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Test Number : CLEP
Test Name : College Level Examination Program (All CLEP test Pack)
Vendor Name : College-Board
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CLEP test Format | CLEP Course Contents | CLEP Course Outline | CLEP test Syllabus | CLEP test Objectives

The CLEP College Composition test assesses writing skills taught in most first-year college composition courses. Those skills include analysis, argumentation, synthesis, usage, ability to recognize logical development, and research.

The College Composition test contains approximately 50 multiple-choice questions to be answered in approximately 50 minutes and 2 mandatory, centrally scored essays to be written in 70 minutes, for a total testing time of 120 minutes. The essays are scored twice a month by college English faculty from throughout the country via an online scoring system. Each of the two essays is scored independently by at least two different readers, and the scores are then combined. This combined score is weighted approximately equally with the score from the multiple-choice section. These scores are then combined to yield the test-takers score. The resulting combined score is reported as a single scaled score between 20 and 80. Separate scores are not reported for the multiple-choice and essay sections.

Note: Although scores are provided immediately upon completion for other CLEP exams, scores for the College Composition test are available to test takers one to two weeks after the test date. View the complete College Composition Scoring and Score Availability Dates.

The test includes some pretest multiple-choice questions that won't be counted toward the test taker's score.

Colleges set their own credit-granting policies and therefore differ with regard to their acceptance of the College Composition exam. Most colleges will grant course credit for a first-year composition or English course that emphasizes expository writing; others will grant credit toward satisfying a liberal arts or distribution requirement in English.

The American Council on Educations College Credit Recommendation Service (ACE CREDIT) has evaluated the test and recommended the awarding of college credit for a score of 50 or above on the CLEP College Composition exam.

Conventions of Standard Written English (10%)
This section measures test takers' awareness of a variety of logical, structural, and grammatical relationships within sentences. The questions test recognition of acceptable usage relating to the items below:

Syntax (parallelism, coordination, subordination)
Sentence boundaries (comma splices, 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 test takers' revision skills in the context of works in progress (early drafts of essays):

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 subject 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 Source Materials (25%)
This section measures test takers' familiarity with elements of the following basic reference and research skills, which are tested primarily in sets but may also be tested through stand-alone questions. In the passage-based sets, the elements listed under Revision Skills and Rhetorical Analysis may also be tested. In addition, this section 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 manuals of style)

Rhetorical Analysis (25%)
This section measures test takers' ability to analyze writing. This skill is tested primarily in passage-based questions
pertaining to critical thinking, style, purpose, audience, and situation:

Appeals
Tone
Organization/structure
Rhetorical effects
Use of language
Evaluation of evidence
The Essays
In addition to the multiple-choice section, the College Composition test includes a mandatory essay section that tests skills of argumentation, analysis, and synthesis. This section of the test consists of two essays, both of which measure a test taker's ability to write clearly and effectively. The first essay is based on the test taker's reading, observation, or experience, while the second requires test takers to synthesize and cite two sources that are provided. Test takers have 30 minutes to write the first essay and 40 minutes to read the two sources and write the second essay. The essays must be typed on the computer.

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

Second Essay: Directions
This assignment requires you to write a coherent essay in which you synthesize the two sources 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 the sources whether you are paraphrasing or quoting. Refer to each source by the authors last name, the title, or by any other means that adequately identifies it.

Essay Scoring Guidelines
Readers 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 few minor errors.
A typical essay in this category
addresses the writing task very effectively
develops ideas thoroughly, using well-chosen reasons, examples, or details for support
is clearly-focused and well-organized
demonstrates superior facility with language, using effective vocabulary and sentence variety
demonstrates strong control of the standard conventions of grammar, usage, and mechanics, though it may contain minor errors 5 � A 5 essay demonstrates a generally high degree of competence, although it will have occasional lapses in quality.
A typical essay in this category:
addresses the writing task effectively
develops ideas consistently, using appropriate reasons, examples, or details for support
is focused and organized
demonstrates facility with language, using appropriate vocabulary and some sentence variety
demonstrates consistent control of the standard conventions of grammar, usage, and mechanics, though it may contain minor errors 4 � A 4 essay demonstrates competence, with some errors and lapses in quality.
A typical essay in this category
addresses the writing task adequately
develops ideas adequately, using generally relevant reasons, examples, or details for support
is generally focused and organized
demonstrates competence with language, using adequate vocabulary and minimal sentence variety
demonstrates adequate control of the standard conventions of grammar, usage, and mechanics; errors do not interfere with meaning 3 � A 3 essay demonstrates limited competence.
A typical essay in this category exhibits one or more of the following weaknesses:
addresses the writing task, but may fail to sustain a focus or viewpoint
develops ideas unevenly, often using assertions rather than relevant reasons, examples, or details for support is poorly focused and/or poorly organized displays frequent problems in the use of language, using unvaried diction and syntax demonstrates some control of grammar, usage, and mechanics, but with occasional shifts and inconsistencies
2 � A 2 essay is seriously flawed.
A typical essay in this category exhibits one or more of the following weaknesses:
addresses the writing task in a seriously limited or unclear manner
develops ideas thinly, providing few or no relevant reasons, examples, or details for support is unfocused and/or disorganized displays frequent serious language errors that may interfere with meaning
demonstrates a lack of control of standard grammar, usage, and mechanics
1 � A 1 essay is fundamentally deficient.
A typical essay in this category exhibits one or more of the following weaknesses:
does not address the writing task in a meaningful way
does not develop ideas with relevant reasons, examples, or details
displays a fundamental lack of control of language that may seriously interfere with meaning
0 � Off topic.
Provides no evidence of an attempt to respond to the assigned topic, is written in a language other than English, merely copies the prompt, or consists of only keystroke characters. * For the purposes of scoring, synthesis refers to combining the sources and the writers position to form a cohesive, supported argument.

