it
makes the argument persuasive; discuss the assumption(s)
on which the argument is based; evaluate the extent to
which you find the argument convincing.
Analyze the article, rather than simply agreeing or
disagreeing or generating an extensive summary of the
article.
The WPA prompt:
• explain the point of the author’s argument
• explain how the author is using rhetorical
strategies to persuade an audience
• identify and explain the type of structure used
• identify and explain the core assumptions of the
article
• most importantly: you must analyze and
evaluate the effectiveness of each of these
components. (Did this
strategy/structure/assumptions work to convince
the audience? Why/why not?)
To be more specific, you are being
asked to:
• If the prompt is always the same, regardless of
the readings, you can learn one important thing
even without reading the prompt: The prompt is not
about the content of the reading.
• Pay careful attention to the segments of the
prompt that tell you not to summarize, and not to
respond directly to the argument. You are writing
about the argument, not about the content of it.
Take careful note!
Look at the verbs in the Prompt: Identify: Clearly label and provide examples of the strategies, structure, and assumptions used by the author.
Describe, Explain, Discuss: Thoroughly explain how the author is using this information to support his/her argument. Consider the author’s motivation for utilizing this particular piece of evidence; how did he/she think it would help to further convince the readers?
Evaluate: Consider the effectiveness of the devices used by the author: do these devices strengthen or weaken the argument? Why? Why not? Did this particular device help to convince the audience? Why? Why not?
Breaking down the components of the prompt:
The introductory paragraph should (at the very least):
• Identify:
• the title of the article
• the name of the author
• the author’s main claim
• the rhetorical context
• the publication
• the intended audience
• Briefly cover:
• how the author presents the argument
• how the author supports the argument (a brief
explanation of the strategies used)
• Signpost
• Tell the readers where you’re going with your essay.
21
Sample Introduction
Many college students seek valuable opportunities to
develop marketable skills within their fields. The
internship is one such avenue that students can pursue.
Anya Kamenetz’s article, “Take This Internship and Shove
It,” examines the assumed relationship between unpaid
internships and the development of real-world job skills.
Published in the New York Times, it seeks to reach a
broad audience of largely educated people, many of
whom may have worked unpaid internships themselves.
Through the use of several clever rhetorical moves,
Kamenetz manages to create an effective argument on the
topic. I will examine those rhetorical moves below.
Signposting
Names author
& title;
rhetorical
context
Creating context
for discussion
Thesis
(optional)
Write an essay in which you respond to all of the following:
Identify and provide a brief explanation of the author’s
argument; identify two persuasive strategies that the author
uses to support his or her argument and analyze how those
strategies support the claim; describe the overall
organization of the reading selection and explain whether it
makes the argument persuasive; discuss the assumption(s)
on which the argument is based; evaluate the extent to
which you find the argument convincing.
Analyze the article, rather than simply agreeing or
disagreeing or generating an extensive summary of the
article.
The WPA prompt:
Each strategy paragraph should (at the very least):
• Identify:
• One of two strategies used to support the
argument
• Cite:
• textual evidence of the strategy
• Briefly discuss:
• how/why the author uses the strategy
• how the strategy supports the argument
• Analyze:
• the effectiveness of the strategy--
• Does it help to convince the readers?
• why/why not?
Strategies are moves or devices which help build and support arguments. Find two the author uses in making his or her argument:
Are statistics/examples provided?
Are scenarios/situations presented?
Are opposing arguments refuted?
Are appeals made:
- To emotions (pathos)?
- To logic (logos)?
Are narrations, descriptions, or settings provided?
Does the author use stylistic devices: repetition, alliteration, or metaphor?
?? Describe two strategies ??
Does the writer of the selection:
– Use descriptions?
– Provide definitions?
– Share personal experiences/anecdotes to appeal to emotions?
– Use a concept or idea to interpret another idea? Use analogies?
– This is only a partial list. Do some research on the Internet to learn more terms!
Strategies continued
**In addition to identifying and describing these strategies,
you must also evaluate their effectiveness (Do they “work?”
Why/why not?)**
26
Sample Strategy Paragraph
In her essay, Kamenetz effectively employs various rhetorical
strategies to further her argument. One strategy that she uses
to support her argument is exemplification, specifically the
use of numbers and statistical representations. She states,
for example, that “…50,000 unpaid interns are employed full
time for 12 weeks each summer at an average minimum wage
of $5.15 an hour.” The number of unpaid internships at such
a meager wage clearly illustrates the reality of the situation
and the exploitation of students. In addition, Kamanetz
provides data from national surveys that clearly support her
argument. The use of exemplification, as a result, helps the
audience visualize the magnitude of unpaid interns and its
impact on the economy. This data makes it easy to
conceptualize the problem that exists for college students
seeking to gain relevant work experience and contributes
effectively to the overall argument.
Clear topic
sentence
identifies strategy
Textual support
followed
by analysis
Effectiveness
Write an essay in which you respond to all of the following:
Identify and provide a brief explanation of the author’s
argument; identify two persuasive strategies that the author
uses to support his or her argument and analyze how those
strategies support the claim; describe the overall
organization of the reading selection and explain whether it
makes the argument persuasive; discuss the assumption(s)
on which the argument is based; evaluate the extent to
which you find the argument convincing.
Analyze the article, rather than simply agreeing or
disagreeing or generating an extensive summary of the
article.
