College

Composition
Exams
EXAM GUIDE

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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 Examinations
2 What the Examinations Are Like
3 Where to Take the Examinations 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
5 Questions to Ask About a College’s CLEP Policy
7 III. Deciding Which Examinations to Take
7 If You’re Taking the Examinations for College Credit or Career Advancement . . .
9 IV. Preparing to Take CLEP Examinations
9 Using the Examination Guides
11 Assessing Your Readiness for a CLEP Exam
12 Suggestions for Studying
13 Test Preparation Tips
15 Accommodations for Students with Disabilities
16 V. Taking the Examinations
16 Test-Taking Strategies for Multiple-Choice Questions
17 Answering Essay Questions
17 Test-Taking Strategies for Essay Writing
18 VI. Interpreting Your Scores
18 How CLEP Scores Are Computed
18 How Essays Are Scored
19 VII. Examination Guide
19 College Composition Exams
55 Appendix
55 What Your CLEP Score Means

[Link] College-Level Examination Program

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

American Council on
CLEP Study Materials: Education (ACE)
A Word of Warning If you still have general questions about continuing
There are many free or inexpensive sources for CLEP or adult education after reading this guide, ACE can
preparation materials, including public or college provide advice and information:
libraries, bookstores, and educational websites. CLEP
American Council on Education
exams reflect the material taught in introductory
One Dupont Circle, NW
college courses. Check with local colleges to see what
Washington, DC 20036
texts are being used in the subject you hope to study
202-939-9300
for a CLEP exam.
[Link]
College Board provides CLEP Official Examination
Guides (e-guides) so you get to know the types of
questions on the exams. You also get important tips
to get ready for the tests. The guides are not meant
to help you learn all the subject matter CLEP exams
cover. We suggest you study a textbook for the
relevant course at your college or access one of the

[Link] College-Level Examination Program 1

I. The College-Level
Examination Program
How the Program Works invalid, the score canceled, and any test fees forfeited.
If you’re a military service member, note that DANTES
CLEP exams are administered at approximately
(Defense Activity for Non-Traditional Education
2,000 test centers nationwide and can also be taken
Support) won’t fund retesting on a previously funded
remotely. Nearly 3,000 colleges and universities award
CLEP exam. However, you may personally fund a retest
college credit to those who do well on the tests. This
after the specified wait period.
rigorous program lets self-directed students of a wide
range of ages and backgrounds show their mastery
of introductory college-level material and pursue
The CLEP Examinations
academic success. Students earn credit for what they
CLEP exams cover material directly related to specific
already know by getting qualifying scores on any of the
undergraduate courses taught during a student’s first
34 examinations.
two years in college. The courses may be offered for
CLEP exams cover material taught in introductory- three or more semester hours in general areas such
level courses at many colleges and universities. as mathematics, history, social sciences, English
Faculty at individual colleges review the exams to composition, natural sciences, and humanities.
ensure that they cover the important material currently Institutions will either grant credit for a specific course
taught in their courses. based on a satisfactory score on the related exam,
Although CLEP is sponsored by College Board, only or in the general area in which a satisfactory score is
colleges may grant credit toward a degree. To learn earned. The credit is equal to the credit awarded to
about a particular college’s CLEP policy, contact students who successfully complete the course.
the college directly. When you take a CLEP exam,
request that a copy of your score report be sent
to the college you’re attending or planning to
What the Examinations Are Like
attend. After evaluating your score, the college CLEP exams are administered on computer and are
will decide whether or not to award you credit for, approximately 90 minutes long, with the exception
or to exempt you from, one or more courses. of College Composition, which is approximately
125 minutes long, and Spanish with Writing, which is
If the college decides to give you credit, it records
110 minutes long. Most questions are multiple choice;
the number of credits on your permanent record,
other types of questions require you to fill in a numeric
indicating that you completed work equivalent
answer, to shade areas of an object, or to put items in
to a course in that subject. If the college decides
the correct order. Questions using these kinds of skills
to grant exemption without giving you credit for
are called zone, shade, grid, scale, fraction, numeric
a course, you’ll be permitted to omit a course that
entry, histogram, and order match questions.
would normally be required of you and to take a
course of your choice instead. CLEP College Composition includes a mandatory
essay section, responses to which must be typed into
The CLEP program has a long-standing policy that
the computer. CLEP Spanish with Writing contains
an exam can’t be retaken within the specified wait
two writing tasks that measure interpersonal and
period. Visit the CLEP Exam Policies page for the
presentational communication.
retest policy. This waiting period gives you a chance to
spend more time preparing for the exam or the option
of taking a classroom course. If you violate the CLEP
retest policy, the administration will be considered

[Link] College-Level Examination Program 2

 I. The College-Level Examination Program

Where to Take the Examinations The American Council on Education, the major
coordinating body for all the nation’s higher education
and How to Register institutions, seeks to provide leadership and a unifying
CLEP exams are administered throughout the year at voice on key higher education issues and to influence
approximately 2,000 test centers in the United States public policy through advocacy, research, and program
and select international sites. Individuals also have the initiatives. For more information, visit ACE CREDIT at
option to take a CLEP exam with remote proctoring, a [Link]/higher-education/topics/Pages/Credit-
service that allows students to take CLEP exams online [Link].
while a human proctor monitors them via video. Once
you have decided to take a CLEP exam, log in to your
College Board account at [Link] How Your Score Is Reported
to register and pay for CLEP exams and to purchase You have the option of seeing your CLEP score
study materials. You can self-register at any time by immediately after you complete the exam, except for
completing the online registration form. College Composition and Spanish with Writing; scores
After paying for your exam through My Account, for these exams are available online two to three weeks
you must still contact the test center to schedule after the exam date. Once you choose to see your
your CLEP exam. Through My Account, you can score, it will be sent automatically to the institution you
access a list of institutions that administer CLEP, designated as a score recipient. It can’t be canceled.
and you can locate a test center in your area. You’ll receive a candidate copy of your score before
If you select to test via remote proctoring, you you leave the test center. If you tested at the institution
would need to create an account and schedule that you designated as a score recipient, it will have
your remote-proctored exam appointment online immediate access to your test results. Additionally,
through CLEP’s remote proctoring partner. you’ll be able to view your CLEP exam scores by
logging into My Account and clicking on View My
If you’re unable to locate a test center near
CLEP Exam Scores. Scores are available online one
you, call 800-257-9558 for help.
business day after taking an exam with the exception of
College Composition and Spanish with Writing.

College Credit Recommendations If you don’t want your score reported, you may select
that as an option at the end of the examination before
of the American Council
the exam is scored. Once you have selected the option
on Education (ACE) to not view your score, the score is canceled. The score
For many years, the American Council on Education’s won’t be reported to the institution you designated,
College Credit Recommendation Service (ACE and you won’t receive a candidate copy of your score
CREDIT ) has periodically evaluated CLEP processes report. In addition, scores of canceled exams can’t be
and procedures for developing, administering, and viewed on My Account. You’ll have to wait the specified
scoring the exams. ACE recommends a uniform wait period before you can take the exam again.
credit-granting score of 50 across all subjects (with
For a small fee, you may have your transcript sent
additional Level-2 recommendations for the world
to another college or to anyone else you specify.
language examinations), representing the performance
Your score(s) will never be sent to anyone without
of students who earn a grade of C in the corresponding
your approval.
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.