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College-Board learning

How Will Covid-19 affect the subsequent round of faculty applicants? right here’s an Early seem to be | CLEP question bank and test Questions

Rising excessive-faculty seniors consider campuses can be in-person within the fall of 2021 but have issues about admission, a brand new survey finds.

Most rising excessive-college seniors planning to attend school trust that campuses might be returned to regular via the fall of 2021. however many are thinking about how the pandemic has affected their skills for admission. Amid continuing disruptions in the standardized-trying out technique, a sizable percentage of prospective students would welcome later software closing dates.

And notwithstanding Covid-19 has had a wide-ranging have an effect on, it has hit low-earnings and underrepresented minority students exceptionally complicated, widening the disparities within the greater-training pipeline.

those findings come from a document on a country wide survey published on Monday by way of the paintings & Science community, a stronger-schooling consulting enterprise. It, worked with the college Board to survey 1,975 collegebound excessive-college seniors in June. The outcomes supply a photo of how Covid-19 has affected the next circular of school candidates — and the way it might influence their behavior throughout the doubtful months forward.

“high-college seniors trust existence’s going to be back to regular and hunky-dory by the point they’re ready to apply to college,” David Strauss, a essential at art & Science, told The Chronicle. “but yet once again they see disparities on full display. For the type of 2021, the college students who had been already hurting at the moment are hurting even more in comparison with white students and those from bigger stages of earnings.”

listed below are one of the vital survey’s key findings and implications:

Covid-19 hasn’t dashed school plans. Most students (eighty one p.c) had been at least a little bit confident that faculties can be capable of grasp in-adult courses in fall 2021. however confidence in that result distinctive by means of subgroup. Doubts had been extra universal amongst low-salary students, those planning to observe for monetary assist, these attending public schools, and people who hadn’t taken advanced Placement checks. Asian American students (28 percent) have been more likely than Hispanic (15 percent) and white students (12 p.c) to express doubt about having a normal faculty journey in fall 2021.

Many college students see holes of their tutorial statistics. a big proportion (43 percent) of rising seniors spoke of Covid-19 had affected their skills or the power of their purposes. the most-stated examples, in particular for white, Asian American, and upper-salary college students, have been an inability to take part in an extracurricular exercise (30 %) and an lack of ability to “demonstrate effective pastime via travelling a campus” (30 p.c).

Black and Hispanic college students (24 p.c) were more possible than white and Asian American students (17 p.c each and every) to claim they hadn’t been able to take part in an tutorial software, similar to a summer season application. Black students (21 %) have been extra likely than white students (13 p.c) to assert their grades had been “compromised” by using the pandemic. And 23 p.c of students from the bottom-income neighborhood (households earning lower than $60,000 a 12 months) observed they hadn’t been able to work to store cash for college, compared with 10 p.c of students from all different income organizations.

Hordes of rising seniors don’t have look at various scores. frequent cancellations this spring and summer season have avoided many college students from taking standardized tests. Two-thirds had yet to take the SAT, and just about three-quarters had yet to take the ACT. Underrepresented minority students (51 percent vs. 41 p.c), low-profits college students (51 percent vs. 36 p.c), and first-era college students (51 percent vs. forty two %) have been less likely than others to have taken the assessments.

Timing is on their minds. however half of the respondents noted the pandemic had no have an impact on on their plans to observe early, a few fifth said they had been more prone to follow to a binding early-decision application than they would’ve been in any other case. That become very true of Black and Hispanic college students.

Two-thirds of all respondents noted they would be more likely to practice to a college that pushed returned its software closing date. Half spoke of they'd be extra prone to apply early to a college that pushed back its early-determination and/or early-motion deadlines to winter 2020-21.

“faculties and universities would do well to be aware that prospective college students are expressing they will seemingly need extra time to comprehensive their applications,” notes a written abstract of the findings. applicants might “want extra chance to take the acceptable checks, Boost GPAs that took a success within the spring, and maybe seek advice from college campuses.”

the shortcoming of a campus consult with is rarely a deal-breaker. nearly 60 p.c of college-sure seniors mentioned they hadn’t been in a position to consult with a school during their junior year. (fees were better amongst Black, Hispanic, and low-salary candidates.) notwithstanding most students expressed eagerness to see campuses in person, ninety % referred to they might nonetheless apply to a particular college they were on account that even if situations prevented them from travelling it.

When requested which sources of counsel anyway campus visits could be most valuable, college students cited faculty web sites (75 %), digital excursions (seventy two percent), personalized emails (fifty one percent), and virtual question-and-reply sessions (forty six p.c). just 9 p.c cited digital ads.

Thirty-seven percent of scholars had attended a virtual assistance session. Of those, the giant majority (89 %) stated they might attend an additional session.

Given those and other findings, the written abstract says, "it's viable that Covid-19 has created an equalizing chance for students to entry suggestions about institutions devoid of the regularly-costly burden of on-campus visits. Universities who may additionally no longer have previously had potent virtual substances obtainable are now compelled to leverage digital systems to reach out to all their students.”

The findings are in keeping with interviews with domestic high-college seniors who had taken a school Board exam. Fifty-5 p.c had been feminine, and 56 % were white. The college students — eighty three p.c of whom attend a public or charter excessive faculty — pronounced a regular family salary of about $ninety,000. The responses had been weighted by using profits, race, and geographic place to represent the broader collegegoing population. The sampling error is plus or minus 2 p.c.

Eric Hoover writes about the challenges of attending to, and thru, school. observe him on Twitter @erichoov, or e mail him, at eric.hoover@chronicle.com.

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