Clep Comp

College
Composition
Exams
EXAM GUIDE
Visit our website at

clep.collegeboard.org
for the most up-to-date
information.
Contents
1 Introduction
1 CLEP Study Materials: A Word of Warning
1 American Council on Education (ACE)
2 I. The College-Level Examination Program
2 How the Program Works
2 The CLEP Exams
2 What the Exams Are Like
3 Where to Take the Exams and How to Register
3 College Credit Recommendations of the American Council on Education (ACE)
3 How Your Score Is Reported
4 II. Approaching a College About CLEP
4 How to Apply for College Credit
6 Questions to Ask About a College’s CLEP Policy
7 III. Deciding Which Exams to Take
7 If You’re Taking the Exams for College Credit or Career Advancement . . .
9 IV. Preparing to Take CLEP Exams
9 Using the Exam Guides
10 Assessing Your Readiness for a CLEP Exam
11 Suggestions for Studying
12 Test Preparation Tips
14 Accommodations for Students with Disabilities
15 V. Taking the Exams
15 Test-Taking Strategies for Multiple-Choice Questions
16 Answering Essay Questions
16 Test-Taking Strategies for Essay Writing
17 VI. Interpreting Your Scores
17 How CLEP Scores Are Computed
17 How Essays Are Scored
18 VII. College Composition Exams
51 Appendix
51 What Your CLEP Score Means
160062508
clep.collegeboard.org College-Level Examination Program

Introduction
This is the only official guide to the College-Level important tips to get ready for the tests. The guides
Examination Program® (CLEP®) exams. CLEP exams aren’t meant to help you learn all the subject matter
are administered on computers at test centers across CLEP exams cover. We suggest you study a textbook
the country. for the relevant course at your college or access one
of the suggested resources listed on the CLEP website
This guide has been written for adults making plans
to learn or review the content of the exam in which
to enroll in college, and it contains information of
you’re interested.
interest to others as well. College-bound high school
students, current college students, military personnel, Many private companies offer preparation services
professionals seeking certification, and persons of all for CLEP exams. Some companies are legitimate, but
ages who have learned or wish to learn college-level others make promises they can’t keep and sell services
material outside the college classroom will find the and products you don’t need.
guide helpful as they strive to accomplish their goals.
We’ve received complaints from CLEP candidates
CLEP is based on the premise that some individuals regarding the following practices (practices we
enrolling in college have already learned part of what consider unfair or inappropriate).
is taught in college courses through job training,
Attempts to sell preparation services for many CLEP
independent reading and study, noncredit adult
exams at once, with sizable payment up front or
courses, and advanced high school courses. Often,
on credit
their jobs and life experiences have enhanced and
reinforced their learning. CLEP gives these individuals Credit agreements with companies other than the
a chance to show their mastery of college-level one selling the preparation material
material by taking exams that assess knowledge and Contacts from salespeople to you or your family
skills taught in college courses. at home
The first few sections of this guide explain how CLEP Promises that you can get college credit without
can earn you credit for the college-level learning you enrolling in college
have acquired and provide suggestions for preparing Efforts to sell dictionaries or encyclopedias as part
for the exams. The individual exam section includes test of a test preparation package
descriptions, sample questions, and study tips. If you feel you have been cheated, we recommend you
The guide also has an answer key for each exam, as seek the assistance of an organization such as the
well as in-depth information about how to interpret Better Business Bureau (www.bbb.org) or the Federal
your scores. Trade Commission (www.ftc.gov).
CLEP Study Materials: American Council on

A Word of Warning Education (ACE)
There are many free or inexpensive sources for CLEP If you still have general questions about continuing
preparation materials, including public or college or adult education after reading this book, ACE can
libraries, bookstores, and educational websites. CLEP provide advice and information:
exams reflect the material taught in introductory American Council on Education
college courses. Check with local colleges to see what One Dupont Circle, NW
texts are being used in the subject you hope to study Washington, DC 20036
for a CLEP exam. 202-939-9300
The College Board provides the CLEP Official Study www.acenet.edu
Guide and individual exam guides so you get to know
the types of questions on the exams. You also get
clep.collegeboard.org College-Level Examination Program 1

I. The College-Level
Examination Program
How the Program Works retesting on a previously funded CLEP exam. However,
you may personally fund a retest after the specified
CLEP exams are administered at over 2,000 test centers
wait period.
nationwide, and 2,900 colleges and universities award
college credit to those who do well on the tests. This
rigorous program lets self-directed students of a wide
The CLEP Exams
range of ages and backgrounds show their mastery of
CLEP exams cover material directly related to specific
introductory college-level material and pursue academic
undergraduate courses taught during a student’s first
success. Students earn credit for what they already
two years in college. The courses may be offered for
know by getting qualifying scores on any of the
three or more semester hours in general areas such
33 exams.
as mathematics, history, social sciences, English
CLEP exams cover material taught in introductory-level composition, natural sciences, and humanities.
courses at many colleges and universities. Faculty at Institutions will either grant credit for a specific course
individual colleges review the exams to ensure that based on a satisfactory score on the related exam, or in
they cover the important material currently taught in the general area in which a satisfactory score is earned.
their courses. The credit is equal to the credit awarded to students
Although CLEP is sponsored by the College Board, only who successfully complete the course.
colleges may grant credit toward a degree. To learn about
a particular college’s CLEP policy, contact the college
directly. When you take a CLEP exam, request that a
What the Exams Are Like
copy of your score report be sent to the college you’re CLEP exams are administered on computer and are
attending or planning to attend. After evaluating your approximately 90 minutes long, with the exception
score, the college will decide whether or not to award you of College Composition, which is approximately
credit for, or to exempt you from, one or more courses. 120 minutes long. Most questions are multiple choice;
other types of questions require you to fill in a numeric
If the college decides to give you credit, it records the
answer, to shade areas of an object, or to put items in
number of credits on your permanent record, indicating
the correct order. Questions using these kinds of skills
that you completed work equivalent to a course in
are called zone, shade, grid, scale, fraction, numeric
that subject. If the college decides to grant exemption
entry, histogram, and order match questions.
without giving you credit for a course, you’ll be permitted
to omit a course that would normally be required of you CLEP College Composition includes a mandatory
and to take a course of your choice instead. essay section, responses to which must be typed into
the computer.
The CLEP program has a long-standing policy that an
exam can’t be taken within the specified wait period. Some exams have optional essays. You should
This waiting period gives you a chance to spend more check with the individual college or university where
time preparing for the exam or the option of taking a you’re sending your score to see whether an optional
classroom course. If you violate the CLEP retest policy, essay is required for those exams. These essays are
the administration will be considered invalid, the score administered on paper and are scored by faculty at the
canceled, and any test fees forfeited. If you’re a military institution that receives your score.
service member, note that DANTES (Defense Activity
for Non-Traditional Education Support) won’t fund

I. The College-Level Examination Program
Where to Take the Exams How Your Score Is Reported

and How to Register You have the option of seeing your CLEP score
CLEP exams are administered throughout the year immediately after you complete the exam, except for
at over 2,000 test centers in the United States and College Composition; scores for this test are available
select international sites. Once you have decided online one to two weeks after the exam date. Once you
to take a CLEP exam, log in to My Account at choose to see your score, it will be sent automatically
clepportal.collegeboard.org/myaccount to create to the institution you designated as a score recipient.
and manage your own personal accounts, pay for It can’t be canceled. You’ll receive a candidate copy
CLEP exams, and purchase study materials. You can of your score before you leave the test center. If you
self-register at any time by completing the online tested at the institution that you designated as a score
registration form. recipient, it will have immediate access to your test
results. Additionally, you’ll be able to view your CLEP
Through My Account, you can access a list of exam scores by logging into My Account and clicking
institutions that administer CLEP, and you can locate on “View My CLEP Exam Scores.” Scores are available
a test center in your area. After paying for your exam online one business day after taking an exam.
through My Account, you must still contact the test
center to schedule your CLEP exam. If you don’t want your score reported, you may select
that as an option at the end of the examination before
If you’re unable to locate a test center near you, call the exam is scored. Once you have selected the option
800-257-9558 for help. to not view your score, the score is canceled. The score
won’t be reported to the institution you designated,
and you won’t receive a candidate copy of your score
College Credit Recommendations report. In addition, scores of canceled exams can’t be
of the American Council viewed on My Account. You’ll have to wait the specified
on Education (ACE) wait period before you can take the exam again.
For many years, the American Council on Education’s CLEP scores are kept on file for 20 years. During this
College Credit Recommendation Service (ACE CREDIT) period, for a small fee, you may have your transcript
has periodically evaluated CLEP processes and sent to another college or to anyone else you specify.
procedures for developing, administering, and scoring Your score(s) will never be sent to anyone without
the exams. ACE recommends a uniform credit-granting your approval.
score of 50 across all subjects (with additional Level-2
recommendations for the world language exams),
representing the performance of students who earn
a grade of C in the corresponding course. The score
scale for each CLEP exam is decided by a panel of
experts (college faculty teaching the course) who
provide information on the level of student performance
that would be necessary to receive college credit in
the course.
The American Council on Education, the major

coordinating body for all the nation’s higher education
institutions, seeks to provide leadership and a unifying
voice on key higher education issues and to influence
public policy through advocacy, research, and program
initiatives. For more information, visit ACE CREDIT at
acenet.edu/higher-education/topics/Pages/Credit-
Evaluations.aspx.

II. Approaching a College
About CLEP
The following sections provide a step-by-step guide to considering. If you’re a nontraditional student, be sure
learning about the CLEP policy at a particular college to check whether the school has separate admission
or university. The person or office that can best assist requirements that apply to you. Some schools are
you may have a different title at each institution, but the selective, while others are “open admission.”
following guidelines will point you to information about
Contact the admission office for an interview with a
CLEP at any institution.
counselor. State why you want the interview, and ask
Adults and other nontraditional students returning to what documents you should bring with you or send in
college often benefit from special assistance when they advance. (These materials may include a high school
approach a college. Opportunities for adults to return transcript, transcript of previous college work, or
to formal learning in the classroom are widespread, completed application for admission.) Make an extra
and colleges and universities have worked hard to effort to get all the information requested in time for
make this a smooth process for older students. Many the interview.
colleges have established special offices staffed with
During the interview, relax and be yourself. Be prepared
trained professionals who understand the problems
to state honestly why you think you’re ready and able
facing adults returning to college. If you think you
to do college work. If you have already taken CLEP
might benefit from such assistance, be sure to find out
exams and scored high enough to earn credit, you have
whether these services are available at your college.
shown you’re able to do college work. Mention this
achievement to the admission counselor because it
may increase your chances of being accepted. If you
How to Apply for College Credit haven’t taken a CLEP exam, you can still improve your
Step 1. Obtain, or access online, the general chances of being accepted by describing how your job
information catalog and a copy of the CLEP policy training or independent study prepared you for college-
from each college you’re considering. level work. Discuss with the counselor what you learned
Learn about admission and CLEP policies on the from your work and personal experiences.
college’s website at clep.collegeboard.org/school- Step 3. Evaluate the college’s CLEP policy.
policy-search, or by contacting or visiting the admission
office. Ask for a copy of the publication that explains the Typically, a college lists all its academic policies,
college’s complete CLEP policy. Also, get the name and including CLEP policies, in its general catalog or on its
the telephone number of the person to contact in case website. You’ll probably find the CLEP policy statement
you have further questions about CLEP. under a heading such as Credit-by-Examination,
Advanced Standing, Advanced Placement, or External
Step 2. If you haven’t already been admitted to a Degree Program. These sections can usually be found in
college that you’re considering, look at its admission the front of the catalog. Check out the institution’s CLEP
requirements for undergraduate students to see Policy on clep.collegeboard.org/school-policy-search.
whether you qualify.
Many colleges publish their credit-by-examination
Whether you’re applying for college admission as policies in separate brochures distributed through the
a high school student or transfer student, or as an campus testing office, counseling center, admission
adult resuming a college career or going to college office, or registrar’s office. If you find an overly
for the first time, you should be familiar with the general policy statement in the college catalog, seek
requirements for admission at the schools you’re clarification from one of these offices.

II. Approaching a College About CLEP
Review the material in the section of this chapter Transcripts only include CLEP scores for the past
entitled “Questions to Ask About a College’s CLEP 20 years; scores more than 20 years old aren’t
Policy.” Use these guidelines to evaluate the college’s kept on file.
CLEP policy. If you haven’t taken a CLEP exam, this
Your CLEP scores will be evaluated, probably by
evaluation helps you decide which exams to take.
someone in the admission office, and sent to the
Because individual colleges have different CLEP
registrar’s office to be posted on your permanent
policies, reviewing several policies helps you decide
record once you’re enrolled. Procedures vary from
which college to attend.
college to college, but the process usually begins in
Step 4. If you haven’t yet applied for admission, do so the admission office.
as early as possible.
Step 6. Ask to receive a written notice of the credit you
Most colleges expect you to apply for admission several receive for your CLEP score(s).
months before you enroll, and it’s essential that you
A written notice may save you problems later when
meet the published application deadlines. It takes time
you submit your degree plan or file for graduation.
to process your application for admission. If you have
In the event that there’s a question about whether
yet to take a CLEP exam, you can take one or more
or not you earned CLEP credit, you’ll have an official
CLEP exams while you’re waiting for your application
record of what credit was awarded. You may also need
to be processed. Be sure to check the college’s CLEP
this verification of course credit if you meet with an
policy beforehand so that you’re taking exams your
academic adviser before the credit is posted on your
college will accept for credit. You should find out from
permanent record.
the college when to submit your CLEP score(s).
Step 7. Before you register for courses, seek academic
Complete all forms and include all documents
advising.
requested with your application(s) for admission.
Normally, an admission decision can’t be reached until Talking with your academic adviser helps you avoid
all documents have been submitted and evaluated. taking unnecessary courses and lets you know exactly
Unless told to do so, don’t send your CLEP score(s) until what your CLEP credit will mean to you. This discussion
you’ve been officially admitted. may take place at the time you enroll. Most colleges
have orientation sessions for new students prior to
Step 5. Arrange to take CLEP exam(s) or to submit your
each enrollment period. During orientation, students
CLEP score(s).
are assigned academic advisers who give them
CLEP exams can be taken at any of the 2,000 test individual guidance in developing long-range plans and
centers worldwide. To locate a test center near you, visit course schedules for the next semester. In conjunction
clep.collegeboard.org/search/test-centers. with this counseling, you may be asked to take some
additional tests so you can be placed at the proper
If you have already taken a CLEP exam, but didn’t have
course level.
your score sent to your college, you can have an official
transcript sent at any time for a small fee. Prior to
sending a transcript to an institution, please ensure that
you have verified the institution’s CLEP credit-granting
policy. Order your transcript online by logging in to My
Account (clepportal.collegeboard.org/myaccount)
using the same account you used to register.
Please note there are some instances in which CLEP

exam scores cannot be ordered. If you have a score on
hold, took an exam that was DANTES-funded or retook a
CLEP exam within the 3-month waiting period, those exam
scores are considered non-orderable. In addition, CLEP
Transcript Requests are nonrefundable. Once ordered, a
request cannot be canceled, changed or re-routed.