[Link] College-Level Examination Program 3

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

[Link] College-Level Examination Program 4

 II. Approaching a College About CLEP

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

If you have already taken a CLEP exam, but didn’t have Questions to Ask About a
your score sent to your college, you can have an official College’s CLEP Policy
transcript sent at any time for a small fee. Prior to
Before taking CLEP exams for the purpose of
sending a transcript to an institution, please ensure that
earning college credit, try to find the answers to
you have verified the institution’s CLEP credit-granting
these questions:
policy. Order your transcript online by logging in to My
Account ([Link]) using the same 1. Which CLEP exams are accepted by the college?
account you used to register. A college may accept some CLEP exams for credit
Please note there are some instances in which CLEP and not others—possibly not the exams you’re
exam scores cannot be ordered. If you have a score considering. For this reason, it’s important you
on hold, took an exam that was DANTES-funded or know the specific CLEP exams you can receive
retook a CLEP exam within the 3-month waiting period, credit for.
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.

[Link] College-Level Examination Program 5

 II. Approaching a College About CLEP

2. Is CLEP credit granted for specific courses at the 3. How much credit is granted for each exam you’re
college? If so, which ones? considering, and does the college place a limit
You’re likely to find that credit is granted for specific on the total amount of CLEP credit you can earn
courses and that the course titles are designated toward your degree?
in the college’s CLEP policy. It’s not necessary, Not all colleges that grant CLEP credit award the
however, that credit be granted for a specific same amount for individual exams. Furthermore,
course for you to benefit from your CLEP credit. For some colleges place a limit on the total amount
instance, at many liberal arts colleges, all students of credit you can earn through CLEP or other
must take certain types of courses. These courses exams. Other colleges may grant you exemption
may be labeled the core curriculum, general but no credit toward your degree. Knowing several
education requirements, distribution requirements, colleges’ policies concerning these issues may
or liberal arts requirements. The requirements, help you decide which college to attend. If you
are often expressed in terms of credit hours. For think you’re capable of passing a number of CLEP
example, all students may be required to take at exams, you may want to attend a college that allows
least six hours of humanities, six hours of English, you to earn credit for all or most of the exams.
three hours of mathematics, six hours of natural Find your institution’s CLEP policy by visiting
science, and six hours of social science, with no [Link]/clep-college-credit-
particular courses in these disciplines specified. In policy-search.
these instances, CLEP credit may be given as “6 hrs.
English Credit” or “3 hrs. Math Credit” without
specifying for which English or mathematics
courses credit has been awarded. To avoid possible
disappointment, you should know before taking a
CLEP exam what type of credit you can receive or
whether you’ll be exempted from a required course
but receive no credit.

[Link] College-Level Examination Program 6

III. Deciding Which
Examinations to Take
If You’re Taking the an understanding of the content and difficulty level
of the questions on an actual exam. Knowing the
Examinations for College Credit correct answers to all of the sample questions
or Career Advancement . . . is not a substitute for college-level study or
Most people who take CLEP exams want to earn credit a guarantee of satisfactory performance on the
for college courses. Others take the exams to qualify exam.
for job promotions, professional certification, or Following the instructions and suggestions in
licensing. Whatever the reason, it’s vital for most Chapter V, answer as many of the sample questions
test-takers to be well prepared so they can advance for the exam as you can. Check your answers
as fast as possible toward their educational or against the answer key at the end of each section.
career goals.
• Were you able to answer almost all of the
Those with limited knowledge in the subjects covered questions correctly? You may not need to
by the exams they’re considering are advised to enroll study the subject extensively.
in the college courses in which that material is taught.
• Did you have difficulty answering the
Although there’s no way to predict whether you’ll pass
questions? You’ll probably benefit from more
a particular CLEP exam, you may find the following
extensive study of the subject.
guidelines helpful.

1. Test Descriptions 4. Previous Study

For each exam, read the test description and the Have you taken noncredit courses in this subject
outline set forth in the “Knowledge and Skills Required” offered by an adult school or a private school,
section provided in this guide. Are you familiar with through correspondence, or in connection with
most of the topics and terminology in the outline? your job? Did you do exceptionally well in this
subject in high school, or did you take an honors
2. Textbooks course in this subject?
Review the textbook and other resource materials
5. Experience
used for the corresponding course at your college.
You can find a list of suggested textbooks and Have you learned or used the knowledge or skills
free online resources for each exam at included in this exam in your job or life experience?
[Link]/clep-exams. Are you For example, if you lived in a Spanish-speaking
familiar with most of the topics and terminology country and spoke the language for a year or more,
used in college textbooks on this subject? you might consider taking the Spanish Language or
Spanish with Writing exams. Or, if you have worked
3. Sample Questions at a job in which you used accounting and finance
The sample questions included in this guide are skills, Financial Accounting would be an exam to
representative of the content and difficulty of the consider taking. Or, if you have read a considerable
exam questions. None of the sample questions amount of literature and attended art exhibits,
appear on any CLEP examination. Use them to get concerts, and plays, you might expect to do well on
the Humanities exam.

[Link] College-Level Examination Program 7

 III. Deciding Which Examinations 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
Have you been advised to take a CLEP exam by
a college counselor, professor, or some other
professional person familiar with your ability?

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.

