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CLEP
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College Composition/
College Composition Modular
Examination Guide
These materials are owned and copyrighted by the College Board. They may not be posted
on the Internet or on any other public document sharing site. The materials in these files are
intended for PERSONAL USE ONLY. Violations of this policy may be subject to legal action,
including but not limited to, payment for each guide that is disseminated unlawfully and
associated damages.
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I V . P R E P A R I N G T O T A K E C L E P E X A M I N A T I O N S
Also note the terms, names, and symbols that are mentioned, and ask yourself whether you are familiar
with them. This will give you a quick overview of how much you know about the subject. If you are
familiar with nearly all the material, you will probably need a minimum of review; however, if topics and
terms are unfamiliar, you will probably require substantial study to do well on the exam.
If, after reviewing the test description provided in the exam guide, you find that you need extensive
review, put off answering the sample questions until you have done some reading in the subject. If you
complete them before reviewing the material, you will probably look for the answers as you study, and this
will not be a good assessment of your ability at a later date. Do not refer to the sample questions as you
prepare for the exam. The sample questions are representative of the types of questions you will find on a
CLEP exam, but none of the questions will actually appear on an exam, so concentrating on them without
broader study of the subject won’t help you.
If you think you are familiar with most of the test material, try to answer the sample questions, checking
your responses against the answer key. Use the test-taking strategies described in the next chapter.
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I V . P R E P A R I N G T O T A K E C L E P E X A M I N A T I O N S
Do Not
Understand Terms
Understand Terms
Most
Sample Questions
Answered Difficulty Answering
Correctly Sample Questions
17
I V . P R E P A R I N G T O T A K E C L E P E X A M I N A T I O N S
Remember, if you want to review content covered by each examination, Chapter VII of this
Study Guide contains a complete exam description—including a content outline, a description
of the knowledge and skills required to do well, and sample questions—for each subject.
An answer key for each subject is also included. However, the Study Guide is not intended to
replace a textbook. Additional study may be required.
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I V . P R E P A R I N G T O T A K E C L E P E X A M I N A T I O N S
Most of this material is offered for free. Educational Web sites, like those offered by PBS
(www.pbs.org) or the National Geographic Society (www.nationalgeographic.com), can be helpful as well.
You can also find a list of suggested textbooks and online resources for each CLEP exam at
www.collegeboard.com/clepprep.
Check with your librarian about locating study aids relevant to the exams you plan to take. These
supplementary materials may include videos or DVDs made by education-oriented companies and
organizations, language tapes, and computer software. And don’t forget that what you do with your
leisure time can be very educational, whether it’s surfing current-events Web sites, watching a PBS
series, reading a financial newsletter, or attending a play.
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I V . P R E P A R I N G T O T A K E C L E P E X A M I N A T I O N S
b. Next, convert the section or paragraph headlines into questions. For example, if you are reading a
section entitled “The Causes of the American Revolution,” ask yourself, “What were the causes of
the American Revolution?” Compose the answer as you read the paragraph. Reading and answering
questions aloud will help you understand and remember the material.
c. Take notes on key ideas or concepts as you read. Writing will also help you fix concepts more firmly
in your mind. Underlining key ideas or writing notes in your book can be helpful and will be useful
for review. Underline only important points. If you underline more than a third of each paragraph,
you are probably 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 some or all of the exercises. If you have such a book, write your answers before
looking at the ones given. When problem solving is involved, work enough problems to master the
required methods and concepts. If you have difficulty with problems, review any sample problems or
explanations in the chapter.
e. To retain knowledge, most people have to review the material periodically. If you are preparing for
an exam over an extended period of time, review key concepts and notes each week or so. Do not
wait for weeks to review the material or you will need to relearn much of it.