The WPA prompt:
The structure paragraph should (at the very least): • Identify:
• the structure used by the author
• Cite:
• textual evidence of the structure
• Briefly discuss:
• how/why the author uses this structure
• how the structure moves the readers from “Point A”
to “Point B” of the argument
• Analyze:
• the effectiveness of the structure--
• was it accessible for readers?
• was it appropriate for the topic?
• why/why not?
How are strategies organized in the text?
How are claims in the text organized?
How are examples or evidence arranged in the
reading?
How do the parts of the reading function?
How is information “chunked” together?
?? Describe the overall structure ??
**In addition to identifying and describing the structure, you must also
evaluate its effectiveness (Does it “work?” Why/why not?)**
How does the structure affect the
persuasiveness of the reading as a whole?
Consider these structural relationships:
• Problem/solution
• Cause/effect
• Compare/contrast
• Action/consequence
?? Structure Continued ??
**In addition to identifying and describing the structure, you must also
evaluate its effectiveness (Does it “work?” Why/why not?)**
31
Sample Structure Paragraph
The structure of Kamenetz’s article furthers the aims of her
argument. She first begins with a short anecdote and introduction
of the topic, internships. In order to provide more background on
paid and unpaid internships, Kamenetz refers to a professional
survey that was conducted. The context for the discussion is
established within the first few paragraphs, and the audience does
not learn about the argument until paragraph four, when it is
implicitly stated through a rhetorical question. The sequence of
paragraphs effectively addresses the reasoning of the author’s
argument and each supporting point is laid out with clearly stated
examples and various rhetorical strategies. As a whole, the
organization enables Kamanetz to develop her ideas and
examples, and most importantly, leaves the reader with a better
understanding of the negative impact of unpaid internships.
Clear
topic sentence
Points to specific
parts of essay
Analysis
Write an essay in which you respond to all of the following:
Identify and provide a brief explanation of the author’s
argument; identify two persuasive strategies that the author
uses to support his or her argument and analyze how those
strategies support the claim; describe the overall
organization of the reading selection and explain whether it
makes the argument persuasive; discuss the assumption(s)
on which the argument is based; evaluate the extent to
which you find the argument convincing.
Analyze the article, rather than simply agreeing or
disagreeing or generating an extensive summary of the
article.
The WPA prompt:
Assumptions constitute the principles, beliefs and core
values the author assumes the audience holds true.
Look for “obvious” things that “need no explanation,” yet
are vital to the writer’s argument.
Discuss the Assumptions
**In addition to identifying and describing the assumptions, you
must also evaluate its effectiveness (Does it “work?”
Why/why not?)**
The assumption paragraph should (at the very least): • Identify:
• the assumptions on which the argument is based
• where in the text assumptions are evident or implied
• Briefly discuss:
• how/why the author bases the argument on these
assumptions
• how the assumptions strengthen/do not strengthen
the argument
• Analyze:
• the effectiveness of the assumptions
• would most audiences find the assumptions
valid/reasonable?
• Were they appropriate for the intended
audience?
• why/why not?
35
Sample Assumption Paragraph
The assumption within Kamanetz’s article is that work by an
individual should be compensated and that an unpaid
internship contradicts this belief. It can be argued that this
concept is supported by the general population, as well as
the majority of college students, and the article argues in
more specific terms that unpaid internships do more harm
than good to an individual and to the economy. This
assumption validates both the author’s argument as well as
the points developed throughout the article. For this reason,
the assumption presented in this article creates a shared
understanding between the author and audience and
provides an overwhelmingly convincing argument.
Clear
topic sentence
Specific
examples
Analysis
Write an essay in which you respond to all of the following:
Identify and provide a brief explanation of the author’s
argument; identify two persuasive strategies that the author
uses to support his or her argument and analyze how those
strategies support the claim; describe the overall
organization of the reading selection and explain whether it
makes the argument persuasive; discuss the assumption(s)
on which the argument is based; evaluate the extent to
which you find the argument convincing.
Analyze the article, rather than simply agreeing or
disagreeing or generating an extensive summary of the
article.
The WPA prompt:
Summarize your main points.
Offer judgment of the author’s argument: Do you
feel it would be persuasive to a broad audience?
Be sure to make your argument regarding the
effectiveness of the author’s argument, NOT your
stance on the topic.
Be sure to come down one way or the other on
the effectiveness issue—it is okay to say “Despite
its flaws, I found this argument to be effective.”
Evaluate the extent to which you find the
argument convincing
38
Sample Response: Paragraph #6
“Take This Internship and Shove It,” by Anya Kamenetz,
proved to be a convincing article. The belief that college
students should be paid for their work, which is an
assumption in the article as well as common ground between
the author and audience, strengthens her argument.
Furthermore, through the use of specific examples, the use of
Logos and appeal to authority as rhetorical devices, and a
carefully structured line of argument, Kamanetz establishes a
persuasive argument for the reader. By the end of the article,
readers have a clearer understanding of how the unpaid
internship can plague both the student as well as the economy
and that one should “Take This Internship and Shove It.”
Summarizes
main points
& offers judgment
Spend 15-20 minutes proofreading.
Do not proofread while writing.
Do not sabotage yourself by trying to
squeeze in too many re-writes.
If you need to shift chunks of your
writing, simply give clear directions for the
readers.
Look for errors you typically make.
Be careful of very basic errors, such as
confusion of their/they’re/there or its/it’s.
66 Time is almost out 66