[Link] College-Level Examination Program 8

IV. Preparing to Take CLEP
Examinations
Having made the decision to take one or more CLEP Using the Examination Guides
exams, most people then want to know how to prepare
Each e-guide includes an outline of the knowledge and
for them—how much, how long, when, and how
skills covered by the test, sample questions similar to
should they go about it? The precise answers to these
those that appear on the exam, and tips to get ready
questions vary greatly from individual to individual.
for the exam.
However, most test-takers find that some type of test
preparation is beneficial. You may also choose to contact a college in your
area that offers a course with content comparable
Most people who take CLEP exams do so to show
to that on the CLEP exam you want to take, or
that they already learned the key material taught in a
read the suggested resources for each exam on
college course. Many need only a quick review to assure
[Link]/clep-exams. If possible, use
themselves that they haven’t forgotten what they once
the textbook and other materials required for that
studied and to fill in the gaps in their knowledge of the
course to help you prepare. To get this information,
subject. Others feel that they need a thorough review
check the college’s catalog for a list of courses offered.
and spend several weeks studying for an exam. Some
Then call the admission office, explain what subject
people take a CLEP exam as a kind of “final exam” for
you’re interested in, and ask who in that academic
independent study of a subject. This last group requires
department you can contact for specific information on
significantly more study than do those who only need
textbooks and other study resources to use. You might
to review, and they may need some guidance from
also be able to find the course syllabus, which will list
professors of the subjects they’re studying.
course materials and assignments, on the college’s
The key to how you prepare for CLEP exams often lies website. Be sure the college you’re interested in gives
in locating those skills and areas of prior learning in credit for the CLEP exam you’re preparing for.
which you are strongest and deciding where to focus
Begin by carefully reading the test description and
your energy. Some people may know a considerable
outline of knowledge and skills required for the exam in
amount about a subject area but may not test well.
the e-guide. As you read through the topics listed, ask
These individuals would probably be just as concerned
yourself how much you know about each one. Also note
about strengthening their test-taking skills as they
the terms, names, and symbols mentioned, and ask
would about studying for a specific test. Many mental
yourself whether you’re familiar with them. This will give
and physical skills are required in preparing for a
you a quick overview of how much you know about the
test. It’s important not only to review or study for the
subject. If you’re familiar with nearly all the material,
exams but also to make certain that you are alert,
you’ll likely need a minimum of review. If topics and
relatively free of anxiety, and aware of how to approach
terms are unfamiliar, you’ll probably require substantial
standardized tests. Suggestions about developing
study to do well on the exam.
test-taking skills and preparing psychologically
and physically for a test are given in this chapter. If, after reviewing the test description provided in the
The following section suggests ways of assessing e-guide, you find that you need extensive review, put
your knowledge of the content of an exam and then off answering the sample questions until you have
reviewing and studying the material. done some reading in the subject. If you complete
them before reviewing the material, you’ll probably

[Link] College-Level Examination Program 9

 IV. Preparing to Take CLEP Examinations

look for the answers as you study, and this will not
be a good assessment of your ability at a later date.
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.
Concentrating on them without broader study of the
subject won’t help you.

If you think you’re 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.

[Link] College-Level Examination Program 10

 IV. Preparing to Take CLEP Examinations

Assessing Your Readiness for a CLEP Examination

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 Difficulty Answering
Correctly Sample Questions

Take CLEP Examination

[Link] College-Level Examination Program 11

 IV. Preparing to Take CLEP Examinations

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

like those offered by PBS ([Link]) or the National
The following suggestions have been gathered from
Geographic Society ([Link]),
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. [Link]/clep-exams.
Remember, if you want to review exam
Check with your librarian about study aids
content, Chapter VII of this e-guide contains
relevant to the exams you plan to take. These
a complete exam description—including
supplementary materials may include videos or
a content outline, a description of the
clips made by education-oriented companies
knowledge and skills required to do well,
and organizations, language tapes, and computer
and sample questions. An answer key is
software. And don’t forget that what you do with
also included. However, the e-guide is not
your leisure time can be very educational, whether
intended to replace a textbook. Additional
it’s surfing current-events websites, watching a PBS
study may be required.
series, reading a financial newsletter, or attending
2. Define your goals and locate study materials. a play.

Once you have determined how much preparation 3. Find a good place to study.
you’ll need to do, you’ll need to define your study
To determine what kind of place you need for
goals. Set aside a block of time to review the exam
studying, ask yourself the following questions: Do
content provided in this book. Using the guidelines
I need a quiet place? Does the telephone distract
for knowledge and skills required, locate suitable
me? Do objects I see in this place remind me of
resource materials. If a preparation course is
things I should do? Is it too warm? Is it well lit? Am
offered by an adult school or college in your area,
I too comfortable here? Do I have space to spread
you might find it helpful to enroll. (You should
out my materials? You may find the library more
be aware, however, that such courses are not
conducive to studying than your home. If you
authorized or sponsored by College Board. College
decide to study at home or in your dorm, prevent
Board has no responsibility for the content of
interruptions by household members by putting
these courses, nor are they responsible for books
a sign on the door of your study room to indicate
on preparing for CLEP exams published by other
when you’re available.
organizations.) If you know others who have taken
CLEP exams, ask them how they prepared. 4. Schedule time to study.

You may want to get a copy of a syllabus for the To help you determine where studying best fits
college course that is comparable to the CLEP into your schedule, try this exercise: Make a list of
exam(s) you plan to take. You can also ask the your daily activities (for example, sleeping, working,
appropriate professor at the school you’ll be eating, attending class, sports, or exercise), and
attending, or check his or her website, for a reading estimate how many hours a day you spend on
list. Use the syllabus, course materials, and/or each activity. Rate activities on your list in order of
reading list as a guide for selecting textbooks and importance, and evaluate your use of time. Often
study materials. You may purchase these or check people are astonished at how an average day looks
them out of your local library. Some websites offer from this perspective. You may discover that your
excellent course materials and lectures. Examples time can be scheduled in alternative ways. For
include: example, you could remove the least important
activities from your day, and devote that time to
• MIT OpenCourseWare ([Link]) studying or to another important activity.
• Carnegie Mellon’s Open Learning Initiative
5. Establish a study routine and a set of goals.
([Link]/students/)
To study effectively, establish specific goals and
• National Repository of Online Courses a schedule for accomplishing them. Some people
([Link]) find it helpful to write out a weekly schedule and
cross out each study period when it’s completed.

[Link] College-Level Examination Program 12

 IV. Preparing to Take CLEP Examinations

Others maintain concentration by writing down e. To retain knowledge, most people have to
the time when they expect to complete a study review the material periodically. If you’re
task. Most people find short periods of intense preparing for an exam over an extended period
study more productive than long stretches of time. of time, review key concepts and notes each
For example, they may follow a regular schedule week or so. Don’t wait weeks to review the
of several 20- or 30-minute study periods with material or you’ll need to relearn much of it.
short breaks between them. Some people allow
themselves rewards as they complete each study
goal. It doesn’t matter whether you accomplish Test Preparation Tips
every goal on schedule. The point is to be 1. Familiarize yourself as much as possible with the
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
whether there are timed subsections. (See
find it difficult to concentrate. Try a method of
Chapter VII.)
studying, such as the one outlined below, that
b. what types of questions and directions appear
gets you to concentrate on and remember what
on the exam. (See Chapter VII.)
you read.
c. how your test score is computed.
a. First, read the chapter summary and the
d. in which building and room the exam is
introduction so you’ll know what to look for
administered.
in your reading.
e. the time of the test administration.
b. Next, convert the section or paragraph
f. directions, transportation, and parking
headlines into questions. For example, if you’re
information for the test center
reading a section entitled “The Causes of the
American Revolution,” ask yourself, “What 2. Register and pay your exam fee through My Account
were the causes of the American Revolution?” at [Link] and print your
Compose the answer as you read the registration ticket. Contact your preferred test center
paragraph. Reading and answering questions to schedule your appointment to test. Your test
aloud let you grasp and retain the material. center may require an additional administration fee.
Check with your test center to confirm the amount
c. Take notes on key ideas or concepts as you
required and acceptable method of payment.
read. Writing fixes concepts more firmly in your
mind. Underlining key ideas or writing notes in 3. On the day of the exam, remember to do the
your book may work for you and is useful for following:
review. Underline only important points. If you
a. Arrive early enough so you can find a parking
underline more than a third of each paragraph,
place, locate the test center, and get settled
you’re underlining too much.
comfortably before testing begins. If you’re
d. If there are questions or problems at the end taking an exam with remote proctoring, make
of a chapter, answer or solve them on paper sure to log in to your Proctortrack account at
as if you were asked to do them for homework. your scheduled appointment time.
Mathematics textbooks (and some other books)
b. Bring the following with you:
sometimes include answers to exercises. If you
have such a book, write your answers before – completed registration ticket (physical test
looking at the ones given. When problem solving centers only).
is involved, work enough problems to master – any registration forms or printouts required
the required methods and concepts. If you have by the test center. Make sure you have filled
difficulty with problems, review any sample out all necessary paperwork before your
problems or explanations in the chapter. testing date (physical test centers only).