II. Approaching a College About CLEP
Questions to Ask About requirements, distribution requirements, or liberal

arts requirements. The requirements, are often
a College’s CLEP Policy expressed in terms of credit hours. For example, all
Before taking CLEP exams for the purpose of earning students may be required to take at least six hours
college credit, try to find the answers to these of humanities, six hours of English, three hours of
questions: mathematics, six hours of natural science, and six
1. Which CLEP exams are accepted by the college? hours of social science, with no particular courses
in these disciplines specified. In these instances,
A college may accept some CLEP exams for credit
CLEP credit may be given as “6 hrs. English Credit”
and not others—possibly not the exams you’re
or “3 hrs. Math Credit” without specifying for which
considering. For this reason, it’s important you
English or mathematics courses credit has been
know the specific CLEP exams you can receive
awarded. To avoid possible disappointment, you
credit for.
should know before taking a CLEP exam what
2. Does the college require the optional free-response type of credit you can receive or whether you’ll
(essay) section for exams in composition and be exempted from a required course but receive
literature, as well as the multiple-choice portion of no credit.
the CLEP exam you’re considering? Do you need
4. How much credit is granted for each exam you’re
to pass a departmental test such as an essay,
considering, and does the college place a limit
laboratory, or oral exam in addition to the CLEP
on the total amount of CLEP credit you can earn
multiple-choice exam?
toward your degree?
Knowing the answers to these questions ahead of
Not all colleges that grant CLEP credit award the
time will enable you to schedule the optional free-
same amount for individual exams. Furthermore,
response or departmental exam when you register
some colleges place a limit on the total amount of
to take your CLEP exam.
credit you can earn through CLEP or other exams.
3. Is CLEP credit granted for specific courses at the Other colleges may grant you exemption but
college? If so, which ones? no credit toward your degree. Knowing several
colleges’ policies concerning these issues may
You’re likely to find that credit is granted for specific
help you decide which college to attend. If you think
courses and that the course titles are designated
you’re capable of passing a number of CLEP exams,
in the college’s CLEP policy. It’s not necessary,
you may want to attend a college that allows you to
however, that credit be granted for a specific course
earn credit for all or most of the exams. Find out if
for you to benefit from your CLEP credit. For instance,
your institution grants CLEP policy by visiting
at many liberal arts colleges, all students must
clep.collegeboard.org/school-policy-search.
take certain types of courses. These courses may
be labeled the core curriculum, general education

III. Deciding Which Exams to Take
If You’re Taking the Exams 3. Sample Questions
The sample questions included in this guide are
for College Credit or Career
representative of the content and difficulty of the
Advancement . . . exam questions. None of the sample questions
Most people who take CLEP exams want to earn credit appear on any CLEP exam. Use them to get an
for college courses. Others take the exams to qualify for understanding of the content and difficulty level
job promotions, professional certification, or licensing. of the questions on an actual exam. Knowing the
Whatever the reason, it’s vital for most candidates to be correct answers to all of the sample questions isn’t
well prepared so they can advance as fast as possible a substitute for college-level study or a guarantee of
toward their educational or career goals. satisfactory performance on the exam.
Those with limited knowledge in the subjects covered Following the instructions and suggestions in
by the exams they’re considering are advised to enroll Chapter V, answer as many of the sample questions
in the college courses in which that material is taught. for the exam as you can. Check your answers
Although there’s no way to predict whether you’ll pass against the answer key at the end of each section.
a particular CLEP exam, you may find the following
guidelines helpful. Were you able to answer almost all of the
questions correctly? You may not need to study
1. Test Descriptions the subject extensively.
For each exam, read the test description and the Did you have difficulty answering the
outline set forth in the “Knowledge and Skills questions? You’ll probably benefit from more
Required” section provided in this guide. Are you extensive study of the subject.
familiar with most of the topics and terminology in
the outline? 4. Previous Study
Have you taken noncredit courses in this subject
2. Textbooks
offered by an adult school or a private school,
Review the textbook and other resource materials through correspondence, or in connection with your
used for the corresponding course at your college. job? Did you do exceptionally well in this subject
You can find a list of suggested textbooks and in high school, or did you take an honors course
free online resources for each exam at in this subject?
clep.collegeboard.org/exams. Are you familiar
with most of the topics and terminology used in 5. Experience
college textbooks on this subject? Have you learned or used the knowledge or skills
included in this exam in your job or life experience?
For example, if you lived in a Spanish-speaking
country and spoke the language for a year or
more, you might consider taking the Spanish
Language exam. Or, if you have worked at a job
in which you used accounting and finance skills,
Financial Accounting would be an exam to consider
taking. Or if you have read a considerable amount
of literature and attended art exhibits, concerts,
and plays, you might expect to do well on the
Humanities exam.

III. Deciding Which Exams to Take
6. Other Exams
Have you done well on other standardized tests in
subjects related to the one you want to take? For
example, did you score well above average on a
portion of a college entrance exam covering similar
skills, or did you get an exceptionally high score on a
licensing exam in this subject? Although such tests
don’t cover exactly the same material as the CLEP
exams and may be easier, people who do well on
these tests often do well on CLEP exams too.
7. Advice
Has a college counselor, professor, or some other
professional person familiar with your ability advised
you to take a CLEP exam?
If you answered yes to several of the above questions,

you have a good chance of passing the CLEP exam
you’re considering. It’s unlikely you would have acquired
sufficient background from experience alone. Learning
gained through reading and study is essential, and you’ll
likely find additional study helpful before taking a CLEP
exam. Information on how to review for CLEP exams can
be found in Chapter IV and in Chapter VII.

IV. Preparing to Take CLEP Exams
Having made the decision to take one or more CLEP You may also choose to contact a college in your
exams, most people then want to know how to prepare area that offers a course with content comparable
for them—how much, how long, when, and how they to that on the CLEP exam you want to take, or read
should go about it. The precise answers to these the suggested resources for each exam on
questions vary greatly from individual to individual. clep.collegeboard.org/exams. If possible, use the
However, most candidates find that some type of test textbook and other materials required for that course
preparation is beneficial. to help you prepare. To get this information, check the
college’s catalog for a list of courses offered. Then
Most people who take CLEP exams do so to show
call the admission office, explain what subject you’re
that they already learned the key material taught in a
interested in, and ask who in that academic department
college course. Many need only a quick review to assure
you can contact for specific information on textbooks
themselves that they haven’t forgotten what they once
and other study resources to use. You might also be
studied, and to fill in the gaps in their knowledge of the
able to find the course syllabus, which will list course
subject. Others feel that they need a thorough review
materials and assignments, on the college’s website. Be
and spend several weeks studying for an exam. Some
sure the college you’re interested in gives credit for the
people take a CLEP exam as a kind of “final exam” for
CLEP exam you’re preparing for.
independent study of a subject. This last group requires
significantly more study than do those who only need Begin by carefully reading the test description and
to review, and they may need some guidance from outline of knowledge and skills required for the exam in
professors of the subjects they’re studying. the exam guide. As you read through the topics listed,
ask yourself how much you know about each one. Also
The key to how you prepare for CLEP exams often lies
note the terms, names, and symbols mentioned, and ask
in locating those skills and areas of prior learning in
yourself whether you’re familiar with them. This will give
which you’re strongest and deciding where to focus
you a quick overview of how much you know about the
your energy. Some people may know a considerable
subject. If you’re familiar with nearly all the material, you’ll
amount about a subject area but may not test well.
likely need a minimum of review. If topics and terms are
These individuals would probably be just as concerned
unfamiliar, you’ll probably require substantial study to do
about strengthening their test-taking skills as they
well on the exam.
would about studying for a specific test. Many mental
and physical skills are required in preparing for a test. If, after reviewing the test description provided in the
It’s important not only to review or study for the exams exam guide, you find that you need extensive review,
but also to make certain that you’re alert, relatively free put off answering the sample questions until you have
of anxiety, and aware of how to approach standardized done some reading in the subject. If you complete
tests. Suggestions about developing test-taking skills them before reviewing the material, you’ll probably
and preparing psychologically and physically for a test look for the answers as you study, and this won’t be a
are given in this chapter. The following section suggests good assessment of your ability at a later date. Don’t
ways of assessing your knowledge of the content of an refer to the sample questions as you prepare for the
exam and then reviewing and studying the material. exam. The sample questions are representative of
the types of questions you’ll find on a CLEP exam, but
none of the questions will actually appear on an exam.
Using the Exam Guides Concentrating on them without broader study of the
The individual exam guides contain the same information subject won’t help you.
you’ll find in the CLEP Official Study Guide. Each If you think you’re familiar with most of the test material,
exam guide includes an outline of the knowledge and try to answer the sample questions, checking your
skills covered by the test, sample questions similar to responses against the answer key. Use the test-taking
those that appear on the exam, and tips to get ready for strategies described in the next chapter.
the exam.

Assessing Your Readiness for a CLEP Exam
Select CLEP Exam Title
Read Exam Description

and Knowledge
and Skills Required
Don’t
Understand Terms
Understand Terms
Review Study Materials

Try Sample Questions Suggested in the Study
Resources Section of
Each Subject
Most
Sample Questions
Answered Di˜culty Answering
Correctly Sample Questions
Take CLEP Exam

Suggestions for Studying Most of this material is free. Educational websites,

like those offered by PBS (pbs.org) or the National
The following suggestions have been gathered from
Geographic Society (nationalgeographic.com),
people who have prepared for CLEP exams or other
can help. Find a list of suggested textbooks and
college-level tests.
online resources for each CLEP exam at
1. Review CLEP exam content. clep.collegeboard.org/exams.
Remember, if you want to review exam
Check with your librarian about study aids relevant
content, Chapter VII of this study guide
to the exams you plan to take. These supplementary
contains a complete exam description—
materials may include videos or DVDs made by
including a content outline, a description
education-oriented companies and organizations,
of the knowledge and skills required to do
language tapes, and computer software. And don’t
well, and sample questions. An answer key is
forget that what you do with your leisure time can be
also included. However, the study guide isn’t
very educational, whether it’s surfing current-events
intended to replace a textbook. Additional
websites, watching a PBS series, reading a financial
study may be required.
newsletter, or attending a play.
2. Define your goals and locate study materials.
3. Find a good place to study.
Once you have determined how much preparation
To determine what kind of place you need for
you’ll need to do, you’ll need to define your study
studying, ask yourself the following questions: Do
goals. Set aside a block of time to review the exam
I need a quiet place? Does the telephone distract me?
content provided in this book. Using the guidelines
Do objects I see in this place remind me of things
for knowledge and skills required, locate suitable
I should do? Is it too warm? Is it well lit? Am I too
resource materials. If a preparation course is
comfortable here? Do I have space to spread out my
offered by an adult school or college in your area,
materials? You may find the library more conducive
you might find it helpful to enroll. (You should be
to studying than your home. If you decide to study
aware, however, that such courses aren’t authorized
at home or in your dorm, prevent interruptions by
or sponsored by the College Board. The College
household members by putting a sign on the door of
Board has no responsibility for the content of
your study room to indicate when you’re available.
these courses, nor are they responsible for books
on preparing for CLEP exams published by other 4. Schedule time to study.
organizations.) If you know others who have taken
To help you determine where studying best fits
CLEP exams, ask them how they prepared.
into your schedule, try this exercise: Make a list of
You may want to get a copy of a syllabus for the your daily activities (for example, sleeping, working,
college course that’s comparable to the CLEP eating, attending class, sports, or exercise), and
exam(s) you plan to take. You can also ask the estimate how many hours a day you spend on
appropriate professor at the school you’ll be each activity. Rate activities on your list in order of
attending, or check his or her website, for a reading importance, and evaluate your use of time. Often
list. Use the syllabus, course materials, and/or reading people are astonished at how an average day looks
list as a guide for selecting textbooks and study from this perspective. You may discover that your
materials. You may purchase these or check them out time can be scheduled in alternative ways. For
of your local library. Some websites offer excellent example, you could remove the least important
course materials and lectures. Examples include: activities from your day, and devote that time to
studying or to another important activity.
MIT OpenCourseWare (ocw.mit.edu)
Carnegie Mellon’s Open Learning Initiative
(cmu.edu/oli/)
National Repository of Online Courses
(thenrocproject.org)