1. Familiarize yourself as much as possible with the test and the test situation before the day of the exam.
It will be helpful for you to know ahead of time:
a. how much time will be allowed for the test and whether there are timed subsections. (This
information is included in the examination guides and in the CLEP Sampler.)
b. what types of questions and directions appear on the exam. (See the examination guides.)
c. how your test score will be computed.
d. in which building and room the exam will be administered. If you don’t know where the building is,
get directions ahead of time.
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I V . P R E P A R I N G T O T A K E C L E P E X A M I N A T I O N S
e. the time of the test administration. You may wish to confirm this information a day or two before the
exam and find out what time the building and room will be open so that you can plan to arrive early.
f. where to park your car and whether you will need a parking permit or, if you will be taking public
transportation, which bus or train to take and the location of the nearest stop.
g. whether there will be a break between exams (if you will be taking more than one on the same day),
and whether there is a place nearby where you can get something to eat or drink.
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I V . P R E P A R I N G T O T A K E C L E P E X A M I N A T I O N S
d. Do not take a calculator to the exam. If a calculator is required, it will be built into the testing
software and available to you on the computer. The CLEP Sampler and the pretest tutorials will
show you how to use that feature. For some exams, a sample calculator is available for download
via the CLEP Web site.
e. Do not bring a cell phone or other electronic devices into the testing room.
f. Be prepared to adjust to an uncomfortable temperature in the testing room. Wear layers of clothing
that can be removed if the room is too hot but that will keep you warm if it is too cold.
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V. Taking the Examinations
A person may know a great deal about the subject being tested but not be able to demonstrate it on the
exam. Knowing how to approach an exam is an important part of the testing process. While a command of
test-taking skills cannot substitute for knowledge of the subject matter, it can be a significant factor in
successful testing.
Test-taking skills enable a person to use all available information to earn a score that truly reflects his
or her ability. There are different strategies for approaching different kinds of exam questions. For example,
free-response and multiple-choice questions require very different approaches. Other factors, such as how
the exam will be graded, may also influence your approach to the exam and your use of test time. Thus,
your preparation for an exam should include finding out all you can about the exam so you can use the
most effective test-taking strategies.
2. Keep an eye on the clock and the timing that is built into the testing software. You have the option
of turning the clock on or off at any time. As you proceed, make sure that you are not working too
slowly. You should have answered at least half the questions in a section when half the time for
that section has passed.
3. Before answering a question, read the entire question, including all the answer choices. Instructions
usually tell you to select the “best’’ answer. Sometimes one answer choice is partially correct but
another option is better, so it’s a good idea to read all the answers even if the first or second choice
looks correct to you.
4. Read and consider every question. Questions that look complicated at first glance may not actually be
so difficult once you have read them carefully.
5. Do not spend too much time on any one question. If you don’t know the answer after you’ve
considered it briefly, go on to the next question. Mark that question using the mark tool at the bottom
of the screen, and go back to review the question later, if you have time.
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V . T A K I N G T H E E X A M I N A T I O N S
7. Make educated guesses. There is no penalty for incorrect answers. Therefore, you should guess even
if you do not know an answer. If you have some knowledge of the question and are able to eliminate
one or more of the answer choices as wrong, your chance of getting the right answer is improved.
8. Do not waste your time looking for clues to right answers based on flaws in question wording or
patterns in correct answers. CLEP puts a great deal of effort into developing valid, reliable, and fair
exams. CLEP test development committees are composed of college faculty who are experts in the
subjects covered by the exams and are appointed by the College Board to write test questions and to
scrutinize each question that is included on a CLEP exam. They make every effort to ensure that the
questions are not ambiguous, that they have only one correct answer, and that they cover college-level
topics. These committees do not intentionally include ‘‘trick’’ questions. If you think a question is
flawed, ask the test administrator to report it, or write immediately to CLEP Test Development,
P.O. Box 6600, Princeton, NJ 08541-6600. Include the name of the exam and test center, the exam
date, and the number of the exam question. All such inquiries are investigated by test development
professionals.
