TIPS FOR TAKING THE GRADUATE WRITING EXAMINATION (GWE) (also see Handbook posted on line for further information on testing details, sample prompts and sample essays) Prepared by: Anne Garrett GWE Advisor

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TIPS FOR TAKING THE GRADUATE WRITING EXAMINATION
(GWE)(also see Handbook posted on line for
further information on testing details, sample
prompts and sample essays)Prepared byAnne
GarrettGWE Advisor
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GRADUATE WRITING ASSESSMENT REQUIREMENT (GWAR)

• Options for meeting requirement1. Graduation
  Writing Examination (GWE). Offered on campus
  in September, November, February, April and
  June/July and three times a year via proctor,
  fall, spring and summer for distance programs.
  Distance students should consult their
  departments for administration of the test.
• Test may be taken twice and only twice.
• 2. Upper Division Composition Coursesa.
  Advanced Composition Course. English 350 (3
  units). orb. Upper Division Writing
  Adjunct. IDS 397 (2 units) and IDS 398 (2
  units).

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TRANSFER CERTIFICATION

• Transfer Certification. Students who have
  satisfied the Graduation Writing Assessment
  Requirement (GWAR) at another CSU campus in 1984
  or later but prior to matriculation at CSU
  Dominguez Hills may have the CSU Dominguez Hills
  GWAR requirement waived. Students must complete a
  Petition for Exemption at the Testing Office,
  attaching a copy of an official transcript.

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Undergraduates may satisfy the GWAR by meeting
one of the following criteria

• 1. A score of 8 or higher on the Graduation
  Writing Examination (GWE), or a score of 7 or
  higher for those students admitted to the
  university prior to the 2007 Fall semester.
• 2. A grade of C or higher in English 350.
• 3. Credit in both IDS 397 and IDS 398.
• 4. Completion of the GWAR at another CSU campus
  in 1984 or later, along with granting of petition
  for GWE exemption through the Testing Office.

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Graduate students may satisfy the GWAR by meeting
one of the following criteria

• 1. A score of 8 or higher on the Graduate
  Writing Examination.
• 2. A grade of B or higher in English 350.
• 3. Written acknowledgment from the instructor of
  IDS 397 and IDS 398 that performance in
  coursework was commensurate with a grade of B.
• 4. An earned degree from one of the CSU campuses
  with the GWAR having been satisfied in 1984 or
  later.
• 5. A grade of B or higher in an accepted upper
  division composition course from another
  university. Students who have taken the
  equivalent of our Advanced Composition course,
  ENG 350, may request a review of its equivalency.
  Students may complete a request for evaluation of
  transfer certification at the Testing Office,
  attaching a copy of an official transcript and
  the catalogue description of the pertinent
  coursework.
• 6. For graduate students in English Literature,
  satisfactory performance on the Graduate Exercise
  administered by the English Department.
• 7. For graduate students in the MBA program, a
  score of 4.0 or higher on the Analytical Writing
  Analysis of the GMAT.
• 8. A score of 4.0 or higher on the Analytical
  Writing section of the GRE.

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TEST MATERIALS

• Students may bring a dictionary and/or
  thesaurus. Pencil is acceptable and recommended
  for ease in editing. Bluebooks will be provided.
  Student ID and admission ticket are also
  required on the day of the test.

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SCORING OF ESSAYS

• Each essay is read independently by two readers.
  
• A score from 1 to 6 is assigned by each reader.
• The readers are not aware of the score given by
  the other reader.
• The two scores are added together.
• The highest possible score is 12 (66). The
  lowest possible score is 0 (given to an essay
  that is off topic).
• Passing is 8 (44), or a score of 7 or higher for
  undergraduate students admitted to the university
  prior to the 2007 Fall semester.

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SCORING INVOLVES THREE MAIN AREAS

• Comprehension of Prompt and Focus on Task.
  Students must carefully read the prompt and
  address any and all tasks presented.
• Organization and Development.
• Essays must have coherent and complete
  paragraphs with sufficient supporting detail and
  examples to persuade the reader.
• Grammar and Punctuation.
• Essay must be written in standard, correct
  English, generally free from grammatical errors,
  spelling errors and punctuation errors.

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SIX POINT SCORING GUIDEAt each of the
score points for on-topic papers, the descriptors
of writing performance are lettered. The letters
refer toa. response to the topicb.
understanding and use of the material in the
promptc. quality and clarity of thoughtd.
organization, development and supporte. syntax
and command of languagef. grammar, usage, and
mechanics 6, 5
and 4 are passing. 3,
2 and 1 are not passing
(Key words are highlighted)
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• 6 Superior A 6 essay demonstrates superior
  writing, but may have minor flaws. A typical
  essay in this category
• a. addresses the topic clearly and responds
  effectively to all aspects of the task,
• b. demonstrates a thorough critical
  understanding of the prompt in developing an
  insightful response,
• c. explores the issues thoughtfully and in
  depth,
• d. is coherently organized and developed, with
  ideas supported by apt reasons and well-chosen
  examples,
• e. has an effective, fluent style marked by
  syntactic variety and a clear command of
  language, and
• f. is generally free from errors in grammar,
  usage, and mechanics.