5. Establish a study routine and a set of goals. solving is involved, work enough problems to
To study effectively, establish specific goals and a master the required methods and concepts. If
schedule for accomplishing them. Some people find you have difficulty with problems, review any
it helpful to write out a weekly schedule and cross sample problems or explanations in the chapter.
out each study period when it’s completed. Others e. To retain knowledge, most people have to
maintain concentration by writing down the time review the material periodically. If you’re
when they expect to complete a study task. Most preparing for an exam over an extended period
people find short periods of intense study more of time, review key concepts and notes each
productive than long stretches of time. For example, week or so. Don’t wait weeks to review the
they may follow a regular schedule of several 20- or material or you’ll need to relearn much of it.
30-minute study periods with short breaks between
them. Some people allow themselves rewards as
they complete each study goal. It doesn’t matter Test Preparation Tips
whether you accomplish every goal on schedule. 1. Familiarize yourself as much as possible with the
The point is to be committed to your task. test and the test situation before the day of the
exam. It helps to know ahead of time:
6. Learn how to take an active role in studying.
a. how much time is allowed for the test and
If you haven’t done much studying lately, you may find whether there are timed subsections. (See
it difficult to concentrate. Try a method of studying, Chapter VII.)
such as the one outlined below, that gets you to
b. what types of questions and directions appear
concentrate on and remember what you read.
on the exam. (See Chapter VII.)
a. First, read the chapter summary and the c. how your test score is computed.
introduction so you’ll know what to look for d. in which building and room the exam is
in your reading. administered.
b. Next, convert the section or paragraph e. the time of the test administration.
headlines into questions. For example, if you’re
f. directions, transportation, and parking
reading a section entitled “The Causes of the
information for the test center.
American Revolution,” ask yourself, “What
were the causes of the American Revolution?” 2. Register and pay your exam fee through My Account
Compose the answer as you read the at clepportal.collegeboard.org/myaccount and print
paragraph. Reading and answering questions your registration ticket. Contact your preferred test
aloud let you grasp and retain the material. center to schedule your appointment to test. Your test
center may require an additional administration fee.
c. Take notes on key ideas or concepts as you
Check with your test center to confirm the amount
read. Writing fixes concepts more firmly in your
required and acceptable method of payment.
mind. Underlining key ideas or writing notes in
your book may work for you and is useful for
review. Underline only important points. If you
underline more than a third of each paragraph,
you’re underlining too much.
d. If there are questions or problems at the end
of a chapter, answer or solve them on paper
as if you were asked to do them for homework.
Mathematics textbooks (and some other books)
sometimes include answers to exercises. If you
have such a book, write your answers before
looking at the ones given. When problem

3. On the day of the exam, remember to do the – two number 2 pencils with good erasers.
following: Mechanical pencils are prohibited in the
a. Arrive early enough so you can find a parking testing room.
place, locate the test center, and get settled c. Don’t bring a cell phone or other electronic
comfortably before testing begins. devices into the testing room.
b. Bring the following with you: d. Leave all books, papers, and notes outside the
– completed registration ticket. test center. You aren’t permitted to use your
own scratch paper. It’s provided by the test
– any registration forms or printouts required by
center.
the test center. Make sure you have filled out
all necessary paperwork before your testing e. Don’t take a calculator to the exam. If a
date. calculator is required, it will be built into the
testing software and available to you on the
– a form of valid and acceptable identification.
computer. The CLEP website has a link to a
Acceptable identification must:
demonstration on how to use online calculators.
∙ Be government-issued.
4. When you enter the test room:
∙ Be an original document—photocopied
a. You’ll be assigned to a computer testing
documents aren’t acceptable.
station. If you have special needs, be sure
∙ Be valid and current—expired to communicate them to the test center
documents (bearing expiration dates administrator before your test date.
that have passed) aren’t acceptable, no
b. Be relaxed while taking the exam. Read directions
matter how recently they expired.
carefully, and listen to instructions given by the
∙ Bear the test taker’s full name, in test administrator. If you don’t understand the
English language characters, exactly as directions, ask for help before the test begins. If
it appears on the Registration Ticket, you must ask a question not related to the exam
including the order of the names. after testing has begun, raise your hand, and a
∙ Include middle initials only if preferred proctor will assist you. The proctor can’t answer
to be included by test taker. They’re questions related to the exam.
optional and only need to match the first c. Know your rights as a test taker. You can expect
letter of the middle name when present to be given the full working time allowed for
on both the ticket and the identification. taking the exam and a reasonably quiet and
∙ Bear a recent recognizable photograph comfortable place in which to work. If a poor
that clearly matches the test taker. testing situation prevents you from doing your
∙ Include the test taker’s signature. best, ask whether the situation can be remedied.
If it can’t, ask the test administrator to report
∙ Be in good condition, with clearly legible
the problem on a Center Problem Report that
text and a clearly visible photograph.
will be submitted with your test results. You may
Refer to the Exam Day Info page on the
also wish to immediately write a letter to CLEP,
CLEP website (clep.collegeboard.org/
P.O. Box 6656, Princeton, NJ 08541-6656.
earn-college-credit/taking-the-test)
Describe the exact circumstances as completely
for more details on acceptable and
as you can. Be sure to include the name of the
unacceptable forms of identification.
test center, the test date, and the name(s) of the
exam(s) you took.
– military test takers, bring your Geneva
Convention Identification Card. Refer to
clep.collegeboard.org/military for additional
information on IDs for active duty members,
spouses, and civil service civilian employees.

Accommodations for Students

with Disabilities
If you have a disability, such as a learning or physical
disability, that would prevent you from taking a CLEP
exam under standard conditions, you may request
accommodations at your preferred test center. Contact
your preferred test center well in advance of the test
date to make the necessary arrangements and to find
out its deadline for submission of documentation and
approval of accommodations. Each test center sets its
own guidelines in terms of deadlines for submission of
documentation and approval of accommodations.
Accommodations that can be arranged directly with

test centers include:
ZoomText (screen magnification)

Modifiable screen colors
Use of a human reader, a scribe/writer, or sign
language interpreter
Extended time
Untimed rest breaks
If the above accommodations don’t meet your needs,
contact CLEP Services at clep@info.collegeboard.org
for information about other accommodations.

V. Taking the Exams
Test-taking skills enable a person to use all available 6. Watch for the following key words in test questions:
information to earn a score that truly reflects their all may only
ability. There are different strategies for approaching always must perhaps
different kinds of exam questions. For example, free- but necessary rarely
response and multiple-choice questions require very except never seldom
different approaches. Other factors, such as how the every none sometimes
exam will be scored, may influence your approach to generally not usually
the exam and your use of test time. Consequently, your however often
preparation for an exam should include finding out
When a question or answer option contains words
all you can about the exam so you can use the most
such as ’’always,’’ ’’every,’’ ’’only,’’ ’’never,’’ and
effective test-taking strategies.
“none,” there can be no exceptions to the answer
you choose. Use of words such as ’’often,’’ “rarely,”
’’sometimes,’’ and ’’generally’’ indicates that there
Test-Taking Strategies for may be some exceptions to the answer.
Multiple-Choice Questions 7. Make educated guesses. There’s no penalty for
1. Listen carefully to any instructions given by the test incorrect answers. Therefore, guess even if you
administrator, and read the on-screen instructions don’t know an answer. If you have some knowledge
before you begin to answer the questions. of the question and can eliminate one or more of the
2. Keep an eye on the clock and the timing that’s answer choices as wrong, your chance of getting
built into the testing software. You have the option the right answer improves.
of turning the clock on or off at any time. As you 8. Don’t waste your time looking for clues to right
proceed, make sure that you’re not working too answers based on flaws in question wording or
slowly. You should have answered at least half the patterns in correct answers. CLEP puts a great
questions in a section when half the time for that deal of effort into developing valid, reliable, and fair
section has passed. exams. CLEP test development committees are
3. Before answering a question, read the entire composed of college faculty who are experts in the
question, including all the answer choices. subjects covered by the exams and are appointed
Instructions usually tell you to select the by the College Board to write test questions and
“best’’ answer. Sometimes one answer choice is to scrutinize each question on a CLEP exam. They
partially correct, but another option is better. It’s a ensure that questions aren’t ambiguous, have only
good idea to read all the answers even if the first or one correct answer, and cover college-level topics.
second choice looks correct to you. These committees don’t intentionally include ’’trick’’
4. Read and consider every question. Questions that questions. If you think a question is flawed, ask the
look complicated at first glance may not actually be test administrator to report it, or write immediately
so difficult once you have read them carefully. to CLEP Test Development, P.O. Box 6600, Princeton,
NJ 08541-6600. Include the name of the exam and
5. Don’t spend too much time on any one question. If
test center, the exam date, and the number of the
you don’t know the answer after you’ve considered
exam question. All such inquiries are investigated by
it briefly, go on to the next question. Mark that
test development professionals.
question using the mark tool at the bottom of the
screen, and go back to review the question later
if you have time.

V. Taking the Exams
Answering Essay Questions Test-Taking Strategies for

The College Composition exam is the only CLEP exam Essay Writing
that includes two mandatory essays. Both the multiple- 1. Before you begin to respond, read the questions
choice section and the essay section of the exam are carefully, and take a few minutes to jot down some
administered on the computer. You’re required to type ideas or create an outline. Scratch paper is provided
your essays using a format similar to word processing. at the test center.
The essays for the College Composition exam are 2. If you’re given a choice of questions to answer,
scored by English professors from various colleges and choose the questions that you think you can answer
universities who are trained by CLEP. A process called most clearly and knowledgeably.
holistic scoring is used to rate your writing abilities. 3. Determine the order in which you’ll answer the
This process is explained in the exam guide for College questions. First, answer those you find the easiest
Composition, which also includes scored sample so you can spend any extra time on the questions
essays and essay questions. you find more difficult.
Four other CLEP exams have optional essays. Some 4. When you know which questions you’ll answer and
colleges or universities may require you to take one in what order, determine how much testing time
of these optional essays as part of the American remains, and estimate how many minutes you’ll
Literature, Analyzing and Interpreting Literature, English devote to each question. Unless suggested times
Literature, or College Composition Modular exam. are given for the questions, try to allot an equal
There’s an additional fee for each of the optional amount of time for each question.
essays, payable to the institution that administers the 5. Before answering each question, read it again
exam. These essays are scored by the faculty of the carefully to make sure you’re interpreting it correctly.
institution that grants the credit. Therefore, you may Pay attention to key words, such as those listed
find it helpful to talk with someone at your college to below, that appear in free-response questions. Be
find out what criteria are used to determine whether sure you know the exact meaning of these words
you’ll get credit. Ask how much emphasis is placed before taking the exam.
on your writing ability and your ability to organize
analyze describe interpret
your thoughts, as opposed to your knowledge of the
apply determine justify
subject matter. Find out how much weight is given to
assess discuss list
your multiple-choice test score, compared to your
compare distinguish outline
free-response score, in determining whether you’ll get
contrast enumerate prove
credit. This gives you an idea of what to work hardest
define explain rank
on in preparing for and taking the exam.
demonstrate generalize show
derive illustrate summarize
If a question asks you to ’’outline,’’ ’’define,’’ or

’’summarize,’’ don’t write a detailed explanation; if a
question asks you to ’’analyze,” ’’explain,’’ “illustrate,’’
’’interpret,’’ or ’’show,’’ you must do more than briefly
describe the topic.

VI. Interpreting Your Scores
CLEP score requirements for awarding credit vary from How CLEP Scores Are Computed
institution to institution. The College Board, however,
In order to reach a total score on your exam, two
recommends that colleges refer to the standards set
calculations are performed.
by the American Council on Education (ACE). All ACE
recommendations are the result of careful and periodic 1. Your “raw score” is the number of questions you
review by evaluation teams made up of faculty who are answered correctly. Your raw score increases by one
subject-matter experts and technical experts in testing point for each question answered correctly.
and measurement. To determine whether you’re eligible 2. Your raw score is then converted to a scaled score
for credit for your CLEP scores, refer to the policy of the that ranges from 20 to 80, and this is the score that
college you’ll be attending. The policy states the score appears on your score report. The American Council
that’s required to earn credit at that institution. Many on Education (ACE) recommends that colleges grant
colleges award credit at the score levels recommended credit for a score of 50 or higher, but individual
by ACE. However, some require scores higher or lower institutions can set their own CLEP credit policies.
than these.
Your exam score is printed for you at the test center

immediately upon completion of the exam, unless you
How Essays Are Scored
took College Composition. For this exam, you’ll receive The College Board arranges for college English
your score online one to two weeks after the exam date. professors to score the essays written for the
You can also view your scores for other exams online College Composition exam. These carefully selected
one business day after taking the test by logging into college faculty members teach at two- and four-year
My Account (clepportal.collegeboard.org/myaccount). institutions nationwide. The faculty members receive
Your scores are kept on file for 20 years. Your CLEP extensive training and thoroughly review the College
exam scores are reported only to you, unless you ask to Board scoring policies and procedures before grading
have them sent elsewhere. If you want your scores sent the essays. Each essay is read and scored by two
to a college, employer, or certifying agency, you must professors, the sum of the two scores for each essay
select this option through My Account. This service is is combined with the multiple-choice score, and the
free only if you select your score recipient when you result is reported as a scaled score between 20 and 80.
register. For a fee, you can request a transcript at a Although the format of the two sections is very different,
later date. Order official transcripts by logging in to My both measure skills required for expository writing.
Account (clepportal.collegeboard.org/myaccount). Knowledge of formal grammar, sentence structure, and
organizational skills is necessary for the multiple-choice
The pamphlet, What Your CLEP Score Means, gives section, but the emphasis in the free-response section
detailed information about interpreting your scores and is on writing skills rather than grammar.
is available at clep.collegeboard.org. A copy of the
pamphlet is also in the appendix of this guide. A brief Optional essays for CLEP Composition Modular and
explanation appears below. the literature exams are evaluated and scored by the
colleges that require them, rather than by the College
Board. If you take an optional essay, it’s sent to the
institution you designate when you take the test. If you
didn’t designate a score recipient institution when you
took an optional essay, you may still select one as long
as you notify CLEP within 18 months of taking the exam.
Copies of essays aren’t held beyond 18 months or after
they have been sent to an institution.

