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Welcome to the Writing

Placement Assessment (WPA)

Workshop

Presented by the

Department of Rhetoric and Writing Studies

• Write an essay responding to a series of

statements that relate directly to a reading

selection in an engaging and informed way.

• Write an analysis of the argument presented in

the reading rather than a personal response to the

topic of the article.

SDSU’s GWAR (Graduation Writing Assessment

Requirement) is an argument-based Writing

Placement Assessment (WPA)

Overall, the WPA asks students to:

• All CSU campuses have some kind of upper-division writing requirement.

• At least five campuses require passing an exam.

• At least four require coursework only.

• About four, including SDSU, require an exam, then coursework only if necessary.

• Single-essay exams range from 180 to 60 minutes.

Why do I have to take the WPA?

SDSU provides students the opportunity to test out of any upper

division writing courses, and our assessment is two hours long,

rather than just one hour.

2 independent readers

Score from 2-5 each

Split Scores (3-4, 4-5) evaluated by a third reader

Evaluated by WPA Coordinator/Chief Readers

How the WPA is scored:

Total score of 10: Requirement fulfilled (about 15% of students taking the test, based on 2007 figures)

Total score of 8: Demonstrates competency for an upper division writing course (around 55%)

Total score of 6 or below: Need to take RWS 280 or 281 AND an upper division writing course (about 30%)

WARNING:

There is no automatic formula for earning a “10” on

the WPA.

The topic essays are written by humans, then

responded to by humans, and those responses are

then read by humans. Ultimately, you are making an

argument about the effectiveness of another

author’s argument. Results will vary.

Therefore, it is important to create a clear, concise,

and effective analysis of the author’s argument.

Many departments have a writing-intensive

course that takes the place of RWS 305W.

Some majors require that their students take this

writing-intensive course regardless of their score

on the WPA.

If you are in such a major, that means a score of

“8” on the WPA has the same impact on your

course load as a “10.”

While everyone should strive for perfection, it

can still be comforting to know some of the

pressure is off.

Something to consider:

Explore the internet for information on rhetorical

strategies and rhetorical vocabulary. Some suggestions:

• Test prep site, including samples:

http://www-rohan.sdsu.edu/~gwar/understand.html

• WPA registration information:

http://www.sa.sdsu.edu/testofc/gradwriting_reqs.htm

• Google “Rhetorical Strategies”

•

Write a practice essay while you time yourself! Many

students say the time limit is the most challenging aspect

of the assessment.

What to do before the exam:

Bring two #2 pencils, two pens, your student id, and entry ticket (print this out by visiting www.sa.sdsu.edu/testofc/ and clicking “Admission Tickets”). You may also bring a highlighter.

Exam book and reading are provided

120 minutes to read and write Manage your time: approximately 15-20 minutes to read the prompt, the article and pre-write, 80-90 minutes to write, and 15-20 minutes to edit and proofread.

The day of the assessment:

Read the prompt.

Identify “writing tasks” (what is the prompt actually asking you to do?)

Carefully read the selection.

* Underline and annotate as you read.

Draft a sentence or two that tells the reader what you are going to do in this essay, such as a thesis, a controlling idea, or a project statement.

Plan the structure of your essay.

* It need not follow the order of the tasks in the prompt.

Be sure to address every component of the prompt.

While taking the WPA:

Try to write legibly. The exam will not be scored on penmanship, and professors involved in scoring do their best to interpret what you are saying. Still, it’s helpful if your writing is clear.

Don’t write on the backs of pages. That way you have an entire blank page next to your writing if you need to make corrections, or insert something.

If you realize halfway through that you’ve accidentally forgotten to skip backs of pages, just start from that point.

Time is limited. Don’t re-write something you don’t have to.

Some technical notes:

General Academic Writing Tips:

• Avoid referring to the author by his/her first

name.

• Be careful of using “you” and “like.”

• Avoid using “talks about” and “says.”

• If you “know” something, be sure to explain how

and why you know it.

• Create topic sentences for your paragraphs that

are attention-grabbing and informative. Avoid:

“The author’s first strategy is . . .”

• Don’t assume the readers will automatically

know what you are trying to say.

Other tips:

o Read the directions. This is important.

o Rhetoric tutors are available in the Writing Center,

which is located in the Library Dome to the right of the

Circulation desk. Consider writing a practice essay &

reviewing it with one of these free tutors.

These times are approximate:

15-20 minutes to read the prompt and the article

Read the prompt first and underline and annotate

Prewriting suggestions: List, map, outline,

thesis, etc.

80-90 minutes to write

Don’t worry about spelling and conventions of

correctness as you write

15-20 minutes to edit and proofread

Make minor edits and correct any errors you find

Check the time periodically; don’t count on the

proctor to keep you informed

6 Be aware of the time 6

Analysis: Is your analysis of the author’s argument reasonable, credible, thorough, and well-thought out? Focus: Does the essay accurately and thoroughly address all aspects of the prompt? Organization: Do the ideas flow from one paragraph and from one sentence to another? *Make sure your essay doesn’t read like a list.* Development: Are details and specific examples used to further prove or illustrate the thesis? Grammar—Punctuation—Spelling: This is something you can do little about in the days before the test. The focus, organization, and development strategies are in your control.