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• 5 Strong A 5 essay demonstrates clear competence
  in writing. It may have some errors, but they
  are not serious enough to distract or confuse the
  reader. A typical essay in this category
• a. clearly addresses the topic, but may respond
  to some aspects of the task more effectively than
  others,
• b. demonstrates a sound critical understanding
  of the prompt in developing a well-reasoned
  response,
• c. shows some depth and complexity of thought,
• d. is well-organized and developed, with ideas
  supported by appropriate reasons and examples,
• e. displays some syntactic variety and facility
  in the use of language, and
• f. may have a few errors in grammar, usage, and
  mechanics.

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• 4 Adequate A 4 essay demonstrates adequate
  writing. It may have some errors that distract
  the reader, but they do not significantly obscure
  meaning. A typical essay in this category
• a. addresses the topic, but may slight some
  aspects of the task,
• b. demonstrates a generally accurate
  understanding of the prompt in developing a
  sensible response,
• c. may treat the topic simplistically or
  repetitively
• d. is adequately organized and developed,
  generally supporting ideas with reasons and
  examples,
• e. demonstrates adequate use of syntax and
  language, and
• f. may have some errors, but generally
  demonstrates control of grammar, usage, and
  mechanics.

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• 3 Sub-Marginal A 3 essay demonstrates developing
  competence, but is flawed in some significant
  way(s). A typical essay in this category reveals
  one or more of the following weaknesses
• a. distorts or neglects aspects of the task
• b. demonstrates some understanding of the
  prompt, but may misconstrue parts of it or make
  limited use of it in developing a weak response
• c. lacks focus, or demonstrates confused or
  simplistic thinking
• d. is poorly organized and developed, presenting
  generalizations without adequate and appropriate
  support or presenting details without
  generalizations
• e. has limited control of syntax and vocabulary
• f. has an accumulation of errors in grammar,
  usage, and mechanics that sometimes interfere
  with meaning

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• 2 Inadequate A 2 essay is seriously flawed. An
  essay in this category reveals one or more of the
  following weaknesses
• a. indicates confusion about the topic or
  neglects important aspects of the task,
• b. demonstrates very poor understanding of the
  main points of the prompt, does not use the
  prompt appropriately in developing a response, or
  may not use the prompt at all,
• c. lacks focus and coherence, and often fails to
  communicate its ideas,
• d. has very weak organization and development,
  providing simplistic generalizations without
  support,
• e. has inadequate control of syntax and
  vocabulary, and
• f. is marred by numerous errors in grammar,
  usage, and mechanics that frequently interfere
  with meaning.

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• 1 Incompetent A 1 essay demonstrates fundamental
  deficiencies in writing skills. A typical essay
  in this category reveals one or more of the
  following weaknesses
• a. suggests an inability to comprehend the
  question or to respond meaningfully to the topic,
• b. demonstrates little or no ability to
  understand the prompt or to use it in developing
  a response,
• c. is unfocused, illogical, or incoherent,
• d. is disorganized and undeveloped, providing
  little or no relevant support,
• e. lacks basic control of syntax and vocabulary,
  and
• f. has serious and persistent errors in grammar,
  usage, and mechanics that severely interfere with
  meaning.

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• Papers that reject the assignment or fail to
  address the question must be given to the Chief
  Reader. A score of zero (0) may be assigned for
  essays written off- topic.

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GUIDELINES FOR A SUCCESSFUL ESSAY
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TIME ALLOCATION

• One hour is provided (or two hours for second
  language students) and should be allocated
  approximately as follows
• 5 minutes Read prompt and
  underline key words
• 10 minutes Make a brief outline
• 30 minutes Write essay
• Skip every other line and write only on
  the right-hand page
• 15 minutes Proofread and revise
• Make corrections above lines or add extra
  text on the left-hand page

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PROMPTS

• You will be given only one prompt (no choice).
• The prompt identifies a topic (the subject
  matter to be discussed) and specifies a task
  (what is to be done with that subject - the
  prompt will either call for creation of an
  argument or ask you to compare and contrast a
  specific subject).

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UNDERSTAND THE TOPIC

• Circle words that indicate the topic of the
  question.
• Circle selectively, choosing only those that are
  absolutely needed and being sure not to neglect
  key words.
• Glance back at these circled words while writing
  the essay to double-check that you are remaining
  on topic.