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V . T A K I N G T H E E X A M I N A T I O N S
Here are some strategies you will find useful in taking any essay exam:
1. Before you begin to respond, read all the questions carefully and take a few minutes to jot down
some ideas or create an outline. Scratch paper will be provided at the test center.
2. If you are given a choice of questions to answer, choose the questions that you think you can answer
most clearly and knowledgeably.
3. Determine the order in which you will answer the questions. First, answer those you find the easiest
so you can spend any extra time on the questions you find more difficult.
4. When you know which questions you will answer and in what order, determine how much testing
time remains and estimate how many minutes you will devote to each question. Unless suggested
times are given for the questions, try to allot an equal amount of time for each question.
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V . T A K I N G T H E E X A M I N A T I O N S
5. Before answering each question, read it again carefully to make sure you are interpreting it correctly.
Pay attention to key words, such as those listed below, that often appear in free-response questions.
Be sure you know the exact meaning of these words before taking the exam.
analyze demonstrate enumerate list
apply derive explain outline
assess describe generalize prove
compare determine illustrate rank
contrast discuss interpret show
define distinguish justify summarize
If a question asks you to ‘‘outline,’’ ‘‘define,’’ or ‘‘summarize,’’ do not 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.
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VI. Interpreting Your Scores
CLEP score requirements for awarding credit vary from institution to institution. The College Board,
however, recommends that colleges refer to the standards set by the American Council on Education (ACE).
All ACE recommendations are the result of careful and periodic review by evaluation teams made up of
faculty who are subject-matter experts and technical experts in testing and measurement. To determine
whether you are eligible for credit for your CLEP scores, you should refer to the policy of the college you
will be attending. The policy will state the score that is required to earn credit at that institution. Many
colleges award credit at the score levels recommended by ACE. However, some require scores that are
higher or lower than these.
Your exam score will be printed for you at the test center immediately upon completion of the
examination, unless you took College Composition. For this exam, your score will be mailed to you two to
three weeks after the exam date. Your CLEP exam scores are reported only to you, unless you ask to have
them sent elsewhere. If you want your scores sent to a college, employer, or certifying agency, you must
select this option through the examination software. This service is free only if you select your score
recipient at the time you test. A fee will be charged for each score recipient you select at a later date. Your
scores are kept on file for 20 years. For a fee, you can request a transcript at a later date.
The pamphlet What Your CLEP Score Means, which you will receive with your exam score, gives
detailed information about interpreting your scores. A copy of the pamphlet is in the appendix of this Guide.
A brief explanation appears below.
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V I . I N T E R P R E T I N G Y O U R S C O R E S
by two professors, the sum of the two grades for each essay is combined with the multiple-choice score,
and the result is reported as a scaled score between 20 and 80. Although the format of the two sections is
very different, both measure skills required for expository writing. Knowledge of formal grammar,
sentence structure, and organizational skills are necessary for the multiple-choice section, but the emphasis
in the free-response section is on writing skills rather than grammar.
Optional essays for CLEP composition and literature examinations are evaluated and graded by the
colleges that require them, rather than by the College Board. If you take an optional essay, it will be sent
with a copy of your score report (which includes only the results of your multiple-choice test) to the
institution you designate when you take the test.
You may opt not to have your score sent to a college until after you have seen it. In this case, your
essay can still be sent to the college of your choice as long as you request a transcript within 18 months
after you take the exam. Copies of essays are not held beyond 18 months or after they have been sent to
an institution.
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C O L L E G E C O M P O S I T I O N
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C O L L E G E C O M P O S I T I O N
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C O L L E G E C O M P O S I T I O N
College Composition Sample Test Questions 2. Although most people are not really
A
Following are the types of questions that appear on
the College Composition examinations. familiar with the agency called Centers for
B
General Directions Disease Control and Prevention, it is
Time: Approximately 90 minutes 1
C
Conventions of Standard Written English (10%) highly respected among medical professionals
D
Directions: The following sentences test your
knowledge of grammar, usage, diction (choice of worldwide. No error
words) and idiom. Note that some sentences are E
correct, and no sentence contains more than one
error. 3. Among the Native Americans
Read each sentence carefully, paying particular A
attention to the underlined portions. You will find first encountered by Europeans during the
that the error, if there is one, is underlined. B C
Assume that elements of the sentence that are not
underlined are correct and cannot be changed. In seventeenth century was the Algonquin
choosing answers, follow the requirements of D
standard written English. Indians. No error
E
If there is an error, select the one underlined part
that must be changed to make the sentence correct.