[Link] College-Level Examination Program 13

 IV. Preparing to Take CLEP Examinations

– a form of valid and acceptable identification c. Don’t bring a cell phone or other electronic
(for testing at physical test centers and via devices into the testing room.
remote proctoring). d. Leave all books, papers, and notes outside the
Acceptable identification must: test center. You aren’t permitted to use your
• Be government-issued. own scratch paper. It’s provided by the test
• Be an original document—photocopied center.
documents aren’t acceptable. e. Don’t take a calculator to the exam. If a
• Be valid and current—expired calculator is required, it will be built into the
documents (bearing expiration dates testing software and available to you on
that have passed) aren’t acceptable, no the computer. The CLEP website has a link
matter how recently they expired. to a demonstration on how to use online
calculators.
• Bear the test-taker’s full name, in
English language characters, exactly as 4. When you enter the test room at a physical test
it appears on the Registration Ticket, center:
including the order of the names. a. You’ll be assigned to a computer testing
• Include middle initials only if preferred station. If you have special needs, be sure
to be included by the test-taker. They’re to communicate them to the test center
optional and only need to match the first administrator before your test date. For what
letter of the middle name when present to expect on exam day with remote proctoring,
on both the ticket and the identification. visit the remote proctoring section of the CLEP
• Bear a recent recognizable photograph website: [Link]/test-day/
that clearly matches the test-taker. what-to-expect-remote-proctoring.

• Include the test-taker’s signature. b. Be relaxed while taking the exam. Read
directions carefully, and pay attention to
• Be in good condition, with clearly legible
instructions given by the test proctor. If you
text and a clearly visible photograph.
don’t understand the directions, ask for help
Refer to the Test Day Info page on the before the test begins. If you must ask a
CLEP website ([Link]/ question not related to the exam after testing
test-day) for more details on has begun, request assistance from the proctor.
acceptable and unacceptable forms of The proctor can’t answer questions related to
identification. the exam.

– military test-takers, bring your Geneva c. Know your rights as a test-taker. You can expect
Convention Identification Card. Refer to to be given the full working time allowed for
[Link]/register-for-an- taking the exam and a reasonably quiet and
exam/military-how-to-register-under- comfortable place in which to work. If a poor
dantes for additional information on IDs for testing situation prevents you from doing your
active duty members, spouses, and civil best, ask whether the situation can be remedied.
service civilian employees. If it can’t, ask the test administrator or proctor to
report the problem on a Center Problem Report
– two number 2 pencils with good erasers.
that will be submitted with your test results.
Mechanical pencils are prohibited in the
You may also wish to immediately write a letter
testing room.
to CLEP, P.O. Box 6656, Princeton, NJ 08541-
6656. Describe the exact circumstances as
completely as you can. Be sure to include the
name of the test center (if applicable), the test
date, and the name(s) of the exam(s) you took.

[Link] College-Level Examination Program 14

 IV. Preparing to Take CLEP Examinations

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
Accommodations available with remote-proctored
CLEP exams ONLY include:

• Screen magnification
• Modifiable screen colors
• Extended time
• Extra/extended/as-needed breaks
If the above accommodations don’t meet your needs,
contact CLEP Services at clep@[Link]
for information about other accommodations.

[Link] College-Level Examination Program 15

V. Taking the Examinations
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, however often
your preparation for an exam should include finding
When a question or answer option contains words
out all you can about the exam so you can use the
such as ’’always,’’ ’’every,’’ ’’only,’’ ’’never,’’ and
most 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
2. Keep an eye on the clock and the timing that’s
of the answer choices as wrong, your chance of
built into the testing software. You have the option
getting 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 College Board to write test questions and to
“best’’ answer. Sometimes one answer choice is
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,
5. Don’t spend too much time on any one question. NJ 08541-6600. Include the name of the exam and
If you don’t know the answer after you’ve test center, the exam date, and the number of the
considered it briefly, go on to the next question. exam question. All such inquiries are investigated by
Mark that question using the mark tool at the test development professionals.
bottom of the screen, and go back to review the
question later if you have time.

[Link] College-Level Examination Program 16

 V. Taking the Examinations

Answering Essay Questions Test-Taking Strategies for

The College Composition and Spanish with Writing Essay Writing
exams are the only CLEP exams that include mandatory 1. Before you begin to respond, read the questions
writing sections. Both the multiple-choice and carefully, and take a few minutes to jot down
writing sections of the exams are administered on some ideas or create an outline. Scratch paper is
the computer. You’re required to type your written provided at the test center.
responses using a format similar to word processing.
2. If you’re given a choice of questions to answer,
The writing sections of the College Composition and choose the questions that you think you can
Spanish with Writing exams are scored by college answer most clearly and knowledgeably.
English or Spanish faculty. Each writing task is scored 3. Determine the order in which you’ll answer the
independently by at least two different faculty. questions. First, answer those you find the easiest
Additional scoring details can be found in Section VII, so you can spend any extra time on the questions
along with sample writing questions and sample you find more difficult.
responses.
4. When you know which questions you’ll answer and
in what order, determine how much testing time
remains, and estimate how many minutes you’ll
devote to each question. Unless suggested times
are given for the questions, try to allot an equal
amount of time for each question.
5. Before answering each question, read it again
carefully to make sure you’re interpreting it
correctly. Pay attention to key words, such as
those listed below, that appear in free-response
questions. Be sure you know the exact meaning of
these words before taking the exam.
analyze describe interpret
apply determine justify
assess discuss list
compare distinguish outline
contrast enumerate prove
define explain rank
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.