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UNDERSTAND THE TASK

• Underline the task. The task will use
  directives, often in the form of imperative
  (command, directive) verbs.
• First identify and underline the imperative
  verbs.
• Then underline any other essential words that
  clearly delineate the task.

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Common Imperative Verbs

• Analyze Divide the subject into its component
  parts and present a more in depth look at each
  part and then explain how each relates to the
  whole.
• Compare Develop the similarities between one
  subject and another.
• Contrast Explore the difference between two
  subjects, explaining the importance of the ways
  they are not alike.
• Define Establish boundaries for or set limits
  on a subject. Tell what the subject is by
  differentiating it from other closely related
  subjects. Tell what it is not.

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• Describe Paint a word picture with sensory
  details.
• Discuss Literally talk about the subject. Be
  sure to create a thesis that will steer you away
  from vagueness. Illuminate a specific territory
  that you can support with details.
• Evaluate Explore the value of the subject. Use
  relevant criteria to judge the worth of the
  subject.
• Explain Show or make clear, establish
  connections, tell why, how or what, depending on
  the subject.

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• Identify Distinguish and list the various parts
  of the subject.
• Illustrate Explain by example and detail.
• Interpret Share your understanding of the
  subject. Explain the significance of the idea,
  event or process in order to explain its meaning.
• Summarize Explain the subject briefly in your
  own words. Generally this directive is used to
  prompt you to demonstrate your command of certain
  facts or ideas.

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PRACTICE PROMPTS

• Topic is denoted in yellow, imperative verbs in
  red, and other essential parts of the directive
  that should be underlined in pink.
• Any reading passage at the beginning of the
  prompt must be considered part of the prompt and
  be incorporated into comprehension of topic and
  task.

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• There is no doubt that America is a melting
  pot by the same token, there is no doubt that
  most members of specific races and nationalities
  strive their whole lives to maintain a link with
  their original ethnic identity and culture. The
  two impulses, blending into American society and
  maintaining ethnic identity, are not always
  compatible. Often, success is interpreted as
  total immersion in and assimilation by the new
  culture. Do you agree or disagree with this
  assumption? Argue for a lifestyle that emphasizes
  assimilation or a lifestyle that emphasizes the
  maintenance of cultural ties, and indicate which
  lifestyle better leads to success in the American
  culture.

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• From infancy to adulthood, advertising is in
  the air Americans breathe, the information we
  absorb, almost without knowing it. It floods our
  mind with pictures of perfection and goals of
  happiness easy to attain. . . . We are feeding on
  foolery, of which a steady diet, for those who
  feed on little else, cannot help but leave a
  certain fuzziness of perception.
• Barbara Tuchman
• Write a well organized and fully developed essay
  in which you do the following
• Select and discuss some specific examples of
  advertising that illustrate what Tuchman calls
  pictures of perfections and goals of happiness
  
• Explain how such advertisements can lead to a
  certain fuzziness of perception, a distorted
  picture of reality
• Discuss what you consider to be some of the
  important effects of widespread and pervasive
  advertising on individuals here in America.

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• We expect our ties with our immediate family
  to extend throughout the lifetimes of the people
  involved. This expectation is by no means always
  fulfilled, as rising divorce rates and family
  break-ups indicate. Nevertheless, we still
  theoretically marry until death do us part and
  the social ideal is a lifetime relationship.
  Whether this is a proper or realistic expectation
  of a society in high transience is debatable. The
  fact remains, however, that family links are
  expected to be long term if not lifelong, and
  considerable guilt attaches to the person who
  breaks off such a relationship.
• Future Shock, Alvin Toffler
• Write a well organized and fully developed
  essay in which you do the following
• Discuss how marriage as an institution in America
  is changing
• Identify some of the signs that marriages are no
  longer expected to last a lifetime
• Explain the possible social effects of viewing
  marriage as a less than permanent relationship.

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• A leading scientist noted that in attempting
  to solve major problems that confront our world
  today, we turn to those things that we do best.
  We use those things that we think will help us
  the most, and our strength is science and
  technology. A noted philosopher, however, has
  observed that almost all our major problems
  involve human behavior. Consequently, our major
  problems cannot be solved by science and
  technology.
• Write a well organized and fully developed
  essay in which you contrast the positions of the
  scientist and the philosopher. Select a major
  societal problem and discuss the roles of
  technology and human behavior in solving the
  problem. To what extent do you agree with the
  scientist? To what extent do you agree with the
  philosopher? Is this problem best solved through
  the use of technology or through the adjustment
  of human behavior?

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• It is generally agreed that a society benefits
  from the contributions of both artists and
  scientists. Write a well organized and fully
  developed essay in which you do the following
• Compare and contrast the contributions of artists
  to society with the contributions of scientists
  to society
• Identify which type of contribution you think is
  more valued by society.