If there is no error, select No error. 4. Many of the dozens of miniature portraits of
A
Henry VIII by the artist Hans Holbein
Example: B
were painted on the backs of
The other delegates and
C
A
him immediately accepted a playing card. No error
B C D E
the resolution drafted by
D
the neutral states. No error 5. Even though he had some doubts about
E A B
democracy, Thomas Jefferson did have faith
C
1. Studying plants in the laboratory under strictly with representative government. No error
A B D E
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.
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C O L L E G E C O M P O S I T I O N
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C O L L E G E C O M P O S I T I O N
9. Which of the following sentences is best to 12. In context, where should the following
add after sentence 6? sentence be placed?
(A) Historians should look at several winter Without the keeper and the vast amount of
counts, looking out for repeated images, historical information stored in his memory,
in order to get better information. the winter counts would be little more than a
(B) The drawings were sometimes arranged in cryptic list of years.
a spiral, reading out from the center;
(A) After sentence 1
sometimes in page form, reading from top
to bottom, left to right. (B) After sentence 3
(C) However, winter counts helped the people (C) After sentence 5
keep their oral history in chronological (D) After sentence 12
order. (E) After sentence 13
(D) For example, one year might be named for
a war, while another might be named for a 13. Deleting which of the following sentences
meteor shower. would most improve the coherence of the
(E) Winter counts show that conflict was the passage?
norm for many Native Americans.
(A) Sentence 4
(B) Sentence 6
10. In context, which of the following is the best (C) Sentence 9
way to combine sentences 7 and 8?
(D) Sentence 10
(A) One person, being the keeper of the winter (E) Sentence 12
count, he then recorded the event once the
group made its selection.
14. The passage as a whole could be clarified by
(B) One person was the keeper of the winter adding which of the following before the first
count, he then recorded the event once sentence?
they made their selection.
(C) Once the group had made its selection, (A) A brief paragraph comparing Native
one person, the keeper of the winter count, American timekeeping methods with
recorded it. calendar-based ones
(D) The keeper of the winter count was one (B) An excerpt of an interview with a Lakota
person, and, when the group made its keeper of the winter counts
selection, he then recorded it. (C) An analysis of how certain events make
time seem longer than it really is
(E) Recording the event when the group
finally selected it, the winter count was (D) An example of a student who learned
updated by one person, the keeper. about her Native American background
and became a keeper of winter counts
(E) A discussion of how winter is viewed
11. In context, which is best to add to the beginning differently in different cultures
of sentence 13?
(A) Or,
(B) In addition,
(C) Despite this,
(D) However,
(E) Not to mention,
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C O L L E G E C O M P O S I T I O N
Questions 15–23 are based on the following draft 16. 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, 17. 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,”.
15. In context, which of the following versions of 18. Which of the following versions of the
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
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C O L L E G E C O M P O S I T I O N
19. Which of the following revisions would most 22. 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
(C) Change “freighters” to “boats” and bottled water.
“trucks” to “vehicles”. (D) Plastic bottles provide a convenient way to
(D) Insert “fuel-burning” before “freighters” carry water, and people do need to drink
extra water in hot weather.
and “inefficient” before “trucks”.
(E) While some kinds of bottled water are
(E) Insert “ships called” before “freighters”
carbonated, Americans generally prefer
and “various” before “destinations”. noncarbonated brands.