[Link] College-Level Examination Program 17

VI. Interpreting Your Scores
CLEP score requirements for awarding credit vary How CLEP Scores Are Computed
from institution to institution. 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 answered correctly. Your raw score increases by
are subject-matter experts and technical experts in one point for each question answered correctly.
testing and measurement. To determine whether you 2. Your raw score is then converted to a scaled score
are eligible for credit for your CLEP scores, refer to that ranges from 20 to 80, and this is the score
the policy of the college you’ll be attending. The policy that appears on your score report. The American
states the score that’s required to earn credit at that Council on Education (ACE) recommends that
institution. Many colleges award credit at the score colleges grant credit for a score of 50 or higher, but
levels recommended by ACE. However, some require individual institutions can set their own CLEP credit
scores higher or lower than these. policies.
Your exam score is printed for you at the test center
immediately upon completion of the examination,
unless you took College Composition or Spanish with
How Essays Are Scored
Writing. For these exams, you’ll receive your score College Board arranges for college English professors
online two to three weeks after the exam date. You to score the essays written for the College Composition
can also view your scores for other exams online one exam. These carefully selected college faculty members
business day after taking the test by logging in to My teach at two- and four-year institutions nationwide.
Account ([Link]). Your CLEP The faculty members receive extensive training and
exam scores are reported only to you, unless you ask thoroughly review College Board scoring policies and
to have them sent elsewhere. If you want your scores procedures before grading the essays. Each essay is
sent to a college, employer, or certifying agency, you read and scored by two professors, the sum of the two
must select this option through My Account. This scores for each essay is combined with the multiple-
service is free only if you select your score recipient(s) choice score, and the result is reported as a scaled
when you register. For a fee, you can request an official score between 20 and 80. Although the format of the
transcript at a later date by logging in to My Account two sections is very different, both measure skills
([Link]). required for expository writing. Knowledge of formal
grammar, sentence structure, and organizational skills
The pamphlet, What Your CLEP Score Means, gives is necessary for the multiple-choice section, but the
detailed information about interpreting your scores and emphasis in the free-response section is on writing skills
is available at [Link]. A copy of the rather than grammar.
pamphlet is also in the appendix of this guide. A brief
explanation follows. Spanish with Writing compositions are scored twice
monthly by college Spanish faculty from throughout
the country via an online scoring system. Each of
the two writing tasks is scored independently by two
different readers, and the scores are then combined.
The multiple-choice section score (75%) and writing
score (25%) are then combined to yield the test-taker’s
exam score. The resulting combined score is reported
as a single scaled score between 20 and 80. Separate
scores are not reported for the multiple-choice and
writing sections.

[Link] College-Level Examination Program 18

VII. Examination Guide
College Composition Exams
Description of the Examinations Colleges set their own credit-granting policies and
therefore differ with regard to their acceptance of
The CLEP College Composition examinations the College Composition examinations. Most
assess writing skills taught in most first-year colleges will grant course credit for a first-year
college composition courses. Those skills include composition or English course that emphasizes
analysis, argumentation, synthesis, usage, ability expository writing; others will grant credit toward
to recognize logical development and research. satisfying a liberal arts or distribution requirement
College Composition contains approximately in English.
50 multiple-choice questions to be answered in The American Council on Education’s College
approximately 55 minutes and two mandatory, Credit Recommendation Service (ACE CREDIT)
centrally scored essays to be written in 70 minutes, has evaluated the examinations and recommended
for a total testing time of approximately 125 minutes. the awarding of college credit for a score of 50 or
The essays are scored twice a month by college above on the CLEP College Composition and
English faculty from throughout the country via an College Composition Modular examinations. Refer
online scoring system. Each of the two essays is to the document “What Your CLEP Score Means”
scored independently by at least two different readers, for additional information about the ACE credit
and the scores are then combined. This combined recommendations.
score is weighted approximately equally with the
score from the multiple-choice section. These scores Knowledge and Skills Required
are then combined to yield the test-taker’s score.
The resulting combined score is reported as a single The exams measure test-takers’ knowledge of the
scaled score between 20 and 80. Separate scores are fundamental principles of rhetoric and composition
not reported for the multiple-choice and essay and their ability to apply the principles of standard
sections. While scores are provided immediately written English. In addition, the exams require
upon completion for most other CLEP exams, scores familiarity with research and reference skills. In one
for the College Composition exam are available to of the two essays in the mandatory essay section of
test-takers two to three weeks after the test date. the College Composition exam, test-takers must
View the complete College Composition scoring develop a position by building an argument in which
and score availability dates at this CLEP website: they synthesize information from two provided
[Link] sources, which they must cite. The requirement that
composition-scoring-score-availability-dates. test-takers cite the sources they use reflects the
recognition of source attribution as an essential skill
College Composition Modular contains in college writing courses.
approximately 90 multiple-choice questions to
be answered in approximately 90 minutes. It is
designed for colleges that want a valid, reliable
multiple-choice assessment, and most colleges
award credit based on the College Composition
Modular exam alone. If a college requires a direct
writing assessment, the exam can be supplemented
with a direct writing assessment developed and
scored by the college.
Both exams include some pretest multiple-choice
questions that will not be counted toward the
test-taker’s score.

[Link] College-Level Examination Program 19

 VII. Examination Guide

College Composition • Rhetorical effects and emphasis

The skills assessed in the College Composition • Use of language
examination follow. The numbers following • Evaluation of author’s authority and appeal
the main topics indicate the approximate • Evaluation of reasoning
percentages of exam questions on those topics. • Consistency of point of view
The bulleted lists under each topic are meant
to be representative 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
• Modifiers • Documentation of sources (including, but not
• Idiom limited to, MLA, APA and Chicago manuals
• Active/passive voice of style)
• 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

[Link] College-Level Examination Program 20

 VII. Examination Guide

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 sample test questions on the
that tests skills of argumentation, analysis and following pages for this question type.
synthesis. This section of the exam consists of two
essays, both of which measure a test-taker’s ability After completing the College Composition Modular
to write clearly and effectively. The first essay is exam, test-takers may take a direct writing
based on the test-taker’s reading, observation or assessment if it is required by the credit policy
experience, while the second requires test-takers established by their college. Options include:
to synthesize and cite two sources that are
provided. Test-takers have 30 minutes to write the 1. An essay/writing assessment developed,
first essay and 40 minutes to read the two sources administered and scored by the college.
and write the second essay.
2. Associating the College Composition Modular
The essays must be typed on the computer. score with another assessment or evaluation
determined by the college.
College Composition Modular
The knowledge and skills assessed by College
Composition Modular are the same as those
measured by College Composition, but the format
and timing allow a more extended indirect
assessment of test-takers’ knowledge and skills.
The percentages of exam questions on each topic
are the same in both exams:

Conventions of Standard Written English (10%)

Revision Skills, Including Sentence-Level Skills

(40%)

Ability to Use Source Materials (25%)

Rhetorical Analysis (25%)

[Link] College-Level Examination Program 21

 VII. Examination Guide

College Composition Sample Test Questions 2. Many of the dozens of miniature portraits of
Following are the types of questions that appear on A
the College Composition examinations. Henry VIII by the artist Hans Holbein
B
General Directions* were painted on the backs of a playing card.
C D
Conventions of Standard Written English (10%)
No error
Directions: The following sentences test your E
knowledge of grammar, usage, diction (choice of
words) and idiom. Note that some sentences are
correct, and no sentence contains more than one 3. Among the Native Americans first encountered
error. A B
Read each sentence carefully, paying particular by Europeans during the seventeenth century
attention to the underlined portions. You will find C
that the error, if there is one, is underlined. was the Algonquin Indians. No error
Assume that elements of the sentence that are not
D E
underlined are correct and cannot be changed. In
choosing answers, follow the requirements of
standard written English. 4. Although most people are not really
If there is an error, select the one underlined part A
that must be changed to make the sentence correct. familiar with the agency called Centers for
If there is no error, select No error. B
Disease Control and Prevention, it is highly
C D
Example: respected among medical professionals

The other delegates and worldwide. No error

A E
him immediately accepted
B C
the resolution drafted by 5. Even though he had some doubts about
D
A B
the neutral states. No error
E democracy, Thomas Jefferson did have faith
C
with representative government. No error
1. Studying plants in the laboratory under strictly D E
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
*The multiple-choice section for the College Composition exam is approximately
55 minutes. The multiple-choice section for the College Composition Modular
exam is approximately 90 minutes.