College Composition Exams
VII. College Composition Exams
Description of the Exams Both exams include some pretest multiple-choice
questions that wo t be counted toward the test
The CLEP College Composition exam assess taker’s score.
writing skills taught in most ÿrst-year college
composition courses. Those skills include analysis, Colleges set their own credit-granting policies and
argumentation, synthesis, usage, ability to recognize therefore differ with regard to their acceptance of
logical development and research. the College Composition exams. Most colleges
will grant course credit for a ÿrst-year
College Composition contains approximately 50 composition or English course that emphasizes
multiple-choice questions to be answered in 50 expository writing; others will grant credit toward
minutes and 2 mandatory, centrally scored essays satisfying a liberal arts or distribution requirement
written in 70 minutes, for a total of 120 minutes. in English.
The essays are scored twice a month by college
English faculty from throughout the country via an The American Council on Education’s College
online scoring system. Each of the two essays is Credit Recommendation Service (ACE CREDIT)
scored independently by two different readers, and the has evaluated the exams and recommended the
scores are then combined. This combined score is awarding of college credit for a score of 50 or
weighted approximately equally with the score from above on the CLEP College Composition and
the multiple-choice section. These scores are then College Composition Modular exams. Refer to the
combined to yield the test taker’s score. The resulting document “What Your CLEP Score Means” for
combined score is reported as a single scaled score additional information about the ACE credit
between 20 and 80. Separate scores aren’t reported recommendations.
for the multiple-choice and essay sections. While
scores are provided immediately upon completion Knowledge and Skills Required
for other CLEP exams, scores for the College The exams measure test takers’ knowledge of
Composition exam are available to test takers the fundamental principles of rhetoric and
online one to two weeks after the test date. View composition and their ability to apply the
the complete College Composition scoring and principles of standard written English. In addition,
score availability dates on the CLEP website the exams require familiarity with research and
https://clep.collegeboard.org/college-composition- reference skills. In one of the two essays in the
score-availability-dates. exams (in the mandatory essay section of College
College Composition Modular contains Composition and the optional essay module
approximately 90 multiple-choice questions to produced by the College Board for College
be answered in 90 minutes. It’s designed for Composition Modular), test takers must develop
colleges that want a valid, reliable multiple-choice a position by building an argument in which they
assessment, and most colleges award credit based synthesize information from two provided
on the College Composition Modular exam alone. sources, which they must cite. The requirement
If direct writing assessment is required by a that test takers cite the sources they use re°ects
college, the exam can be supplemented with an the recognition of source attribution as an
optional essay module that’s either provided and essential skill in college writing courses.
scored by the college or provided by CLEP and
scored by the college. The optional essay module
provided by CLEP contains 2 essays to be
written in 70 minutes.
clep.collegeboard.org 2019 College-Level Examination Program 65

Co llege Composition Exam s
College Composition • Rhetorical effects and emphasis

The skills assessed in the College Composition • Use of language
exam follow. The numbers following • Evaluation of author’s authority and appeal
topics indicate the approximate percentages of • Evaluation of reasoning
exam questions on those topics. The bulleted lists • Consistency of point of view
under each topic are meant
rather than prescriptive. • Transitions
• Sentence-level errors primarily relating to the
Conventions of Standard Written English (10%) conventions of standard written English
This section measures test takers’ awareness of a Ability to Use Source Materials (25%)
variety of logical, structural and grammatical
relationships within sentences. The questions test This section measures test takers’ familiarity with
recognition of acceptable usage relating to the elements of the following basic reference and
items below: research skills, which are tested primarily in sets
but may also be tested through stand-alone
• Syntax (parallelism, coordination, subordination) questions. In the passage-based sets, the elements
• Sentence boundaries (comma splices, run-ons, listed under Revision Skills and Rhetorical
sentence fragments) Analysis may also be tested. In addition, this
• Recognition of correct sentences section will cover the following skills:
• Concord/agreement (pronoun reference, case • Use of reference materials
shift and number; subject-verb; verb tense) • Evaluation of sources
• Diction • Integration of resource material
• Modiÿers • Documentation of sources (including, but not
• Idiom limited to, MLA, APA, and Chicago M anual
• Active/passive voice of S tyle)
• Lack of subject in modifying word group
Rhetorical Analysis (25%)
• Logical comparison
• Logical agreement This section measures test takers’ ability to
analyze writing. This skill is tested primarily in
• Punctuation passage-based questions pertaining to critical
thinking, style, purpose, audience, and situation:
Revision Skills (40%)
• Appeals
This section measures test takers’ revision skills
in the context of works in progress (early drafts of • Tone
essays): • Organization/structure
• Organization • Rhetorical effects
• Evaluation of evidence • Use of language
• Awareness of audience, tone, and purpose • Evaluation of evidence
• Level of detail
• Coherence between sentences and paragraphs
• Sentence variety and structure
• Main idea, thesis statements and topic sentences
66 2019 College-Level Examination Program clep.collegeboard.org

The Essays College Composition Modular includes an

additional question type for assessing revision
In addition to the multiple-choice section, College
skills: Improving Sentences. For more
Composition includes a mandatory essay section
information, see page 36.
that tests skills of argumentation, analysis, and
synthesis. This section of the exam consists of two After completing the College Composition
essays, both of which measure a test taker’s ability Modular exam, test takers may choose to take
to write clearly and effectively. The ÿrst essay is the direct writing assessment module, if it’s
based on the test takers’ reading, observation, or required by the credit policy established by
experience, while the second requires test takers their college. Options include:
to synthesize and cite two sources that are
provided. Test takers have 30 minutes to write the 1. An optional essay module developed and
ÿrst essay and 40 minutes to read the two sources provided by CLEP that requires test takers to
and write the second essay. respond to two essay prompts designed to
assess the same skills measured in the College
The essays must be typed on the computer. Composition’s mandatory essay section. Unlike
the computer-based College Composition
College Composition Modular Modular exam, the optional essay module is in
The knowledge and skills assessed by College the paper and pencil format. A test taker writes
Composition Modular are the same as those the essays in a provided booklet, and the test
measured by College Composition, but the format center gets the handwritten essays sent to the
and timing allow a more extended indirect college designated by the test taker, along with
assessment of test takers’ knowledge and skills. the CLEP Optional Essay Scoring Guidelines.
Test takers can’t register for the optional
The percentages of exam questions on each topic essay module on the CLEP website; they need
are the same in both exams: to contact the test center in advance to order it
and schedule testing.
Conventions of Standard Written English (10%)
2. An essay/writing assessment developed,
Revision Skills, Including Sentence-Level Skills administered, and scored by the college.
(40%)
3. Associating the College Composition Modular
Ability to Use Source Materials (25%) score with another assessment or evaluation
determined by the college.
Rhetorical Analysis (25%)

College Composition Sample Test Questions 2. Many of the dozens of miniature portraits of
A
Following are the types of questions that appear on
the College Composition exams. Henry VIII by the artist Hans Holbein
B
General Directions were painted on the backs of a playing card.
Time: Approximately 90 minutes 1
C D
Conventions of Standard Written English (10%) No error
E
Directions: The following sentences test your
knowledge of grammar, usage, diction (choice of
words), and idiom. Note that some sentences are 3. Among the Native Americans first encountered
correct, and no sentence contains more than one A B
error.
by Europeans during the seventeenth century
Read each sentence carefully, paying particular C
attention to the underlined portions. You’ll find
was the Algonquin Indians. No error
that the error, if there is one, is underlined.
Assume that elements of the sentence that aren’t D E
underlined are correct and cannot be changed. In
choosing answers, follow the requirements of 4. Although most people are not really
standard written English. A
If there is an error, select the one underlined part familiar with the agency called Centers for
that must be changed to make the sentence correct. B
If there is no error, select No error. Disease Control and Prevention, it is highly
C D
respected among medical professionals
Example:
worldwide. No error
The other delegates and
E
A
him immediately accepted
B C 5. Even though he had some doubts about
the resolution drafted by
A B
D
the neutral states. No error democracy, Thomas Jefferson did have faith
E C
with representative government. No error
D E
1. Studying plants in the laboratory under strictly
A B
controlled conditions providing a
C
useful but limited view of the way that these
D
plants function in an ecosystem. No error
E
1
The multiple-choice section for the College Composition Modular exam is
approximately 90 minutes.

C O L L E G E C O M P O S I T I O N E X A M S
6. The union was not opposed against a 11. First recorded 3,000 years ago, the migration of
A
A B
compromise as long as its basic right to
many species of birds in the Northern
B C
collective bargaining was respected.

Hemisphere occurs annually every year.
D
C D
No error
No error
E
E
7. During her first year in medical school, 12. Because they do not thrive in the shade, aspen
A
A
Joanne came to the realization that she was
trees benefit indirectly from forest fires, which
B
B
more interested in doing research than
creates open areas for saplings to grow in the
C
C D
to treat patients. No error
sunlight. No error
D E
E
8. If one has trouble swallowing tablets or 13. Every time we go to the beach, my friend
A
A
capsules, you could try taking medicine in
Joyce and me always forget to bring coins
B C D
B C
liquid form. No error
for the parking meters. No error
E
D E
9. Although most of the tourists who come to the 14. If I were only a little taller, I would be able
A B A B
to reach the plates on the top shelf
city each year visit only the famous landmarks,
C
C
of the kitchen cabinet. No error
but some of the more adventurous venture into

D E
D
less familiar territory. No error
10. The orbits of comets in our solar system
are much more eccentric than planet Earth,

A B
which revolves around the Sun following a
C D
relatively circular path. No error
E
75

Revision Skills (40%) 15. In context, which is the best replacement for
“showing” in sentence 1?
Directions: The following passages are early
drafts of essays. (A) producing
Read each passage and then answer the questions (B) appearing
that follow. Some questions refer to particular (C) representing
sentences or parts of sentences and ask you to
(D) explaining
improve sentence structure or diction (word
choice). Other questions refer to the entire essay or (E) signaling
parts of the essay and ask you to consider the
essay’s organization, development or effectiveness 16. In context, which of the following revisions
of language. In selecting your answers, follow the must be made to sentence 3 (reproduced
conventions of standard written English. below)?
Questions 15–23 are based on the following draft
of an essay. People could keep track of other events, such
as births and deaths, by knowing the years in
(1) Winter counts are physical records, mainly which it occurred.
drawings on animal hides or muslin, that Plains
Indians, primarily the Lakota, used for showing (A) Add “Ordinarily” to the beginning of the
each year of their history. (2) In this method, a sentence.
year consists of one event recorded as an image in (B) Change “could” to “would”.
the winter count. (3) People could keep track of (C) Change “such as” to “like”.
other events, such as births and deaths, by
knowing the years in which it occurred. (4) In (D) Change “it” to “they”.
consultation with members of the Lakota people, (E) Add “had” before “occurred”.
curators at the Smithsonian Institution created an
online exhibit of about a thousand winter counts. 17. Which is the best revision of the underlined
(5) Scholars generally agree that collectively, portion of sentence 5 (reproduced below)?
probably, they chose which event would stand for
a year. (6) An event chosen to represent a year Scholars generally agree that collectively,
was not necessarily the most important of that probably, they chose which event would stand
year, just one that was memorable for everyone in for a year.
the group. (7) One person was the keeper of the
winter count. (8) Once the group made its (A) what event would stand for a year was
selection, he then recorded this event. probably decided as a collective
(B) collectively the Lakota Indians probably
(9) Like any calendar, the winter counts named
chose the event for its year
years but did not go into detail about what
happened. (10) Here is where the keeper of the (C) choosing the event that would stand for a
winter count came in. (11) He was the group’s year was probably a collective effort
official historian. (12) He remembered stories (D) it was probably a collective task, they all
passed down to him and could place them in the chose the event to stand for a year
winter count. (13) He could provide the (E) the event that would stand for a year was
significance of the events chosen to represent the probably their collective decision
years in the winter count. (14) Fortunately, several
keepers were interviewed and their stories recorded
in the nineteenth and early twentieth centuries.
(15) Even without their accompanying oral
histories, however, the winter counts show that life
for the Lakota was always on the move.
76

18. Which of the following sentences is best to 20. In context, which is best to add to the beginning
add after sentence 6? of sentence 13?
(A) Historians should look at several winter (A) Or,
counts, looking out for repeated images, in (B) In addition,
order to get better information.
(C) Despite this,
(B) The drawings were sometimes arranged in
(D) However,
a spiral, reading out from the center;
sometimes in page form, reading from top (E) Not to mention,
to bottom, left to right.
(C) However, winter counts helped the people 21. In context, where should the following
keep their oral history in chronological sentence be placed?
order.
(D) For example, one year might be named for Without the keeper and the vast amount of
a war, while another might be named for a historical information stored in his memory,
meteor shower. the winter counts would be little more than a
(E) Winter counts show that conflict was the cryptic list of years.
norm for many Native Americans. (A) After sentence 1
(B) After sentence 3
19. In context, which of the following is the best (C) After sentence 5
way to combine sentences 7 and 8 (reproduced (D) After sentence 12
below)?
(E) After sentence 13
One person was the keeper of the winter count.
Once the group made its selection, he then 22. Deleting which of the following sentences
recorded this event. would most improve the coherence of the
(A) One person, being the keeper of the winter passage?
count, he then recorded the event once the (A) Sentence 2
group made its selection.
(B) Sentence 4
(B) One person was the keeper of the winter
(C) Sentence 9
count, he then recorded the event once
they made their selection. (D) Sentence 10
(C) Once the group had made its selection, (E) Sentence 15
one person, the keeper of the winter count,
recorded it. 23. The passage as a whole could be clarified by
(D) The keeper of the winter count was one adding which of the following before the first
person, and, when the group made its sentence?
selection, he then recorded it.
(E) Recording the event when the group (A) A brief paragraph comparing Native
finally selected it, the winter count was American timekeeping methods with
updated by one person, the keeper. calendar-based ones
(B) An excerpt of an interview with a Lakota
keeper of the winter counts
(C) An analysis of how certain events make
time seem longer than it really is
(D) An example of a student who learned about
her Native American background and
became a keeper of winter counts
(E) A discussion of how winter is viewed
differently in different cultures
77