What the readers are looking for:

• The prompt is available on the website. You

should read it several times before the exam so you

fully understand what is being asked.

• The prompt will also be presented to you on the

day of the test. Re-read it to make sure you are

familiar with all parts. Consider making notes if

necessary.

KNOW THE PROMPT

Write an essay in which you respond to all of the following:

Identify and provide a brief explanation of the author’s

argument; identify two persuasive strategies that the author

uses to support his or her argument and analyze how those

strategies support the claim; describe the overall

organization of the reading selection and explain whether it

makes the argument persuasive; discuss the assumption(s)

on which the argument is based; evaluate the extent to

which you find the argument convincing.

Analyze the article, rather than simply agreeing or

disagreeing or generating an extensive summary of the

article.

The WPA prompt:

• explain the point of the author’s argument

• explain how the author is using rhetorical

strategies to persuade an audience

• identify and explain the type of structure used

• identify and explain the core assumptions of the

article

• most importantly: you must analyze and

evaluate the effectiveness of each of these

components. (Did this

strategy/structure/assumptions work to convince

the audience? Why/why not?)

To be more specific, you are being

asked to:

• If the prompt is always the same, regardless of

the readings, you can learn one important thing

even without reading the prompt: The prompt is not

about the content of the reading.

• Pay careful attention to the segments of the

prompt that tell you not to summarize, and not to

respond directly to the argument. You are writing

about the argument, not about the content of it.

Take careful note!

Look at the verbs in the Prompt: Identify: Clearly label and provide examples of the strategies, structure, and assumptions used by the author.

Describe, Explain, Discuss: Thoroughly explain how the author is using this information to support his/her argument. Consider the author’s motivation for utilizing this particular piece of evidence; how did he/she think it would help to further convince the readers?

Evaluate: Consider the effectiveness of the devices used by the author: do these devices strengthen or weaken the argument? Why? Why not? Did this particular device help to convince the audience? Why? Why not?

Breaking down the components of the prompt:

The introductory paragraph should (at the very least):

• Identify:

• the title of the article

• the name of the author

• the author’s main claim

• the rhetorical context

• the publication

• the intended audience

• Briefly cover:

• how the author presents the argument

• how the author supports the argument (a brief

explanation of the strategies used)

• Signpost

• Tell the readers where you’re going with your essay.

21

Sample Introduction

Many college students seek valuable opportunities to

develop marketable skills within their fields. The

internship is one such avenue that students can pursue.

Anya Kamenetz’s article, “Take This Internship and Shove

It,” examines the assumed relationship between unpaid

internships and the development of real-world job skills.

Published in the New York Times, it seeks to reach a

broad audience of largely educated people, many of

whom may have worked unpaid internships themselves.

Through the use of several clever rhetorical moves,

Kamenetz manages to create an effective argument on the

topic. I will examine those rhetorical moves below.

Signposting

Names author

& title;

rhetorical

context

Creating context

for discussion

Thesis

(optional)












article.

The WPA prompt:

Each strategy paragraph should (at the very least):

• Identify:

• One of two strategies used to support the

argument

• Cite:

• textual evidence of the strategy

• Briefly discuss:

• how/why the author uses the strategy

• how the strategy supports the argument

• Analyze:

• the effectiveness of the strategy--

• Does it help to convince the readers?

• why/why not?

Strategies are moves or devices which help build and support arguments. Find two the author uses in making his or her argument:

Are statistics/examples provided?

Are scenarios/situations presented?

Are opposing arguments refuted?

Are appeals made:

- To emotions (pathos)?

- To logic (logos)?

Are narrations, descriptions, or settings provided?

Does the author use stylistic devices: repetition, alliteration, or metaphor?

?? Describe two strategies ??

Does the writer of the selection:

– Use descriptions?

– Provide definitions?

– Share personal experiences/anecdotes to appeal to emotions?

– Use a concept or idea to interpret another idea? Use analogies?

– This is only a partial list. Do some research on the Internet to learn more terms!

Strategies continued

**In addition to identifying and describing these strategies,

you must also evaluate their effectiveness (Do they “work?”

Why/why not?)**

26

Sample Strategy Paragraph

In her essay, Kamenetz effectively employs various rhetorical

strategies to further her argument. One strategy that she uses

to support her argument is exemplification, specifically the

use of numbers and statistical representations. She states,

for example, that “…50,000 unpaid interns are employed full

time for 12 weeks each summer at an average minimum wage

of $5.15 an hour.” The number of unpaid internships at such

a meager wage clearly illustrates the reality of the situation

and the exploitation of students. In addition, Kamanetz

provides data from national surveys that clearly support her

argument. The use of exemplification, as a result, helps the

audience visualize the magnitude of unpaid interns and its

impact on the economy. This data makes it easy to

conceptualize the problem that exists for college students

seeking to gain relevant work experience and contributes

effectively to the overall argument.