[Link] College-Level Examination Program 22

 VII. Examination Guide

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
city each year visit only the famous landmarks, to reach the plates on the top shelf
C C
but some of the more adventurous venture into of the kitchen cabinet. No error
D D E
less familiar territory. No error
E

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

[Link] College-Level Examination Program 23

 VII. Examination Guide

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
of language. In selecting your answers, follow the 16. In context, which of the following revisions
conventions of standard written English. must be made to sentence 3 (reproduced
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 (D) Change “it” to “they”.
knowing the years in which it occurred. (4) In
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 (A) what event would stand for a year was
winter count. (8) Once the group made its probably decided as a collective
selection, he then recorded this event.
(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 (C) choosing the event that would stand for a
happened. (10) Here is where the keeper of the year was probably a collective effort
winter count came in. (11) He was the group’s (D) it was probably a collective task, they all
official historian. (12) He remembered stories chose the event to stand for a year
passed down to him and could place them in the
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.

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 VII. Examination Guide

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.
Without the keeper and the vast amount of
(D) For example, one year might be named for
historical information stored in his memory,
a war, while another might be named for a
the winter counts would be little more than a
meteor shower.
cryptic list of years.
(E) Winter counts show that conflict was the
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
count, he then recorded the event once (C) Sentence 9
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

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 VII. Examination Guide

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 (C) Change “It takes” to “They take”.
make the plastic water bottles Americans use, and
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,
then”.
(8) What makes this wasteful practice especially
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

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 VII. Examination Guide

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
(A) Insert “It is true that” at the beginning of persuade the public to stop buying bottled
the sentence. water.
(B) Change “as far away as Fiji” to “places (C) Clearly, we can all do a lot to eliminate an
like Fiji”. unnecessary environmental hazard just by
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
“trucks” to “vehicles”. extra water in hot weather.
(E) Insert “ships called” before “freighters” (E) While some kinds of bottled water are
and “various” before “destinations”. carbonated, Americans generally prefer
noncarbonated brands.
29. Which would be the best place to insert the
following sentence? 32. Which of the following would make the most
logical title for the passage?
Many of the bottles of water that will be sold
to Americans must first be transported from (A) Transportation Woes
sources all over the world. (B) The Problem with Bottled Water
(A) Immediately after sentence 1 (C) Issues of the Environment and
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
(D) Immediately after sentence 6 Drinking Less
(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.

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 VII. Examination Guide

Questions 33–38 are based on the following draft 33. In context, which is the best way to combine
of an essay. sentences 3 and 4 (reproduced below)?
(1) A cryptocurrency is a digital currency whose
use in financial transactions is thought to provide Increasingly, economists anticipate that once
greater security against crimes like fraud and a sufficient regulatory system exists in key
forgery. (2) This form of currency is typically not places around the world, cryptocurrency will
produced by a central institution, supposedly gain popularity. They also expect that if more
making it less vulnerable to outside manipulation or nations begin to favor cashless transactions,
influence. (3) Increasingly, economists anticipate cryptocurrency could actually supplant cash as
that once a sufficient regulatory system exists in key soon as 2030.
places around the world, cryptocurrency will gain (A) Increasingly, economists anticipate that
popularity. (4) They also expect that if more nations once a sufficient regulatory system exists in
begin to favor cashless transactions, cryptocurrency key places around the world and more
could actually supplant cash as soon as 2030. nations begin to favor cashless transactions,
(5) Globally, many consumers are already cryptocurrency could supplant cash as soon
starting to choose digital over traditional cash-based as 2030.
payments, which makes adoption of cryptocurrency (B) Economists increasingly are anticipating
more likely as it normally comes without transaction cryptocurrency supplanting cash as soon as
fees and offers better privacy than some other 2030, depending on if a sufficient
digital payment methods. (6) For cryptocurrency to regulatory system exists in key places
actually replace cash, though, three conditions will around the world and if more nations favor
need to be met: improved legitimacy in the eyes of cashless transactions.
governments, the formation of unions with the (C) Once key places around the world have a
larger payments industry, and implementing a sufficient regulatory system, cryptocurrency
scalable financial network that can prevent could actually supplant cash as soon as
cyberattacks and other common risks. (7) If these 2030, according to increasing numbers of
three challenges are overcome in the near future, the economists, if more nations begin to favor
norm for people across the globe could soon become cashless transactions.
to take out their phones and pay with their mobile (D) As soon as 2030, economists increasingly
crypto wallets as opposed to carrying around cash anticipate, cryptocurrency could supplant
or relying on their debit cards. cash once a sufficient regulatory system
(8) Banks around the world are not yet widely exists in key places around the world and
embracing this innovation in currency, but there are cashless transactions are favored by more
indeed large banks in China and India, who both nations.
wield considerable power in the global financial (E) Cash could be supplanted by
industry, that are inclined toward cryptocurrency. cryptocurrency as soon as 2030 if, as
(9) This likely means that whether anyone likes it or economists increasingly anticipate, a
not, cryptocurrency is here to stay and appears sufficient regulatory system exists in key
poised to become an integral part of the future of places around the world and more nations
global business and finance. begin to favor cashless transactions.

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 VII. Examination Guide

34. In context, which of the following revisions must 37. In context, where should the following sentence
be made to sentence 6 (reproduced below)? be placed?

For cryptocurrency to actually replace cash, The age of hard currency may not actually
though, three conditions will need to be met: conclude in our lifetimes, but it is certainly
improved legitimacy in the eyes of governments, being affected by technological change.
the formation of unions with the larger
payments industry, and implementing a scalable (A) after sentence 1
financial network that can prevent cyberattacks (B) after sentence 5
and other common risks. (C) after sentence 6
(A) Change “actually” to “truly” (D) after sentence 7
(B) Delete “though,” (E) after sentence 8
(C) Change “will need to” to “must”
(D) Change “implementing” to “the 38. Which would be the best title for this passage?
implementation of”
(E) Delete “and other common risks” (A) How to Invest with Cryptocurrency
(B) Cryptocurrency: A New Era for Global
Finance
35. Which is the best revision of the underlined (C) Rethinking the Security Risks of Online
portion of sentence 7 (reproduced below)? Banking
(D) A Brief History of Cryptocurrency
If these three challenges are overcome in the
near future, the norm for people across the (E) The Problem with Digital Currencies
globe could soon become to take out their
phones and pay with their mobile crypto wallets
as opposed to carrying around cash or relying
on their debit cards.
(A) it could soon become the norm for people
across the globe
(B) across the globe the norm soon could
become for people
(C) the across the globe norm could soon be for
people
(D) globally the norm could become soon for
people
(E) people across the globe could soon become
the norm

36. In context, which is best to add to the beginning

of sentence 8 ?