Questions 24–32 are based on the following draft 25. In context, which of the following is the best
of an essay. revision to sentence 3 (reproduced below)?
(1) Americans enjoy some of the safest free It takes 1.5 million barrels of oil a year to
drinking water on Earth, however spending make the plastic water bottles Americans use,
$15 billion on bottled water in 2006, and and the production of these bottles, many of
consumption is rising (Fishman). (2) While them made of polyethylene terephthalate
proponents of bottled water tout its health (PET), pollutes the atmosphere (Williams).
advantages over alternatives such as sugary sodas,
environmentalists are concerned about the (A) Begin the sentence with “However,”.
consequences of bottled-water consumption. (B) Begin the sentence with “For one thing,”.
(3) It takes 1.5 million barrels of oil a year to
make the plastic water bottles Americans use, and (C) Change “It takes” to “They take”.
the production of these bottles, many of them (D) Change “production of these bottles” to
made of polyethylene terephthalate (PET), pollutes “producing such bottles”.
the atmosphere (Williams). (4) The manufacture (E) Delete “(Williams)” and begin the sentence
of PET releases hydrocarbons, sulfur dioxides, with “Williams says”.
carbon monoxide and other harmful substances into
the atmosphere. (5) PET is recyclable, and over
85 percent of these bottles end up in landfills, 26. Which of the following should be done with
where they can take as long as 1,000 years to the underlined portion of sentence 5
degrade (Niman). (reproduced below)?
(6) It is not only the manufacture and disposal PET is recyclable, and over 85 percent of these
of water bottles that contribute to the harm it bottles end up in landfills, where they can take
causes the environment. (7) Water is shipped to as long as 1,000 years to degrade (Niman).
the United States from as far away as Fiji on
freighters and then hauled in trucks to its (A) Leave it as it is.
destinations. (B) Change it to “If PET were recyclable,
(8) What makes this wasteful practice especially then”.
ludicrous is that this luxury commodity is widely (C) Change it to “True, PET is recyclable,
available for free. (9) The San Francisco Chronicle with”.
notes that bottled water costs 240 to 10,000 times (D) Change it to “In addition, PET is
more than tap water and that “forty percent of recyclable as”.
bottled water should be labeled bottled tap water (E) Change it to “Furthermore, although PET
because that is exactly what it is.” is recyclable,”.
24. In context, which of the following versions 27. Which of the following versions of the
of the underlined portion of sentence 1 underlined portion of sentence 6 (reproduced
(reproduced below) is best? below) is best?
Americans enjoy some of the safest free It is not only the manufacture and disposal of
drinking water on Earth, however spending water bottles that contribute to the harm it
$15 billion on bottled water in 2006, and causes the environment.
consumption is rising (Fishman).
(A) it caused
(A) Earth, however spending
(B) its having caused
(B) Earth, yet they spent
(C) causing
(C) Earth; but spending
(D) they cause
(D) Earth; having spent
(E) these bottles, they cause
(E) Earth, instead they spend
78

28. Which of the following revisions would most 31. Which of the following would be the best
emphasize the purpose of sentence 7 sentence with which to end the passage?
(reproduced below)?
(A) People mistakenly think bottled water is
Water is shipped to the United States from as purer or tastes better than tap water.
far away as Fiji on freighters and then hauled (B) Many newspapers have recently published
in trucks to its destinations. stories about environmentalists’ efforts to
persuade the public to stop buying bottled
(A) Insert “It is true that” at the beginning of water.
the sentence. (C) Clearly, we can all do a lot to eliminate an
(B) Change “as far away as Fiji” to “places unnecessary environmental hazard just by
like Fiji”. turning on the tap instead of buying bottled
(C) Insert “fuel-burning” before “freighters” water.
and “inefficient” before “trucks”. (D) Plastic bottles provide a convenient way to
(D) Change “freighters” to “boats” and carry water, and people do need to drink
extra water in hot weather.
“trucks” to “vehicles”.
(E) While some kinds of bottled water are
(E) Insert “ships called” before “freighters”
carbonated, Americans generally prefer
and “various” before “destinations”. noncarbonated brands.
29. Which would be the best place to insert the 32. Which of the following would make the most
following sentence? logical title for the passage?
Many of the bottles of water that will be sold (A) Transportation Woes
to Americans must first be transported from (B) The Problem with Bottled Water
sources all over the world. (C) Issues of the Environment and
(A) Immediately after sentence 1 Consumption
(B) Immediately after sentence 2 (D) The Benefits of Tap Water Consumption
(C) Immediately after sentence 4 (E) Ways and Means of Saving Energy and
Drinking Less
(D) Immediately after sentence 6
(E) Immediately after sentence 8
30. Which of the following revisions is most

needed in sentence 9 (reproduced below)?
The San Francisco Chronicle notes that bottled

water costs 240 to 10,000 times more than tap
water and that “forty percent of bottled water
should be labeled bottled tap water because
that is exactly what it is.”
(A) Add a parenthetical citation for the
material quoted in the sentence.
(B) Change “costs” to “cost”.
(C) Add “money” after “more”.
(D) Change “forty” to “40”.
(E) Add a colon before the first quotation
mark.
79

Ability to Use Source Materials (25%) 35. Wacker, Peter. Virtual Field Trip: New Brunswick
Area, Raritan South Bank. Rutgers U
Directions: The following questions test your
Geography Dept., 1997. Web. 8 Dec. 2003.
familiarity with basic research, reference, and <http://geography.rutgers.edu/resources/
composition skills. Some questions refer to vrtrip/index.html>.
passages, while other questions are self-contained.
For each question, choose the best answer. In the citation, what information is provided by
“8 Dec. 2003”?
33. sloth n. 1. Aversion to work or exertion; (A) The date the information was accessed on
laziness, indolence. 2. Any of various slow- the Internet
moving, arboreal, edendate mammals of the
(B) The date the virtual field trip was placed
family Bradypodidae of South and Central on a Web site
America, having long hooklike claws, by
which they hang upside down from tree (C) The date the article on New Brunswick
branches, and feeding on leaves, buds, and was published in a print journal
fruits, especially: a. A member of the genus (D) The last time the Web site showing the
Bradypus, having three long-clawed toes virtual field trip was updated
on each forefoot. Also called ai, three-toed (E) The date the virtual field trip was filed
sloth. b. A member of the genus Choloepus, with the Rutgers University Geography
having two toes on each forefoot. Also called Department
two-toed sloth, unau. 3. A company of bears.
See synonyms at flock. [Middle English 36. The following excerpt is taken from a student’s
slowth, from slow, slow.] research paper.
Which of the following statements is NOT The principles of the separation of church and
supported by the definition above? state and the right to practice religion freely
are both supported by the First Amendment to
(A) The word “sloth” has both abstract and
the United States Constitution: “Congress shall
concrete meanings. make no law respecting an establishment of
(B) One meaning of “sloth” has negative religion or prohibiting the free exercise thereof ”
connotations. (qtd. in Dye n.d.).
(C) “Slowth” was a word used in Middle
English. The letters “n.d.” mean that
(D) All sloths have three long-clawed toes. (A) the source has several publication dates
(E) The word “sloth” can refer to bears. (B) the date of the publication is unavailable
(C) the quotation is from section n.d. of a
34. Akmajian, Adrian, et al. Linguistics: source by Dye
An Introduction to Language and (D) a new paragraph begins here in the
Communication. 6th ed. Cambridge: quotation
MIT P, 2010. Print. (E) the quotation is from section n.d. of the
Constitution
In the citation shown, “et al.” indicates that the
book was
(A) published in Cambridge
(B) edited by Adrian Akmajian
(C) written by several authors
(D) first published in 2010
(E) an introduction to the fifth edition
80

37. Allen, A.T. (2011). Gender, 39. A student writing a research paper plans to
professionalization, and the child in the use the following quotation found on pages
progressive era. Journal of Women’s History, 108–109 of her textbook.
23 (2), 112–136.
“Within two or three decades the difference
In the citation shown, “(2)” indicates that between automated driving and human driving
will be so great you may not be legally allowed
(A) there were two volumes of the Journal of to drive your own car, and even if you are
Women’s History published in 2011 allowed, it would be immoral of you to drive,
(B) the article appears in the second issue of because the risk of you hurting yourself or
volume 23 of the Journal of Women’s another person will be far greater than if you
History allowed a machine to do the work.”
(C) there are two articles by A.T. Allen in Marcus, Gary. “Moral Machines.” Technology:
volume 23 of the Journal of Women’s A Reader for Writers, edited by Johannah
History Rodgers, Oxford UP, 2014, pp 108–111.
(D) “Gender, professionalization, and the child
in the progressive era” has more than one Which of the following statements represents
author the most accurate paraphrase of this quotation?
(E) “Gender, professionalization, and the child (A) Marcus explains that cars will soon drive
in the progressive era” appears in both themselves, and it will become illegal for
print and online versions humans to drive given the great difference
between automated and human driving.
38. Norman, Brian. “Bringing Malcolm X to (B) Pages 108–109 describe the future of
Hollywood.” The Cambridge Companion to automated driving.
Malcolm X. Ed. Robert E. Terrill. Cambridge: (C) Marcus thinks automated driving will be
Cambridge UP, 2010. 39–50. better than human driving.
(D) Automated driving will completely replace
In the citation shown, “39–50” indicates that human driving by 2035, according to
Marcus, because there will be far less risk
(A) The Cambridge Companion to Malcolm X with a machine driving.
has 50 volumes
(E) Marcus speculates that in the future the
(B) “Bringing Malcolm X to Hollywood” superior safety of automated driving may
appears in the 2010 issue of make human driving illegal, or at least
Cambridge UP immoral.
(C) “Bringing Malcolm X to Hollywood” is
approximately 12 pages long
(D) “Bringing Malcolm X to Hollywood” is
the 39th of 50 articles
(E) Robert E. Terrill is the author of an article
that appears on pages 39–50
81

Questions 40–47 refer to the following passage. 40. Which of the following is cited in sentence 3?
(1) Invasive species are plant or animal species (A) A newspaper
that become established in ecosystems where they
did not originate. (2) Some blend in harmlessly (B) A scientific journal
with native species, but others cause ecological and (C) A Web site
economic damage. (3) A notorious example is (D) A book
the zebra mussel, native to Russia, that was first (E) A magazine
identified in the United States Great Lakes in 1988
(McKee 2003, 141). (4) Scientists believe that
the mussels were inadvertently transported to 41. The information in parentheses in sentence 6
North America in the ballast water of ships. informs the reader that
(5) Like many invasive species, zebra mussels
threaten the biodiversity of the habitats they invade. (A) Fields conducted research in 2005 about
(6) Zebra mussels reproduce so quickly and are how to protect native mussel species
so hardy that they have suppressed populations of (B) information about invasive species other
the Great Lakes’ native mussels (Fields 2005, than zebra mussels can be found in a
164) and, along with other invasive species, source written by Fields
threaten the Great Lakes’ entire food web.
(7) Environmental chemist Mike Murray claims, (C) Fields has written a work that provides
“As invasive species like zebra mussels overwhelm information about zebra mussels’ effects
the Great Lakes, large stretches of the lakes have on native mussel populations
become underwater deserts.” (8)Although some (D) the sentence is a direct quote from a work
skeptics dismiss the concern about invasive species written by Fields
as overblown, arguing that the majority of (E) information about the impact of invasive
nonnative species cause no harm, many scientists species on native aquatic populations can
are alarmed by the changes produced by the be found on page 2005 of a work by Fields
zebra mussel and other invasive species.
(9) The economic damage caused by the zebra
mussel has prompted government officials and 42. The author of the passage quotes Murray in
scientists to seek solutions to this problem. sentence 7 most likely in order to
(10) Many industrial facilities use chlorine to
clear the mussels from their power and sewage (A) provide information about other invasive
plants. (11) Other facilities use chemicals species in the Great Lakes
specifically developed to kill mussels. (B) suggest that scientists have under
(12) Unfortunately, both of these methods have estimated the damage done to the Great
certain harmful consequences. (13)An alternative Lakes by zebra mussels
may become available: a bacterium that kills
(C) point out that invasive species can affect
zebra mussels without harming native species.
many different kinds of environments
References (D) emphasize the effects that zebra mussels
Fields, S. (2005). Great Lakes: Resources at have had on the Great Lakes ecosystem
risk. Environmental Health Perspectives (E) illustrate the nature of the food web in the
113 (2), 164–172. Great Lakes
McKee, J. (2003). Sparing nature: The conflict
between human population growth and
Earth’s biodiversity. New Brunswick, NJ:
Rutgers University Press.
82

43. Which is best to do with sentence 7 45. Which of the following best describes the purpose
(reproduced below)? of the final paragraph (sentences 10–13)?
Environmental chemist Mike Murray claims, (A) It explains why the “skeptics” mentioned
“As invasive species like zebra mussels in the second paragraph are correct.
overwhelm the Great Lakes, large stretches of (B) It points out that the phenomenon
the lakes have become underwater deserts.” introduced in the first paragraph can be
easily controlled.
(A) Leave it as it is.
(C) It presents information to refute an
(B) Paraphrase Murray’s comment rather than argument presented in the first paragraph.
quote it directly.
(D) It elaborates on the causes of a problem
(C) Add information in parentheses explaining presented in the first and second
Murray’s claim. paragraphs.
(D) Provide Murray’s credentials as a scientist. (E) It details various solutions to a problem
(E) Add a citation indicating the source of the discussed in the first and second
quotation from Murray. paragraphs.
44. Which of the following pieces of information, if 46. The final paragraph (sentences 10–13) could
added to the second paragraph (sentences 5–9), best be developed by
would most effectively advance the writer’s
argument? (A) elaborating on the negative effects of
current methods used to control zebra
(A) Biographical information about Mike mussels
Murray (B) explaining how researchers determined
(B) Information about the life span of the that zebra mussels were brought to North
zebra mussel America in the ballast water of ships
(C) Specific figures to illustrate the economic (C) adding information about differences
harm caused by zebra mussels between zebra mussels and mussel species
(D) Information about how power and sewage native to the Great Lakes
plants are designed (D) explaining how the chemicals currently
(E) A comparison of the revenues generated by used to control zebra mussels are
commercial fishing and sportfishing in the manufactured
Great Lakes region (E) adding information about other invasive
species in the Great Lakes and the
economic damage they cause
47. The first item listed in the References section

indicates all of the following EXCEPT that
(A) “Great Lakes: Resources at risk” is around
nine pages long
(B) “Great Lakes: Resources at risk” was
written by S. Fields
(C) “Great Lakes: Resources at risk” appears
on page 113 of Environmental Health
Perspectives
(D) “Great Lakes: Resources at risk” is an
article in a periodical
(E) Environmental Health Perspectives is
published more than once a year
83