20. Which would be the best place to insert the 23. 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
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Ability to Use Source Materials (25%) 25. 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”?
24. 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 mammals of the family
(B) The date the virtual field trip was placed
Bradypodidae of South and Central America, on a Web site
having long hooklike claws, by which they
hang upside down from tree branches, (C) The date the article on New Brunswick
and feeding on leaves, buds, and fruits, was published in a print journal
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 26. 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.p.).
(C) “Slowth” was a word used in Middle
English. The letters “n.p.” 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) no page number for the quotation is
available
(C) the quotation is from section n.p. of a
source by Dye
(D) a new paragraph begins here in the
quotation
(E) the quotation is from section n.p. of the
Constitution
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C O L L E G E C O M P O S I T I O N
Questions 27–34 refer to the following passage. 27. Which of the following is cited in sentence 3?
(1) Invasive species are plant or animal (A) A newspaper
species that become established in ecosystems
where they did not originate. (2) Some blend in (B) A scientific journal
harmlessly with native species, but others cause (C) A Web site
ecological and economic damage. (3)A notorious (D) A book
example is the zebra mussel, native to Russia, (E) A magazine
that was first identified in the United States
Great Lakes in 1988 (McKee 2003, 141).
(4) Scientists believe that the mussels were 28. The information in parentheses in sentence 6
inadvertently transported to North America in informs the reader that
the ballast water of ships.
(5) Like many invasive species, zebra mussels (A) Fields conducted research in 2005 about
threaten the biodiversity of the habitats they invade. how to protect native mussel species
(6) Zebra mussels reproduce so quickly and (B) information about invasive species other
are so hardy that they have suppressed populations than zebra mussels can be found in a
of the Great Lakes’ native mussels (Fields 2005, source written by Fields
164) and, along with other invasive species,
threaten the Great Lakes’ entire food web. (C) Fields has written a work that provides
(7) Environmental chemist Mike Murray claims, information about zebra mussels’ effects
“As invasive species like zebra mussels overwhelm on native mussel populations
the Great Lakes, large stretches of the lakes (D) the sentence is a direct quote from a work
have become underwater deserts.” (8) Although written by Fields
some skeptics dismiss the concern about invasive (E) information about the impact of invasive
species as overblown, arguing that the majority species on native aquatic populations can
of nonnative species cause no harm, many be found on page 2005 of a work by
scientists are alarmed by the changes produced Fields
by the zebra mussel and other invasive species.
(9) The economic damage caused by the zebra
mussel has prompted government officials and 29. 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
(12) Unfortunately, both of these methods have underestimated the damage done to the
certain harmful consequences. (13)An alternative Great Lakes by zebra mussels
may become available: a bacterium that kills zebra
(C) point out that invasive species can affect
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 risk. have had on the Great Lakes ecosystem
Environmental Health Perspectives 113 (2): (E) illustrate the nature of the food web in the
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.
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C O L L E G E C O M P O S I T I O N
30. Which is best to do with sentence 7 33. The final paragraph (sentences 10–13) could
(reproduced below)? best be developed by
Environmental chemist Mike Murray claims, (A) elaborating on the negative effects of
“As invasive species like zebra mussels current methods used to control zebra
overwhelm the Great Lakes, large stretches of mussels
the lakes have become underwater deserts.” (B) explaining how researchers determined
that zebra mussels were brought to North
(A) Leave it as it is. America in the ballast water of ships
(B) Paraphrase Murray’s comment rather than (C) adding information about differences
quote it directly. between zebra mussels and mussel species
(C) Add information in parentheses explaining native to the Great Lakes
Murray’s claim. (D) explaining how the chemicals currently
(D) Provide Murray’s credentials as a scientist. used to control zebra mussels are
manufactured
(E) Add a citation indicating the source of the
(E) adding information about other invasive
quotation from Murray.
species in the Great Lakes and the
economic damage they cause
31. Which of the following pieces of information, if
added to the second paragraph (sentences 5–9), 34. The first item listed in the References section
would most effectively advance the writer’s indicates all of the following EXCEPT that
argument?