(A) Meanwhile,
(B) In addition,
(C) At present,
(D) Therefore,
(E) In contrast,

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 VII. Examination Guide

Ability to Use Source Materials (25%) 41. 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 <[Link]
composition skills. Some questions refer to passages, vrtrip/[Link]>.
while other questions are self-contained. For each
question, choose the best answer.
In the citation, what information is provided by
“8 Dec. 2003”?
39. 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
slowth, from slow, slow.] 42. The following excerpt is taken from a student’s
research paper.
Which of the following statements is NOT
supported by the definition above? The principles of the separation of church and
state and the right to practice religion freely
(A) The word “sloth” has both abstract and are both supported by the First Amendment to
concrete meanings. the United States Constitution: “Congress shall
(B) One meaning of “sloth” has negative make no law respecting an establishment of
connotations. religion or prohibiting the free exercise thereof”
(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
40. 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
In the citation shown, “et al.” indicates that the Constitution
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

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 VII. Examination Guide

43. Allen, A.T. (2011). Gender, 45. 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.
44. 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

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 VII. Examination Guide

Questions 46–53 refer to the following passage. 46. Which of the following is cited in sentence 3 ?

(A) A newspaper
(1) Invasive species are plant or animal species
that become established in ecosystems where they (B) A scientific journal
did not originate. (2) Some blend in harmlessly (C) A Web site
with native species, but others cause ecological and (D) A book
economic damage. (3) A notorious example is
(E) A magazine
the zebra mussel, native to Russia, that was first
identified in the United States Great Lakes in 1988
(McKee 2003, 141). (4) Scientists believe that 47. The information in parentheses in sentence 6
the mussels were inadvertently transported to informs the reader that
North America in 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 are (B) information about invasive species other
so hardy that they have suppressed populations of than zebra mussels can be found in a
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 have (D) the sentence is a direct quote from a work
become underwater deserts.” (8) Although some written by Fields
skeptics dismiss the concern about invasive species (E) information about the impact of invasive
as overblown, arguing that the majority of species on native aquatic populations can
nonnative species cause no harm, many scientists be found on page 2005 of a work by Fields
are alarmed by the changes produced by the
zebra mussel and other invasive species.
(9) The economic damage caused by the zebra 48. The author of the passage quotes Murray in
mussel has prompted government officials and sentence 7 most likely in order to
scientists to seek solutions to this problem.
(10) Many industrial facilities use chlorine to (A) provide information about other invasive
clear the mussels from their power and sewage species in the Great Lakes
plants. (11) Other facilities use chemicals (B) suggest that scientists have under-
specifically developed to kill mussels. estimated the damage done to the Great
(12) Unfortunately, both of these methods have Lakes by zebra mussels
certain harmful consequences. (13) An alternative (C) point out that invasive species can affect
may become available: a bacterium that kills many different kinds of environments
zebra mussels without harming native species.
(D) emphasize the effects that zebra mussels
References have had on the Great Lakes ecosystem
Fields, S. (2005). Great Lakes: Resources at (E) illustrate the nature of the food web in the
risk. Environmental Health Perspectives Great Lakes
113 (2), 164–172.
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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49. Which is best to do with sentence 7 51. 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.

50. Which of the following pieces of information, if 52. 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

53. 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

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 VII. Examination Guide

Questions 54–58 refer to the following passage. 54. Which is best to do with sentence 3
(reproduced below)?
(1) Sequential art is defined as the use of a
series of drawings in sequence, with or without Many libraries, which would once never have
text, to tell a story or convey information. dreamed of including comic books on their
(2) We are most familiar with this kind of art in shelves, are now “only too happy to include
the form of comic books, but in recent decades, graphic novels.”
the sequential art genre of the graphic novel has (A) Delete it from the passage.
not only become very popular, it has gained
(B) Remove the quotation marks.
increasing acceptance among academics and
scholars. (3) Many libraries, which would once (C) Include examples of specific libraries.
never have dreamed of including comic books on (D) Indicate the source of the material in
their shelves, are now “only too happy to include quotation marks with a citation.
graphic novels.” (4) But what’s the difference (E) Provide the names of some of the graphic
between the comic book and the graphic novel? novels that are available in libraries.
(5) According to Madeline Smith, author of the
Cotton Candy graphic novel series, “People
think of comic books as short, brightly colored 55. Which of the following, if added immediately
super-hero stories for boys. (6) But graphic novels after sentence 6, would most improve the first
can be much longer with more complex plots paragraph?
and characters—and most importantly, they can
appeal to readers of all ages and backgrounds” (A) A description of one of the characters in
(103). Smith’s graphic novel
(7) Many graphic novels also focus on real-life (B) An explanation of how Smith’s quotation
experiences and events, unlike comic books, which helps support the main idea of the
are often based on fantasy or science fiction. paragraph
(8) Interestingly, this has led to a number of (C) A quote from another source that agrees
successful graphic novels by women. (9) Graphic with Smith
novels depicting girlhood experiences, marriage,
(D) A quote from a review of Smith’s graphic
and motherhood have been among some of the
novel
best sellers in the genre in recent years.
(10) Because these texts more closely fit into (E) An explanation of why Smith became a
academic categories like autobiography or writer
personal narrative, graphic novels are also finding
their way into literature classes.
56. What kind of information would provide the
Works Cited best support for the claim made in sentence 9 ?
Smith, Madeline. “Why Girls Are Taking Over (A) Data from a newspaper article about sales
Graphic Novels.” Pop Culture Monthly 7 trends in the graphic novel genre over the
(2009): 101−104. Print. 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

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 VII. Examination Guide

57. 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.
Questions 59–62 refer to the following paragraph.
(D) The article appears in volume 7 of Pop
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
58. 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.

59. 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.

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60. Which of the following transition words or Questions 63–65 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.
61. 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
(B) show that most people enjoy 63. The word “Curiously” in sentence 2 is meant to
dramatizations more than novels address which of the following assumptions?
(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
62. Sentence 5 primarily serves to before objects created more recently.
(A) reveal the subtleties of an adaptation
(B) underscore the significance of a text 64. 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

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65. Which of the following best describes the 67. 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
68. 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 66–69 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 69. 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 (C) detailing the uses of chocolate
one. (5) Likewise, although Spaniards adjusted
(D) exploring how certain cultures adapted
Mesoamerican recipes by using European
foods
spices, the spices chosen suggest an attempt to
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.