Questions 48–52 refer to the following passage. 48. Which is best to do with sentence 3
(1) Sequential art is defined as the use of a (reproduced below)?
series of drawings in sequence, with or without
text, to tell a story or convey information. Many libraries, which would once never have
(2) We are most familiar with this kind of art in dreamed of including comic books on their
the form of comic books, but in recent decades, shelves, are now “only too happy to include
the sequential art genre of the graphic novel has graphic novels.”
not only become very popular, it has gained (A) Delete it from the passage.
increasing acceptance among academics and
scholars. (3) Many libraries, which would once (B) Remove the quotation marks.
never have dreamed of including comic books on (C) Include examples of specific libraries.
their shelves, are now “only too happy to include (D) Indicate the source of the material in
graphic novels.” (4) But what’s the difference quotation marks with a citation.
between the comic book and the graphic novel?
(5) According to Madeline Smith, author of the (E) Provide the names of some of the graphic
Cotton Candy graphic novel series, “People novels that are available in libraries.
think of comic books as short, brightly colored
super-hero stories for boys. (6) But graphic novels 49. Which of the following, if added immediately
can be much longer with more complex plots after sentence 6, would most improve the first
and characters—and most importantly, they can paragraph?
appeal to readers of all ages and backgrounds”
(103). (A) A description of one of the characters in
(7) Many graphic novels also focus on real-life Smith’s graphic novel
experiences and events, unlike comic books, which
(B) An explanation of how Smith’s quotation
are often based on fantasy or science fiction.
helps support the main idea of the
(8) Interestingly, this has led to a number of
successful graphic novels by women. (9) Graphic paragraph
novels depicting girlhood experiences, marriage, (C) A quote from another source that agrees
and motherhood have been among some of the with Smith
best sellers in the genre in recent years. (D) A quote from a review of Smith’s graphic
(10) Because these texts more closely fit into novel
academic categories like autobiography or personal
(E) An explanation of why Smith became a
narrative, graphic novels are also finding their
writer
way into literature classes.
Works Cited
50. What kind of information would provide the
Smith, Madeline. “Why Girls Are Taking Over best support for the claim made in sentence 9?
Graphic Novels.” Pop Culture Monthly 7
(2009): 101−104. Print. (A) Data from a newspaper article about sales
trends in the graphic novel genre over the
last few years
(B) Results of a survey of the writer’s
classmates to find out how many have
purchased graphic novels in the last year
(C) A quote from a scholarly article analyzing
gender trends in the publishing industry
(D) Customer review comments from an online
bookseller’s Web site
(E) Blog posts from enthusiastic readers of
graphic novels
84

51. In the Works Cited section, the number 7 Rhetorical Analysis (25%)
indicates which of the following?
Directions: The following questions test your
(A) The article is seven pages long. ability to analyze writing. Some questions refer to
(B) The article appears on page 7. passages, while other questions are self-contained.
For each question, choose the best answer.
(C) The article was published in July.
(D) The article appears in volume 7 of Pop Questions 53–56 refer to the following paragraph.
Culture Monthly.
(E) The volume of Pop Culture Monthly in (1) The image of the mad scientist—the
which the article appears contains seven unstable genius driven toward dubious goals by
articles. an intoxicating ambition—is a familiar one,
often thought of in this age of cloning and
genetic engineering. (2) Many people would
52. The word “Print” that appears at the end of the be surprised to learn that the most influential
citation in the Works Cited section indicates embodiment of this archetype was created by a
that nineteenth-century teenager. (3) When Mary
Shelley published her first novel, Frankenstein,
(A) the article is from a newspaper in 1818, she was barely nineteen years old, yet
(B) Pop Culture Monthly does not publish an her mesmerizing tale of a young scientist who
online version creates a terrifying monster quickly became a
(C) the article is from a paper version of Pop best seller, and its story has been adapted many
Culture Monthly times for stage and screen. (4) In fact, it was
the popularity of an early theatrical adaptation
(D) the author of the article is also its publisher of Frankenstein, called Presumption and staged
(E) the article is available in a large print in London in 1823, that encouraged Shelley’s
version publisher to issue a second printing of her
book. (5) Unfortunately, most people today
know the Frankenstein story only through later
adaptations and miss the many subtleties of
Shelley’s original story in which the monster is
not the shuffling, nearly mute menace of most
movie versions, but a highly sensitive creature
who reads Milton’s Paradise Lost and speaks
eloquently of the wrongs done him by his
creator, Dr. Frankenstein.
53. Which of the following best describes

sentence 1?
(A) It parodies an image that is taken seriously
by many people.
(B) It discusses a well-known image in its
current context.
(C) It states the thesis of the discussion to
follow.
(D) It explores the connections between history
and fantasy.
(E) It describes opposing views of a particular
image.
85

54. Which of the following transition words or Questions 57–59 refer to the following passage.
phrases, if inserted at the beginning of
sentence 2 (reproduced below), would be most (1) In the late nineteenth century, librarians
logical in the context of the passage? began noticing that many of the books in their
care were breaking apart and crumbling.
Many people would be surprised to learn that (2) Curiously, it was not the oldest books that
the most influential embodiment of this were deteriorating, but the more recent
archetype was created by a nineteenth-century volumes: those produced since the middle of
teenager. the nineteenth century with sheets fabricated
from a highly acidic wood-pulp mixture.
(A) Therefore, (3) The transition to this lesser-grade stock
(B) Similarly, began during the 1860s, when increasing
(C) Nevertheless, demand for paper hastened the development of
(D) In contrast, a cheaper process. (4) To improve strength and
to prevent ink from being too readily absorbed
(E) Likewise, by the pulp paper, chemicals, including alumi
num sulfate (alum), were added to the mix.
55. The author’s primary purpose in mentioning (5) The result was that documents exposed to
Presumption in sentence 4 is to humidity produced sulfuric acid, which weakened
the molecular structure of the pulp’s cellulose.
(A) identify a way in which Shelley’s time
differed from our own 57. The word “Curiously” in sentence 2 is meant to
(B) show that most people enjoy address which of the following assumptions?
dramatizations more than novels
(C) suggest that Shelley’s story has been (A) Old artifacts tend to be more valuable
debased by later adaptations than recently produced ones.
(D) illustrate a point about the effect of a (B) Environmental factors such as humidity
drama’s popularity on the publication of often have unforeseen effects.
Shelley’s novel (C) Cheaper production processes usually
(E) make an argument about result in lower-quality products.
nineteenth-century theatrical adaptations of (D) All manufactured objects are inevitably
popular novels subject to decay.
(E) Older objects are likely to disintegrate
56. Sentence 5 primarily serves to before objects created more recently.
(A) reveal the subtleties of an adaptation
(B) underscore the significance of a text 58. In context, sentence 4 serves to
(C) highlight a neglected aspect of a text (A) describe part of the process mentioned in
(D) defend a cherished point of view sentence 3
(E) extend an analysis about an author (B) explain why a cheaper process for
developing paper was required in the
nineteenth century
(C) explain why adding a particular agent to
wood pulp makes papermaking more
expensive
(D) counter the claim about the oldest books
made in sentence 2
(E) indicate how a particular process affected
the book market in the nineteenth century
86

59. Which of the following best describes the 61. The discussion of honey in sentence 4
organization of the passage as a whole? primarily serves to
(A) An approach is presented and found to be (A) detail the origins of an innovative practice
unreliable. (B) present an example of a valid theory
(B) A procedure is introduced and then (C) introduce a new topic for discussion
described in more detail. (D) extend a prior analogy
(C) A phenomenon is described and an (E) refute a particular belief
explanation is provided.
(D) A problem is presented and two solutions
62. According to the passage, the scarcity in Spain
are evaluated.
of certain flowers led to
(E) A theory is proposed and challenged with
new evidence. (A) attempts to cultivate those flowers in Spain
(B) a modification of the Mesoamerican recipes
Questions 60–63 refer to the following passage. for chocolate
(C) the replacement of honey with sugar in
(1) While chocolate was highly esteemed in chocolate recipes
Mesoamerica, where it originated, its adoption (D) the exportation of quantities of those
in Europe was initially slow. (2) There is a flowers to Spain
common belief that Europeans needed to
“transform” chocolate to make it appetizing. (E) the introduction of European spices to
(3) However, while Spaniards did put sugar, Spain
which was unknown to indigenous Americans,
into chocolate beverages, this additive was not 63. The passage is primarily concerned with
completely innovative. (4) Mesoamericans
were already sweetening chocolate with honey, (A) arguing for a particular view of a topic
and the step from honey to sugar—increasingly (B) explaining how common misconceptions
more available than honey because of expanding occur
sugar plantations in the Americas—is a small
one. (5) Likewise, although Spaniards adjusted (C) detailing the uses of chocolate
Mesoamerican recipes by using European (D) exploring how certain cultures adapted
spices, the spices chosen suggest an attempt to foods
replicate harder-to-find native flowers. (6) There (E) refuting a particular academic theory
is no indication the Spaniards deliberately tried
to change the original flavor of chocolate.
60. In context, “common” (sentence 2) most

nearly means
(A) simplistic
(B) uninspired
(C) average
(D) trite
(E) prevalent
87

Questions 64–68 refer to the following passage. 66. In context, “freeholder” (sentence 4) most
nearly means a person who
(1) Whenever I go abroad it is always (A) maintains land for someone else
involuntary. (2) I never return home without
feeling some pleasing emotion, which I often (B) collects taxes on land
suppress as useless and foolish. (3) The (C) owns land
instant I enter on my own land, the bright idea (D) gives land to others
of property, of exclusive right, of independence (E) rents land from someone else
exalt my mind. (4) Precious soil, I say to
myself, by what singular custom of law is it
that thou wast made to constitute the riches of 67. In context, “the true and the only philosophy of
the freeholder? (5) What should we American an American farmer” (sentence 9) is most
farmers be without the distinct possession of likely that
that soil? (6) It feeds, it clothes us, from it we
draw even a great exuberancy, our best meat, (A) a person who inherits land is a more
our richest drink, the very honey of our bees committed citizen than one who purchases
comes from this privileged spot. (7) No land
wonder we should thus cherish its possession, (B) frequent travel is instructive and promotes
no wonder that so many Europeans who have the betterment of the individual
never been able to say that such portion of land
was theirs, cross the Atlantic to realize that (C) one must never entertain feelings of pride
happiness. (8) This formerly rude soil has about one’s possessions
been converted by my father into a pleasant (D) ownership of land strengthens a person’s
farm, and in return it has established all our ties to his or her country
rights; on it is founded our rank, our freedom, (E) diversification in farming is far superior to
our power as citizens, our importance as focusing on only one product
inhabitants of such a district. (9) These
images I must confess I always behold with
pleasure, and extend them as far as my 68. The author employs which of the following
imagination can reach: for this is what may strategies in this passage?
be called the true and the only philosophy of
an American farmer. (A) Parallel constructions are used to
emphasize a theme of abundance.
64. The primary purpose of the passage is to (B) Rhetorical questions are used to offer
opposing views to stated claims about
(A) inform farming.
(B) persuade (C) An extended metaphor is used to introduce
(C) criticize a complex idea about land ownership.
(D) Detailed personal anecdotes are used to
(D) define
exemplify the hardships of frontier life.
(E) entertain
(E) Authority figures are invoked to give
credence to the author’s claims.
65. The tone of the passage can best be described
as
(A) nostalgic
(B) rueful
(C) whimsical
(D) melancholy
(E) exhortatory
88

College Composition Modular 69. Award-winning author Virginia Hamilton,

whose books established her as one of the
The CLEP College Composition Modular exam
most influential figures in children’s literature
includes the following question type as part of the
in the twentieth century.
Revision Skills section:
Improving Sentences (A) Award-winning author Virginia Hamilton,
whose books
The following question type appears on the
College Composition Modular exam only. (B) Award-winning author Virginia Hamilton,
her books
Directions: The following sentences test
(C) Virginia Hamilton was an award-winning
correctness and effectiveness of expression. In
author, books by her
choosing your answers, follow the requirements of
standard written English: that is, pay attention to (D) The books of Virginia Hamilton,
grammar, diction (choice of words), sentence award-winning author, these
construction, and punctuation. (E) The books of award-winning author
In each of the following sentences, part of the Virginia Hamilton
sentence or the entire sentence is underlined.
Beneath each sentence you’ll find five versions of 70. The final project in graduate school is the
the underlined part. The first option repeats the
dissertation, which requires months of
original; the other four options present different
versions. research where they must amass and interpret
data important to the project.
Choose the option that best expresses the meaning
of the original sentence. If you think the original is (A) where they
better than any of the alternatives, choose the first (B) through which they
option; otherwise, choose one of the other options.
(C) and the student
Your choice should produce the most effective
sentence—one that’s clear and precise, without (D) during which the student
awkwardness or ambiguity. (E) which they
Example: 71. The sting of a scorpion may be as dangerous

as the bite of a cobra despite the quantity of
venom a scorpion injects is much smaller.
Laura Ingalls Wilder published her frst book
(A) cobra despite the quantity of venom a
and she was sixty-fve years old then. scorpion injects
(A) and she was sixty-fve years old then (B) cobra; therefore, the quantity of venom a
scorpion injects
(B) when she was sixty-fve
(C) cobra, a scorpion injecting a quantity of
(C) being age sixty-fve years old
venom that
(D) upon the reaching of sixty-fve years
(D) cobra; if the quantity of venom injected by
(E) at the time when she was sixty-fve a scorpion
(E) cobra even though the quantity of venom
injected by a scorpion