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SKETCH A PLAN/OUTLINE

• Having circled topic and underlined task, the
  next step is to make a brief outline. The outline
  should indicate the subject matter of each
  paragraph. Keep it short-- there is not enough
  time for long, involved outlines. First write
  down the task (what you have underlined) of the
  prompt. The prompt below is used as an example.

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• From infancy to adulthood, advertising is in
  the air Americans breathe, the information we
  absorb, almost without knowing it. It floods our
  mind with pictures of perfection and goals of
  happiness easy to attain. . . . We are feeding on
  foolery, of which a steady diet, for those who
  feed on little else, cannot help but leave a
  certain fuzziness of perception.
• Barbara Tuchman
• Write a well organized and fully developed essay
  in which you do the following
• Select and discuss some specific examples of
  advertising that illustrate what Tuchman calls
  pictures of perfections and goals of happiness
  
• Explain how such advertisements can lead to a
  certain fuzziness of perception, a distorted
  picture of reality
• Discuss what you consider to be some of the
  important effects of widespread and pervasive
  advertising on individuals here in America.

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• The task (denoted above in red and pink) is
  rewritten.
• Select and discuss examples of advertising
  perfection/happiness
• Explain how lead to distorted picture of reality
• Discuss important effects advertising on
  individuals

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Add details to the task

• By rewriting the task, you are sure not to miss
  anything in the prompt. Then fill in your own
  personal response/details. See below.

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• Select and discuss examples of advertising
  perfection/happiness
• - Beer commercials
• -Makeup commercials
• -physiques of models
• Explain how lead to distorted picture of reality
• - Beer drinking doesnt produce perfect life
  with beautiful girl and fancy car
• -Cant look like 19 year old actress on TV with
  makeup
• - Models not representative of the average
  population
• Discuss important effects advertising on
  individuals
• -alcoholism
• -low self-esteem and ageism
• -anorexia/bulimia

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ORDER YOUR POINTS

• With the above prompt, there are two ways to
  create paragraphs. You could either
• discuss examples of advertising beer, makeup,
  models,
• explain how they are each distorted pictures of
  reality and
• discuss each of their effects
• or

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ALTERNATE ORGANIZATION

• Discuss the picture of perfection created in beer
  advertisements, say how they distort reality and
  make claims about the effects.
• Discuss the picture of perfection created in
  makeup advertisements, say how they distort
  reality and make claims about the effects.
• Discuss the picture of perfection created with
  models physiques, say how they distort reality
  and make claims about the effects.

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DRAFT

• Using the outline, create your introductory, body
  and concluding paragraphs.
• When writing the introduction, pretend your
  reader has not read the prompt so you dont just
  dive in to what would actually be a first body
  paragraph. Set the scene and establish the
  subject matter. Be sure the topic words appear in
  the introduction to make sure you are on topic.

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SAMPLE INTRODUCTION

• Advertising pervades our daily life. We are
  continuously bombarded with images of blissful
  perfection that could never be achieved in real
  life. Without our even knowing, these images
  become the standards by which we measure
  ourselves, distorting our perceptions of our
  world. These distortions can lead to serious
  psychological problems.

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• Write the rest of the essay, following your
  outline for the body paragraphs. Be sure to put
  in details, specifics, examples. Remember, your
  reader is not inside your head. Make a point,
  and then convince your reader on that point.
  Then make another point, convince your reader,
  etc. It is helpful to pretend that your reader
  is skeptical and does not believe a word you are
  saying. This well help generate sufficient proof
  for your points.

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• Keep an eye on the clock. You know how many
  paragraphs you need to create, so you can budget
  your time accordingly.
• Remember to keep glancing back at the question to
  make sure you stay focused on the task.
• Remember to keep glancing back at your outline to
  make sure you are following your plan.

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• In a timed writing situation, you may not be able
  to put in every last detail that relates to the
  subject. Wisely choose which details are needed
  in order to accomplish the task and leave
  extraneous detail out.
• Conversely, if you find you are repeating
  yourself, stop and try to think of additional
  supporting detail to develop and prove your
  thesis. You dont want to waste time or space
  repeating yourself.

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REVISE AND POLISH

• First ask yourself if you have answered the
  question clearly and completely.
• Add in whatever might be missing.
• Next carefully proofread sentence-by-sentence,
  checking for misspelled words or grammatical
  errors.
• Check for complete sentences, subject/verb
  agreement, consistent tense, word choice and
  punctuation.

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AFTER THE TEST

• You will receive your test score in approximately
  4-5 weeks.
• If you did not receive a passing score, you may
  contact the testing office, Welch Hall A-210,
  [phone] or at testing_at_csudh.edu and put in
  a written request to the GWE advisor to find out
  why you did not pass.
• You may take the test a second time if necessary.

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GOOD LUCK!