(A) “Great Lakes: Resources at risk” is around
(A) Biographical information about Mike nine pages long
Murray
(B) “Great Lakes: Resources at risk” was
(B) Information about the life span of the written by S. Fields
zebra mussel (C) “Great Lakes: Resources at risk” appears
(C) Specific figures to illustrate the economic on page 113 of Environmental Health
harm caused by zebra mussels Perspectives
(D) Information about how power and sewage (D) “Great Lakes: Resources at risk” is an
plants are designed article in a periodical
(E) A comparison of the revenues generated (E) Environmental Health Perspectives is
by commercial fishing and sportfishing in published more than once a year
the Great Lakes region
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Questions 39–41 refer to the following passage. 41. Which of the following best describes the
organization of the passage as a whole?
(1) In the late nineteenth century, librarians (A) An approach is presented and found to be
began noticing that many of the books in their unreliable.
care were breaking apart and crumbling.
(2) Curiously, it was not the oldest books that (B) A procedure is introduced and then
were deteriorating, but the more recent described in more detail.
volumes: those produced since the middle of (C) A phenomenon is described and an
the nineteenth century with sheets fabricated explanation is provided.
from a highly acidic wood-pulp mixture.
(3) The transition to this lesser-grade stock (D) A problem is presented and two solutions
began during the 1860s, when increasing are evaluated.
demand for paper hastened the development of (E) A theory is proposed and challenged with
a cheaper process. (4) To improve strength and new evidence.
to prevent ink from being too readily absorbed
by the pulp paper, chemicals, including alumi- Questions 42–45 refer to the following passage.
num sulfate (alum), were added to the mix.
(5) The result was that documents exposed to
humidity produced sulfuric acid, which weakened (1) While chocolate was highly esteemed in
the molecular structure of the pulp’s cellulose. Mesoamerica, where it originated, its adoption
in Europe was initially slow. (2) There is a
common belief that Europeans needed to
39. The word “Curiously” in sentence 2 is meant to “transform” chocolate to make it appetizing.
address which of the following assumptions? (3) However, while Spaniards did put sugar,
which was unknown to indigenous Americans,
(A) Old artifacts tend to be more valuable into chocolate beverages, this additive was not
than recently produced ones. completely innovative. (4) Mesoamericans
(B) Environmental factors such as humidity were already sweetening chocolate with honey,
often have unforeseen effects. and the step from honey to sugar—increasingly
more available than honey because of expanding
(C) Cheaper production processes usually sugar plantations in the Americas—is a small
result in lower-quality products. one. (5) Likewise, although Spaniards adjusted
(D) All manufactured objects are inevitably Mesoamerican recipes by using European
subject to decay. spices, the spices chosen suggest an attempt to
replicate harder-to-find native flowers. (6) There
(E) Older objects are likely to disintegrate is no indication the Spaniards deliberately tried
before objects created more recently. to change the original flavor of chocolate.
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C O L L E G E C O M P O S I T I O N
46. Award-winning author Virginia Hamilton, 49. Richard Wright once acted in a film version of
whose books established her as one of the his novel Native Son, playing the role of
most influential figures in children’s literature Bigger Thomas.
in the twentieth century.
(A) Son, playing
(A) Award-winning author Virginia Hamilton, (B) Son, he played
whose books (C) Son, what he played was
(B) Award-winning author Virginia Hamilton, (D) Son and while he played
her books (E) Son, which he played
(C) Virginia Hamilton was an award-winning
author, books by her
50. Although Red Canyon, Utah, is largely devoid
(D) The books of Virginia Hamilton, of trees, but small coniferous plots of
award-winning author, these ponderosa pine and Douglas fir exist in areas
(E) The books of award-winning author where moisture is available.