72. The more frequently portrayed movie 76. Doubting the authenticity of the paintings,
character of all time, the fictional figure there was an appraisal of the collection made
of Sherlock Holmes has appeared in for the dealer by a recognized expert.
approximately 200 films.
(A) there was an appraisal of the collection
(A) The more frequently made for the dealer
(B) The more frequent (B) the collection was taken by the dealer to be
appraised
(C) The most frequent
(C) the dealer had the collection appraised
(D) The most frequently
(D) the dealer decided on appraising the
(E) He is the most frequently collection
(E) an appraisal of the collection was made for
73. During his lifetime Edward Burne-Jones was the dealer
known primarily as a painter, but since his
death he received greater recognition for his
77. The cooking instructor informed us that by the
contributions to the field of decorative design.
end of the course, we will have acquired basic
(A) he received skills in chopping, searing, and to make sauces.
(B) he was receiving (A) we will have acquired basic skills in
(C) he has received chopping, searing, and to make sauces
(D) having received (B) we will have acquired basic skills in
(E) receiving chopping, to sear, and making sauces
(C) we will have acquired basic skills in
chopping, searing, and making sauces
74. Richard Wright once acted in a film version of (D) to chop, sear, and to make sauces will have
his novel Native Son, playing the role of been the basic skills acquired by us
Bigger Thomas.
(E) chopping, searing, and making sauces is
(A) Son, playing what we will have acquired basic skills in
(B) Son, he played
(C) Son, what he played was 78. According to a recent survey of consumers in
the United States, more people now shop
(D) Son and while he played
online as compared to shopping in physical
(E) Son, which he played stores.
(A) as compared to shopping
75. Although Red Canyon, Utah, is largely devoid
(B) as opposed to shopping
of trees, but small coniferous plots of
ponderosa pine and Douglas fir exist in areas (C) than when they shop
where moisture is available. (D) than shopping
(E) than
(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
90

79. The term “flapper” was popularized in the Sample Essays and Essay Topics
United States by the 1920 movie The Flapper,
where Olive Thomas played a frivolous young This section includes the following:
woman in search of romantic adventure. • General information about how to respond to the
essay topics
(A) where
• Essay-writing directions as they appear in the
(B) within which test
(C) in that • The scoring guides used to evaluate the essays
(D) in which • Sample essay topics
(E) when • Scored essays written in response to the topic
80. The Portuguese municipality of Sintra, famous General Directions
for its castles and royal retreats, have also Time: 70 minutes
made a mark on literature by charming many

You will have a total of 70 minutes to write
Romantic writers, including Almeida Garrett
two essays. You will have 30 minutes to
and Lord Byron.
complete the first essay, which is to be
(A) have also made based on your own reading, experience or
(B) has also made observations, and 40 minutes to complete the
second essay, which requires you to synthesize
(C) are also making two sources that are provided. Although you
(D) also make are free to begin writing at any point, it is
(E) also making better to take the time you need to plan your
essays and to do the required reading than it
is to begin writing immediately.
91
College Composition Exam
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 Exam

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 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 lapses
in quality.
• 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.
• 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

2 – A 2 essay is seriously flawed.

• 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.
• 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 language other than
English, merely copies the prompt, or consists of only keystroke characters.

Sample Essays with Commentaries simply getting by is a major success, not because
they love struggling to make ends meet, but
Note: Errors in the sample essays are intentionally
because they do not have a choice. When
reproduced.
Hurricane Katrina made landfall last August, the
majority of the residents of New Orleans had
Essay A—This essay is scored a 6. evacuated the city. Many had not, though: some of
their own free will, others because they simply did
I disagree with the statement that the most difficult
not have the means of travel. Later on, when large
challenges people face are those that everybody
portions of the city were under water, some
creates for themselves. The assertion is not true, or
residents tried to cross one of the bridges from
at least not always, as I intend to show below.
New Orleans to the west bank of the Mississippi
There may be instances where people set difficult
River, but were received by police shooting in the
objectives for themselves, but very often people
air to scare them away. The city across the river
simply have to try to address challenges they did
apparently did not want “the problems” of the City
not create, and survive or make the best of
of New Orleans.
situations they have been put into by accidents
such as geography, history, or ethnic and racial Certainly there are instances where people set
background. There are exceptions, but they are just high goals for themselves and some succeed in
that: exceptions, not the norm. attaining those goals, while many fail. I have all
the respect for the former, but I think focusing on
Often, especially for those coming from countries
the few exceptions we may miss the big picture.
that are not dominating the world stage,
Succeeding in spite of all odds, being a “self-made
succeeding in life, or simply making ends meet
man,” going “from rags to riches,” are powerful
are major challenges, and not because those who
myths in this country. I am not denying the effort
face these challenges want to be in such situations.
and successes of the Rockefellers, Carnegies, or
My parents grew up at a time when their country
more recently the Trumps. I do think, nonetheless,
was undergoing major social and political
that for every person who makes it in spite of all
transformations. World War II had just ended by
or most odds, there are many more who do not; for
the time my father was 12, the economy was in
every college dropout who succeeds in life, such as
shambles, and the Nazi occupiers had been driven
Bill Gates, there are thousands who will struggle
out of the country so the Red Army can take over.
through life.
My grandfather was forced to give up his little
land during the process of collectivization of People often set hard-to-reach objectives and they
agriculture. His small store was eventually may fail or succeed in pursuing those objectives. I
confiscated as well, and the couple horses he had, do think, though, that for many, the most difficult
along with thousands of horses throughout the challenges come from outside the individual, from
country, were taken away to make room for the their position in the social hierarchy, or the time
tractors the country was beginning to manufacture. and place where they are born and try to get by.
By the time my father was drafted into the military,
talk of World War II was everywhere, and the Commentary on Essay A
hysteria gave way only a couple of decades later.
My father had to lie low all his life and not say a This insightful response argues that life’s most
world against a regime that did not tolerate difficult challenges come from outside the
dissent. The kids’ success in school meant they individual and cites specific accidents of history
could get by within or without the messed up and geography as effective support for that claim.
system the country was under. In my grandfather’s Paragraph two offers abundant, well-chosen
words, it was important to study, because “no one evidence that political constraints imposed on the
can take away from you what you know.” writer’s family in Eastern Europe after the Second
World War were much more formidable than any
I have also seen in this country instances where
challenges they might have chosen for themselves.
people’s lives are made difficult by those in power.
To provide further development, paragraph three
It is often assumed that everybody in this country
describes the impact of similarly harsh conditions in
shares a certain standard of living, although
a more immediate place and time—New Orleans
evidence contradicts that assumption. For many,

after Hurricane Katrina. Finally, in preparation for a This was quite a high goal to set due to this
strong but carefully measured conclusion, the essay previous academic ability and the external
acknowledges that some few individuals do opinions of family and friends. He worked to
accomplish great things despite overwhelming odds. accomplish graduating from a junior college then
Just as the development of this response is thorough completing his B.A. in Film from USC, both with
and always sharply focused, the control of language honors. Mr. Lucas continued to set higher and
is superior. Note, for example, skillful subordination more challenging goals for himself to become an
in the third sentence of the essay and effective independent film producer and director and to not
vocabulary in phrases such as “dominating the world be affiliated with any particular movie studio. He
stage” or “a regime that did not tolerate dissent.” A had to pay his dues at first but finally his tenacity
few minor errors are indeed present, as is allowed by paid off and his creation of Lucasfilm has allowed
the scoring guide, but sustained control supports a him the goal of creative freedom in his work. I
score of 6. don’t believe that anyone else in his family or his
acquaintances would have set such goals for him.
Essay B—This essay is scored a 4. Mr. Lucas psychologically believed in himself
enough, knew what he wanted to do, set the
I agree that, as individuals, we tend to set higher applicable goals and worked to achieve them. No
goals for ourselves than outside influences. one else could have done this for him.
Because goals are so personal, it makes it that
much more challenging to attain them. Commentary on Essay B
Psychologically, individuals can be their own
worst enemy. Goals may be set and believed in by Since the first paragraph in this response deals
an individual but self-doubt, a low self-esteem and mainly with psychological reasons for failure or
societal and familial attitudes may warp personal success in achieving goals, it does not focus
beliefs. When this happens, an individual may lose sharply on the question of relative difficulty.
sight of the goal and instead focus doubt on the Paragraph two, however, clearly addresses the
necessary steps to achieve the goal. Conversely, an writing task and offers an extended example to
individual may battle these internal and external argue that self-selected goals are indeed more
obstacles and rise above them to successfully difficult than those imposed by others. Instead of
reach their goal. Who better to know the self then merely summarizing the life of George Lucas, the
the individual? Goals are personal since only the writer chooses several specific episodes in which
individual really knows what they would like to Lucas’ own aspirations surpassed the expectations
achieve, at what level to set the goal and must find of family and friends. Thus, after a slow start, the
a way to achieve it. essay does achieve competence in development,
focus and organization. Despite some errors,
An example of successful goal-setting is my
control of language is also adequate to support a
business idol; George Lucas who’s educational
score of 4. Syntax is sometimes flawed (see the
and career history has been a real inspiration. Mr.
first and last sentences of paragraph one), but the
Lucas continued to set higher goals for himself as
essay is free of serious grammar errors.
his life developed. He has become a prolific director
Furthermore, several phrases (e.g., “may warp
and businessman in the entertainment industry. He
personal beliefs,” “his tenacity paid off,”)
currently owns several companies including his
demonstrate vocabulary that is clearly adequate.
own production company and special effects
company. The reason why this is so inspiring is
because he almost failed high school and had
almost no prospects for the future. Before graduation,
Mr. Lucas was involved in an almost fatal car
crash. At this point in his life, he set a goal of
becoming an excellent student both in the classroom
and in life.

Essay C—This essay is scored a 2. Commentary on Essay C

This statement is strongly true. One example of Problems with development and focus make this
this is my own life. I work very hard and never response seriously limited in addressing the
give up, and am even taking this test! I am very writing task. The writer twice refers to success in
inspired to go to college and have made it my goal achieving personal goals (saving money for a car
to achieve, no matter what. And I have achieved and Mom’s graduation from nursing school), but
goals before this, so I know that I can achieve this both examples are extremely thin and neither
one too, even though it seems hard. When I was a shows that self-imposed goals are any more
senior at Kennedy High school I saved up money challenging than those imposed by others. In the
to buy a car, and that was a goal that I achieved middle of paragraph two, the writer veers even
myself. further away from the topic with the plausible
but—in this context—superfluous claim that
Another example of goals is my Mom. When I was
“goals can be useful.” Even though the response
little she went to nursing school and worked very
begins by asserting that the prompt is “strongly
hard, some people said it was impossible because
true,” later sentences argue an entirely different
she had four small children, but she graduated and
point—that “nothing seems impossible” after one
now she works in a hospital. So obviously goals
has gained confidence. Thus, since the response
can be useful. I guess when a person has achieved
provides almost no relevant development, it earns
a few goals then they feel more confident about
a score of 2.
going out to achieve other goals, and that way
even though they set higher goals, you find out that
you can even achieve the harder goals that seem
more impossible like the question says. You feel
good about what you already have achieved, so
nothing seems impossible. You go out and do it!

Second Essay
Sample Topic 2
Directions
The following 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 author’s last name, the
title, 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 profit
from the work. Many people agree that copyrights are a good thing, because they give creators the
opportunity to benefit from their creative work. However, many people also agree that the free exchange
of ideas is good for society because it fosters creativity and innovation. They argue that, therefore, in
many instances, there should be no copyright restrictions.
Assignment
Read the following sources carefully. Then write an essay in which you develop a position on whether
copyright restrictions benefit or harm society. Be sure to incorporate and cite both of the accompanying
sources as you develop your position.
Source 1:
Epstein, Richard A. “The Creators Own Ideas.” Technology Review 108.6 (2005): 56–60. Print.
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 drive
modern societies to legislate some form of copyright protection. Just as we protect private rights in land
for the benefit of the community, not solely for a property’s owner, so too we have a social reason to
protect writings and other intellectual creations.
As [the eighteenth-century philosopher] John Locke would have it, a just society recognizes the natural
rights of its citizens, including the right to protection of their productive labor. But copyright has an
additional 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 would
be happy to distribute their works under simple terms . . . requiring attribution only. But for most
authors, compensation matters, and we increase their production by limiting the rights of others to copy
their work.

Source 2:
Lessig, Lawrence. The Future of Ideas: The Fate of the Commons in a Connected World.
NewYork: Random House, 2001. Print.
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 have
the right to control access to my house and my car. You shouldn’t be allowed to rifle through my
desk . . . Hollywood should have the right to charge admission to its movies. If one couldn’t control
access to these resources, or resources called “mine,” one would have little incentive to work to produce
these resources, including those called mine.
But likewise, and obviously, many resources should be free . . . I shouldn’t need the permission of the
Einstein estate before I test his theory against newly discovered data. These resources and others gain
value by being kept free rather than controlled. A mature society realizes that value by protecting such
resources from both private and public control.
We need to learn this lesson again. The opportunity for this learning is the Internet. No modern
phenomenon better demonstrates the importance of free resources to innovation and creativity than the
Internet. To those who argue that control is necessary if innovation is to occur, and that more control
will yield more innovation, the Internet is the simplest and most direct reply.
Scoring Guide: College Composition Exam

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 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 the
position
• 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 lapses
in quality.
• 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.

4 – A 4 essay demonstrates competence, with some errors and lapses in quality.

• 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.
• 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.
• 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.
• 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 language other than
English, merely copies the prompt, or consists of only keystroke characters.

