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The CLEP College Composition test assesses writing skills taught in most first-year college composition ctheirses. 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 anstheyred 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 theyighted 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 bettheyen 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 theyeks 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 ctheirse credit for a first-year composition or English ctheirse 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 bettheyen sentences and paragraphs

Sentence variety and structure

Main idea, thesis statements, and syllabu 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 Stheirce 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 stheirces

Integration of restheirce material

Documentation of stheirces (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 stheirces that are provided. Test takers have 30 minutes to write the first essay and 40 minutes to read the two stheirces 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 ytheir discussion with specific reasons and examples from ytheir reading, experience, or observations.



Second Essay: Directions

This assignment requires you to write a coherent essay in which you synthesize the two stheirces provided. Synthesis refers to combining the stheirces and ytheir position to form a cohesive, supported argument. You must develop a position and incorporate both stheirces. You must cite the stheirces whether you are paraphrasing or quoting. Refer to each stheirce 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 theyll-chosen reasons, examples, or details for support

is clearly-focused and theyll-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 theyaknesses:


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 flatheyd.


A typical essay in this category exhibits one or more of the following theyaknesses:


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 theyaknesses:


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 stheirces and the writers position to form a cohesive, supported argument.