Virginia Hamilton
(A) is largely devoid of trees, but
(B) is largely devoid of trees,
47. The final project in graduate school is the
dissertation, which requires months of (C) largely devoid of trees,
research where they must amass and interpret (D) being largely devoid of trees,
data important to the project. (E) is largely devoid of trees, and
(A) where they Sample Essays and Essay Topics
(B) through which they
This section includes the following:
(C) and the student
• General information about how to respond to the
(D) during which the student essay topics
(E) which they • Essay-writing directions as they appear in the
test
48. The sting of a scorpion may be as dangerous • The scoring guides used to evaluate the essays
as the bite of a cobra despite the quantity of • Sample essay topics
venom a scorpion injects is much smaller. • Scored essays written in response to the topic
(A) cobra despite the quantity of venom a
scorpion injects General Directions
Time: 70 minutes
(B) cobra; therefore, the quantity of venom a
scorpion injects You will have a total of 70 minutes to write
(C) cobra, a scorpion injecting a quantity of two argumentative essays. You will have 30
venom that minutes to complete the first essay, which is
to be based on your own reading, experience
(D) cobra; if the quantity of venom injected by or observations, and 40 minutes to complete
a scorpion the second essay, which requires you to
(E) cobra even though the quantity of venom synthesize two sources that are provided.
injected by a scorpion Although you are free to begin writing at any
point, it is better to take the time you need to
plan your essays and to do the required
reading than it is to begin writing immediately.
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C O L L E G E C O M P O S I T I O N
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.
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C O L L E G E C O M P O S I T I O N
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C O L L E G E C O M P O S I T I O N
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,
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C O L L E G E C O M P O S I T I O N
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.
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C O L L E G E C O M P O S I T I O N
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C O L L E G E C O M P O S I T I O N
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.
Epstein, Richard A. “The Creators Own Ideas.” Technology Review 108.6 (2005): 56–60.
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C O L L E G E C O M P O S I T I O N
Lessig, Lawrence. The Future of Ideas: The Fate of the Commons in a Connected World.
New York: Random House, 2001. <http://thefutureofideas.s3.amazonaws.com/ lessig_FOI.pdf>.
*For the purposes of scoring, synthesis refers to combining the sources and writer’s position to form a cohesive, supported argument.
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C O L L E G E C O M P O S I T I O N
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,
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C O L L E G E C O M P O S I T I O N
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.
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C O L L E G E C O M P O S I T I O N
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C O L L E G E C O M P O S I T I O N
Study Resources
Most textbooks used in college-level composition
Answer Key
courses cover the skills and topics measured in the
College Composition examination, but the 1. C 26. B
approaches to certain topics and the emphasis 2. E 27. D
given to them may differ. To prepare for the 3. D 28. C
College Composition exam, it is advisable to study 4. D 29. D
one or more college-level texts, such as readers, 5. D 30. E
handbooks, and writing guides. When selecting a 6. C 31. C
text, check the table of contents against the 7. D 32. E
knowledge and skills required for this test, which 8. C 33. A
appear on page 5. 9. D 34. C
10. C 35. B
To become aware of the processes and the principles 11. B 36. A
involved in presenting your ideas logically and 12. E 37. D
expressing them clearly and effectively, you 13. A 38. C
should practice writing. Ideally, you should try 14. A 39. E
writing about a variety of subjects and issues, 15. B 40. A
starting with those you know best and care about 16. B 41. C
most. Ask someone you know and respect to 17. E 42. E
respond to what you write and to help you discover 18. D 43. E
which parts of your writing communicate effectively 19. D 44. B
and which parts need revision to make the meaning 20. D 45. A
clear. You should also try to read the works of 21. A 46. E
published writers in a wide range of subjects, 22. C 47. D
paying particular attention to the ways in which 23. B 48. E
the writers use language to express their meaning. 24. D 49. A
Additional suggestions for preparing for CLEP 25. A 50. B
exams are given in Chapter IV of the CLEP
Official Study Guide.
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A P P E N D I X
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