Essay A—This essay is scored a 6. rather it is just what its name implies: a theory. A
theory should be tested whenever the need arises
The ability to own property is one of the hallmarks because a theory is an attempt to explain how
of a modern and democratic society. All individuals something works. It is not, however, a form of self
have a right to their own property, be it tangible (a expression. While Einstein certainly has the right
house or a car that they have bought) or intangible to receive credit for his theory, it does not, and
(an artistic or intellectual work that they have should not, have the same protection as a creative
created). But the right of ownership benefits not work, such as a piece of literature, art, or music.
only individuals but society as well. As Richard
Epstein, in his article “The Creators Own Ideas,” Lessig uses the Internet as a model for a
argues, “just as we protect private rights in land copyright-free society, claiming that “no modern
for the benefit of the community, not solely for a phenomenon better demonstrates the importance
property’s owner, so too we have a social reason of free resources to innovation and creativity.”
to protect writings and other intellectual However, while the Internet does function as an
creations.” Because copyright laws protect artistic exchange of free ideas in some areas, even there
and intellectual creations, they benefit society as a people still strive to protect their intellectual
whole, and should therefore be upheld. property. For instance, you won’t find the full text
from a Harry Potter book online, because the
While “some creators are motivated solely by the author doesn’t want her work to be stolen. In fact,
desire to create,” most do expect to be quite a portion of the Internet is devoted to
compensated for their efforts (Epstein). Therefore, advertisement and trying to sell products,
as Epstein indicates, there are “strong economic intellectual works included. While the Internet is
imperatives that drive modern societies to legislate certainly innovative, its creativity and innovation
some form of copyright protection.” Artists, are not solely due to free ideas. The Internet also
writers, and other creators of intellectual and serves a global marketplace, and the sale of
creative work spend countless hours of their time artistic works is a primary reason for its existence
on their creations, which are often their only as well.
means of income. A major fear of creators is that
somebody else will steal their work, thereby In conclusion, people have the right to “own”
depriving them of their income. Fortunately, as their own creations. Copyright laws exist to
Epstein points out, copyright laws protect against protect the rights of the creators. Without such
such infringement. Without such safeguards in protections, the drive for intellectual production
place, creators may be less likely to release their will be stifled. With the right to property being so
works for fear that they may be stolen from. emphasized, copyright laws only make sense in
Without copyright laws guaranteeing just order to fully preserve the rights of individuals,
compensation to creators, productivity decreases, who in turn benefit society with their creative and
and society would not benefit from a wealth of intellectual contributions.
artistic, creative, and intellectual works. But when
producers of intellectual property are protected, Commentary on Essay A
productivity increases, fostering “huge positive
contributions to society, in the form of novels, This response effectively develops a focused argument
movies, manuals, music and other works” (Epstein). that copyright restrictions not only benefit individuals,
who have a right to “own” their own creations, but
Lawrence Lessig, however, disagrees with this line of society as a whole, which prospers from the artistic
reasoning, arguing instead that copyright laws and intellectual contributions made by those
should be abolished. In his book The Future of individuals. Quotations from both sources (Epstein
Ideas, Lessig states: “I shouldn’t need the permission and Lessig) are effectively synthesized (“Therefore, as
of the Einstein estate before I test his theory.” The Epstein indicates . . . ”) and appropriately cited.
flaw in this argument is that there is quite a Paragraph three offers an insightful distinction
difference between an artistic work and a scientific between a scientific theory (Einstein’s theory of
idea. While a novel or movie is the creative work relativity) and a creative work (a novel or movie),
of a person or persons, scientific ideas are meant while paragraph four uses the well-chosen example of
to have their validity tested and scrutinized. a Harry Potter novel to further the argument that not
Einstein’s theory of relativity isn’t a work of art,

even the Internet is free from market considerations. When a work is being controlled, it gives society
The response demonstrates some minor errors in use the first piece of work or the root of the source,
of language (the unclear pronoun in “they may be from the source’s viewpoint. According to Epstein,
stolen from” in paragraph two), but its superior facility “for most authors, compensation matters, and we
with language, effective vocabulary (“hallmarks of a increase their production by limiting the rights of
modern and democratic society”), and sustained others to copy their work.” Therefore, copyright
control of grammar, usage and mechanics merit it a restrictions not only good for the person who made
score of 6. it, but it is also good and beneficial to society.
Essay B—This essay is scored a 4. Commentary on Essay B

A copyright gives the author of a creative work The first paragraph sets out the response’s
exclusive rights to it: only the holder of a work’s argument that “copyright restrictions can only be
copyright has the legal rights to copy, publish, or beneficial to society.” While this statement is
profit from the work. Therefore, copyright slightly disconnected from the previous sentence,
restrictions can only be beneficial to society. the response does present a clear position. In the
next paragraph, the response adequately
According to Richard Epstein, “copyright fosters
strengthens the position that authors, musicians
huge positive contributions to culture, in the form
and other creators should benefit from their works,
of novels, movies, manuals, music, and other
using appropriate quotations from both sources for
works.” Epstein, further states that “some creators
support. Displaying the response’s sustained
are motivated solely by the desire to create and
development of the position, paragraph three
would be happy to distribute their works under
disagrees with a statement from the second source
simple terms . . . requiring attribution only.” It is
and introduces the contention that the money
unfair for authors, musicians, and other copyright
gained by copyright holders is reintroduced into
holders to not profit from their hard work: some of
the economy, thereby providing an economic
which takes months or even years to complete. In
benefit to society. While the synthesis of
order for some of these copyright holders to make
quotations is sometimes stilted (“I disagree with
profits, they have to charge others for the remake
Lessig’s statement”), there is nonetheless a link
or reproduction of their work. “Obviously many
between the sources and the response’s position.
resources must be controlled if they are to be
Despite a weak start, the essay overall is competent
produced or sustained,” according to Lawrence
in development, focus and organization. Some
Lessig.
errors in grammar, usage and mechanics are
However, Lessig argues, “many resources should present, but the control of language and
be free . . . I shouldn’t need the permission of the vocabulary displayed in the essay is adequate to
Einstein estate before I test his theory against support a score of 4.
newly developed data.” But no one wants to work
on a project without the possibility of not getting
paid. The mindset that these resources should be
free to reproduce is wrong. Not only is the money
going back to the communities, the money these
copyright holders get is going right back into the
economy: this is a driving factor for the economy
as well. Lessig, also states that “these resources
and others gain value by being kept free rather
than controlled.” Again, I disagree with Lessig’s
statement. Society will benefit by keeping these
works controlled rather than free, because the
work will and forever be authentic, and not just
some reproduce, unoriginal work.

Essay C—This essay is scored a 2. Commentary on Essay C

Copyrights are extremely common in our society; While this response does formulate the argument
they can be found everywhere. To some people, that copyright restrictions have a positive effect on
copyrighting laws are just another rule and society, it displays inconsistencies in focus and
another way to prevent people from expanding organization that make it seriously limited in
their knowledge by sharing someone else’s work. addressing the writing task. The essay provides an
To other people: the creators, the arts, & the example of the benefits of copyright laws in
originators copyrighting is a source of income, paragraph three, but the example is weak and does
privacy, & protection. A law that has benefited our not adequately illustrate how copyrighting the
society in more ways than one. book in question would benefit society. The
response takes the point of view of the “originators,”
Copyrighting laws have had a positive effect on
but the focus shifts from analyzing and discussing
our society in the past years, although many would
the merits of copyright laws to an exhortation to
like to disagree and say that more intellectual
obey them instead. Synthesis of source materials is
resources should be free. However, when viewing
often inadequate, with the response simply
copyrighted laws, I can not help but think about
summarizing rather than evaluating (“many would
the originators. Whatever the item may be, it’s
like to disagree and say that more intellectual
theirs. They are the ones the spent countless hours,
resources should be free”). Most serious, however,
thoughts, and ideas on their project. I wouldn’t
is the total lack of citation: although the sources
want anyone to be able to take my hard work &
are clearly used (in paragraphs two and three), the
sign their name beside it and then receive credit
response fails to attribute them. Therefore, while
for it because they made a few minor adjustments.
its weak organization, poor focus and frequent
It’s not ethical; it’s wrong and it’s stealing.
problems in the use of language (such as the
Also, if the society had the right mind set, they sentence fragment at the end of the first paragraph)
could see all of the positive effects of copyrights. demonstrate this essay’s limited competence, its
One example of that would be to realize that if a complete failure to cite renders it seriously flawed,
big company published my book & copyrighted it, earning it a score of 2.
then the company (that has more power &
connects) could distribute my work out into the
world. More copies would be sent out and the
more knowledge would be spread. Then, there’s
the argument that follows that point of view: More
people can read the book, but they can’t use
anything from it, to test it, or apply it their work.
This rebuttal is incompetent. When in reality if
someone did want to take from my own
copyrighted book, yes, they would have to make a
few phone calls to get permission from my estate,
but if using my work was that important to
someone else, it shouldn’t even matter to them if
they have to go the extra mile to do so.
In conclusion, society is benefitted by copyright
laws along with the originators. People just have
to look at it from the creator’s point of view and
realize that not everything can come as easy as the
click of a mouse on the internet. If you want
something bad enough, you have to put in the
effort, make a few more calls, & work towards
your goal.

Study Resources
Answer Key
Most textbooks used in college-level composition
courses cover the skills and topics measured in
the College Composition exams, but the approaches 1. C 41. C
to certain topics and the emphases given to them 2. D 42. D
may differ. To prepare for the College Composition 3. D 43. E
exams, it’s advisable to study one or more 4. E 44. C
college-level texts, such as readers, handbooks, 5. D 45. E
and writing guides. These and other appropriate 6. A 46. A
educational resources generally are available in 7. D 47. C
both print and electronic versions. Many university 8. A 48. D
writing centers also offer free online resources 9. A 49. B
for improving writing skills. When selecting a 10. B 50. A
resource, check its contents against the knowledge 11. D 51. D
and skills required for the College Composition 12. C 52. C
exams, which appear on pages 18–20. 13. B 53. B
14. E 54. A
To become aware of the processes and the principles 15. C 55. D
involved in presenting your ideas logically and 16. D 56. C
expressing them clearly and effectively, you 17. C 57. E
should practice writing. Ideally, you should try 18. D 58. A
writing about a variety of subjects and issues, 19. C 59. C
starting with those you know best and care about 20. B 60. E
most. Ask someone you know and respect to 21. E 61. E
respond to what you write and to help you discover 22. B 62. B
which parts of your writing communicate effectively 23. A 63. A
and which parts need revision to make the meaning 24. B 64. B
clear. You should also try to read the works of 25. B 65. E
published writers in a wide range of subjects, 26. E 66. C
paying particular attention to the ways in which 27. D 67. D
the writers use language to express their meaning. 28. C 68. A
Additional suggestions for preparing for CLEP 29. D 69 . E
exams are given in Chapter IV. 30. A 70. D
31. C 71. E
32. B 72. D
33. D 73. C
34. C 74. A
35. A 75. B
36. B 76. C
37. B 77. C
38. C 78. E
39. E 79. D
40. D 80. B

Appendix
What Your CLEP Score Means Scores are kept on file for 20 years. During this
In order to reach the total score you see on your score period, score reports may be sent to an institution, but
report, two calculations are performed. only at the request of the candidate. Students can order
official transcripts through the CLEP My Account portal
1. Your “raw score” is the number of questions you (clepportal.collegeboard.org) and pay a fee. CLEP
answered correctly. Your raw score increases by one Transcript Requests are nonrefundable. Once ordered,
point for each question answered correctly. a request cannot be canceled, changed, or rerouted.
2. Your raw score is then converted into a “scaled To order official transcripts for DANTES-funded exams,
score” that ranges from 20, the lowest, to 80, the candidates need to complete a Military Transcript Form
highest. This scaled score is the score that appears on (getcollegecredit.com/images/uploads/documents/
your score report. Military_DSST_CLEP_transcript_post74.pdf).
The scores that appear in the table shown are the Test takers may not repeat an exam of the same
credit-granting scores recommended by the American title within the specified wait period of the initial
Council on Education (ACE). Each college, however, testing date. If a test taker retakes the exam within
can set its own credit-granting policy, which may the specified wait period, the administration will be
differ from that of ACE. If you haven’t already done so, considered invalid, the score will be canceled, and
contact your college as soon as possible to find out the any test fees will be forfeited. For military service
score it requires to grant credit, the number of credit members: DANTES doesn’t fund retesting on a
hours granted, and the course(s) that can be bypassed previously funded CLEP exam. However, service
with a satisfactory score. members may personally fund a retest after the
specified wait period.
Please note that College-Level Examination Program ®
(CLEP®) exams are developed and evaluated If you have questions about your score report, a test
independently and aren’t linked to one another except question, or any other aspect of a CLEP exam that your
by the program’s common purpose, format, and method test center cannot answer, write to CLEP, P.O. Box 6600,
of reporting results. For this reason, direct comparisons Princeton, NJ 08541-6600 or email
shouldn’t be made between CLEP exams in different clep@info.collegeboard.org.
subjects. CLEP scores aren’t comparable to SAT®
scores or other test scores.
© 2018 The College Board. College Board, CLEP, College-Level Examination Program, SAT, and the acorn logo are registered trademarks
of the College Board. All other marks are the property of their respective owners. Visit the College Board on the web: collegeboard.org.

Appendix
CLEP Credit-Granting Recommendations

®
ACE Recommended Score* Semester Hours*

Business
Financial Accounting 50 3
Information Systems 50 3
Introductory Business Law 50 3
Principles of Management 50 3
Principles of Marketing 50 3
Composition and Literature
American Literature 50 3
Analyzing and Interpreting Literature 50 3
College Composition 50 6
College Composition Modular 50 3
English Literature 50 3
Humanities 50 3
World Languages**
French Language, Level 1 Proficiency 50 6
Level 2 Proficiency 59 9
German Language, Level 1 Proficiency 50 6
Spanish Language, Level 1 Proficiency 50 6
** F
or each of the world languages, there’s only one exam covering both Level 1 and 2 content. ACE recommends 6 semester hours of credit for mastery
of Level 1 content (a score of 50) and 9 semester hours of credit for mastery of both Levels 1 and 2 (a score of 59 on French Language, 60 on German
Language, and 63 on Spanish Language).
History and Social Sciences

American Government 50 3
History of the United States I: Early Colonization to 1877 50 3
History of the United States II: 1865 to the Present 50 3
Human Growth and Development 50 3
Introduction to Educational Psychology 50 3
Introductory Psychology 50 3
Introductory Sociology 50 3
Principles of Macroeconomics 50 3
Principles of Microeconomics 50 3
Social Sciences and History 50 6
Western Civilization I: Ancient Near East to 1648 50 3
Western Civilization II: 1648 to the Present 50 3
Science and Mathematics
Biology 50 6
Calculus 50 4
Chemistry 50 6
College Algebra 50 3
College Mathematics 50 6
Natural Sciences 50 6
Precalculus 50 3
* The American Council on Education’s College Credit Recommendation Service (ACE CREDIT) has evaluated CLEP processes and procedures for
developing, administering, and scoring the exams. The scores listed above are equivalent to a grade of C in the corresponding course. The American
Council on Education, the major coordinating body for all the nation’s higher education institutions, seeks to provide leadership and a unifying voice on
key higher education issues and to influence public policy through advocacy, research, and program initiatives. For more information, visit the ACE CREDIT
website at acenet.edu/acecredit.
© 2018 The College Board. 00951-007 FPO

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collective bargaining was respected.

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The San Francisco Chronicle notes that bottled

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