Clear topic

sentence

identifies strategy

Textual support

followed

by analysis

Effectiveness












article.

The WPA prompt:

The structure paragraph should (at the very least): • Identify:

• the structure used by the author

• Cite:

• textual evidence of the structure


• how/why the author uses this structure

• how the structure moves the readers from “Point A”

to “Point B” of the argument

• Analyze:

• the effectiveness of the structure--

• was it accessible for readers?

• was it appropriate for the topic?

• why/why not?

How are strategies organized in the text?

How are claims in the text organized?

How are examples or evidence arranged in the

reading?

How do the parts of the reading function?

How is information “chunked” together?

?? Describe the overall structure ??

**In addition to identifying and describing the structure, you must also

evaluate its effectiveness (Does it “work?” Why/why not?)**

How does the structure affect the

persuasiveness of the reading as a whole?

Consider these structural relationships:

• Problem/solution

• Cause/effect

• Compare/contrast

• Action/consequence

?? Structure Continued ??

**In addition to identifying and describing the structure, you must also

evaluate its effectiveness (Does it “work?” Why/why not?)**

31

Sample Structure Paragraph

The structure of Kamenetz’s article furthers the aims of her

argument. She first begins with a short anecdote and introduction

of the topic, internships. In order to provide more background on

paid and unpaid internships, Kamenetz refers to a professional

survey that was conducted. The context for the discussion is

established within the first few paragraphs, and the audience does

not learn about the argument until paragraph four, when it is

implicitly stated through a rhetorical question. The sequence of

paragraphs effectively addresses the reasoning of the author’s

argument and each supporting point is laid out with clearly stated

examples and various rhetorical strategies. As a whole, the

organization enables Kamanetz to develop her ideas and

examples, and most importantly, leaves the reader with a better

understanding of the negative impact of unpaid internships.

Clear

topic sentence

Points to specific

parts of essay

Analysis












article.

The WPA prompt:

Assumptions constitute the principles, beliefs and core

values the author assumes the audience holds true.

Look for “obvious” things that “need no explanation,” yet

are vital to the writer’s argument.

Discuss the Assumptions

**In addition to identifying and describing the assumptions, you

must also evaluate its effectiveness (Does it “work?”

Why/why not?)**

The assumption paragraph should (at the very least): • Identify:

• the assumptions on which the argument is based

• where in the text assumptions are evident or implied


• how/why the author bases the argument on these

assumptions

• how the assumptions strengthen/do not strengthen

the argument

• Analyze:

• the effectiveness of the assumptions

• would most audiences find the assumptions

valid/reasonable?

• Were they appropriate for the intended

audience?

• why/why not?

35

Sample Assumption Paragraph

The assumption within Kamanetz’s article is that work by an

individual should be compensated and that an unpaid

internship contradicts this belief. It can be argued that this

concept is supported by the general population, as well as

the majority of college students, and the article argues in

more specific terms that unpaid internships do more harm

than good to an individual and to the economy. This

assumption validates both the author’s argument as well as

the points developed throughout the article. For this reason,

the assumption presented in this article creates a shared

understanding between the author and audience and

provides an overwhelmingly convincing argument.

Clear

topic sentence

Specific

examples

Analysis












article.

The WPA prompt:

Summarize your main points.

Offer judgment of the author’s argument: Do you

feel it would be persuasive to a broad audience?

Be sure to make your argument regarding the

effectiveness of the author’s argument, NOT your

stance on the topic.

Be sure to come down one way or the other on

the effectiveness issue—it is okay to say “Despite

its flaws, I found this argument to be effective.”

Evaluate the extent to which you find the

argument convincing

38

Sample Response: Paragraph #6

“Take This Internship and Shove It,” by Anya Kamenetz,

proved to be a convincing article. The belief that college

students should be paid for their work, which is an

assumption in the article as well as common ground between

the author and audience, strengthens her argument.

Furthermore, through the use of specific examples, the use of

Logos and appeal to authority as rhetorical devices, and a

carefully structured line of argument, Kamanetz establishes a

persuasive argument for the reader. By the end of the article,

readers have a clearer understanding of how the unpaid

internship can plague both the student as well as the economy

and that one should “Take This Internship and Shove It.”

Summarizes

main points

& offers judgment

Spend 15-20 minutes proofreading.

Do not proofread while writing.

Do not sabotage yourself by trying to

squeeze in too many re-writes.

If you need to shift chunks of your

writing, simply give clear directions for the

readers.

Look for errors you typically make.

Be careful of very basic errors, such as

confusion of their/they’re/there or its/it’s.

66 Time is almost out 66

If you plan on retaking the WPA, you can (and should) meet with the WPA adviser to review your essay. This is highly advised!

Consider RWS 305W alternative classes. Some majors require upper division writing courses.

Look at the Test Office website:

http://www-rohan.sdsu.edu/~gwar/

After the Test

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