66. In context, “common” (sentence 2) most

nearly means

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

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Questions 70–74 refer to the following passage. 72. 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 73. 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 (C) one must never entertain feelings of pride
was theirs, cross the Atlantic to realize that about one’s possessions
happiness. (8) This formerly rude soil has
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 74. The author employs which of the following
pleasure, and extend them as far as my strategies in this passage?
imagination can reach: for this is what may
be called the true and the only philosophy of (A) Parallel constructions are used to
an American farmer. emphasize a theme of abundance.
(B) Rhetorical questions are used to offer
70. The primary purpose of the passage is to opposing views to stated claims about
farming.
(A) inform
(C) An extended metaphor is used to introduce
(B) persuade a complex idea about land ownership.
(C) criticize (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.
71. The tone of the passage can best be described as

(A) nostalgic
(B) rueful
(C) whimsical
(D) melancholy
(E) exhortatory

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Questions 75–78 refer to the following passage. 75. In context, sentence 2 serves to

(1) As women surmounted one obstacle (A) underscore the significance of 1850 as the
after another, the agitation for equal suffrage year in which woman suffrage began to
came to the front. (2) If any year is to be fixed make significant progress as a movement
as the date of its beginning, it may very well (B) acknowledge that historians are unable to
be 1850, when the suffragists of Ohio urged definitively say when the woman suffrage
the state constitutional convention to confer the movement actually began
vote upon them. (3) With apparent spontaneity (C) emphasize that women were allowed to vote
there were held in the same year state suffrage in Ohio before they were able to vote in
conferences in Indiana, Pennsylvania, and other states
Massachusetts; and connections were formed (D) contrast the global efforts of the woman
among the leaders of these meetings. (4) At the suffrage movement that took shape in 1850
same time the first national suffrage convention with the more localized efforts that came
was held in Worcester, Massachusetts, on the before
call of eighty-nine leading men and women
representing six states. (5) Accounts of the (E) illustrate how the Ohio state constitutional
convention were widely circulated in this convention undermined the woman suffrage
country and abroad. (6) English women,—for movement
instance, Harriet Martineau,—sent words of
appreciation for the work thus inaugurated.
76. The primary purpose of sentence 8 is to
(7) It inspired a leading article in the
Westminster Review, which deeply interested (A) establish Mill’s qualifications as a politician
the distinguished economist, John Stuart Mill. and economist
(8) Soon he was the champion of woman
suffrage in the British Parliament and the author (B) show that Mill held conflicting opinions on
of a powerful tract The Subjection of Women, woman suffrage, giving one opinion in
widely read throughout the English-speaking British Parliament and a different one in his
world. (9) Thus do world movements grow. published writings
(10) Strange to relate the women of England (C) create interest in reading Mill’s works by
were enfranchised before the adoption of the referencing The Subjection of Women
federal suffrage amendment in America. (D) describe Mill’s negative reaction to the
(11) The national suffrage convention of article published in the Westminster Review
1850 was followed by an extraordinary outburst (E) provide evidence of Mill’s contributions to
of agitation. (12) Pamphlets streamed from the the woman suffrage movement
press. (13) Petitions to legislative bodies were
drafted, signed, and presented. (14) There were
addresses by favorite orators like Garrison,
Phillips, and Curtis, and lectures and poems by
men like Emerson, Longfellow, and Whittier.

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77. In context, the phrase “Strange to relate” College Composition Modular

(sentence 10) serves to
The CLEP College Composition Modular
(A) communicate that the author had difficulty examination includes the following question type
expressing a particular idea about woman as part of the Revision Skills section:
suffrage Improving Sentences
(B) suggest that despite the momentum the
The following question type appears on the
woman suffrage movement gained in 1850,
College Composition Modular examination only.
many people still thought allowing women
to vote was an odd concept Directions: The following sentences test
(C) emphasize that the social standing of correctness and effectiveness of expression. In
women in England was very different than choosing your answers, follow the requirements of
that of women in the United States standard written English: that is, pay attention to
grammar, diction (choice of words), sentence
(D) call attention to the irony that woman construction and punctuation.
suffragists in England, who were inspired
by the woman suffrage movement in the In each of the following sentences, part of the
United States, actually won the right to vote sentence or the entire sentence is underlined.
first Beneath each sentence you will find five versions
(E) imply that some of the beliefs held by of the underlined part. The first option repeats the
prominent members of the woman suffrage original; the other four options present different
movement were considered shocking at the versions.
time Choose the option that best expresses the meaning
of the original sentence. If you think the original is
better than any of the alternatives, choose the first
78. Which of the following best describes the option; otherwise, choose one of the other options.
organization of the passage as a whole? Your choice should produce the most effective
sentence—one that is clear and precise, without
(A) An important historical movement is first
awkwardness or ambiguity.
described and then critiqued.
(B) A historical event is explained and then
compared to similar events that happened Example:
later.
(C) A series of events that contributed to the
making of a historical movement are Laura Ingalls Wilder published her first book
outlined. and she was sixty-five years old then.
(D) The motivations of several well-known (A) and she was sixty-five years old then
individuals for participating in a significant
historical event are examined. (B) when she was sixty-five
(E) A timeline of how an important historical (C) being age sixty-five years old
movement took hold in four different states (D) upon the reaching of sixty-five years
is established. (E) at the time when she was sixty-five

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79. Award-winning author Virginia Hamilton, 82. The more frequently portrayed movie
whose books established her as one of the character of all time, the fictional figure
most influential figures in children’s literature of Sherlock Holmes has appeared in
in the twentieth century. approximately 200 films.

(A) Award-winning author Virginia Hamilton, (A) The more frequently

whose books (B) The more frequent
(B) Award-winning author Virginia Hamilton, (C) The most frequent
her books
(D) The most frequently
(C) Virginia Hamilton was an award-winning
(E) He is the most frequently
author, books by her
(D) The books of Virginia Hamilton,
award-winning author, these 83. During his lifetime Edward Burne-Jones was
(E) The books of award-winning author known primarily as a painter, but since his
Virginia Hamilton death he received greater recognition for his
contributions to the field of decorative design.

80. The final project in graduate school is the (A) he received

dissertation, which requires months of (B) he was receiving
research where they must amass and interpret (C) he has received
data important to the project.
(D) having received
(A) where they (E) receiving
(B) through which they
(C) and the student 84. Richard Wright once acted in a film version of
(D) during which the student his novel Native Son, playing the role of
(E) which they Bigger Thomas.

(A) Son, playing

81. The sting of a scorpion may be as dangerous (B) Son, he played
as the bite of a cobra despite the quantity of (C) Son, what he played was
venom a scorpion injects is much smaller.
(D) Son and while he played
(A) cobra despite the quantity of venom a (E) Son, which he played
scorpion injects
(B) cobra; therefore, the quantity of venom a
85. Although Red Canyon, Utah, is largely devoid
scorpion injects
of trees, but small coniferous plots of
(C) cobra, a scorpion injecting a quantity of ponderosa pine and Douglas fir exist in areas
venom that where moisture is available.
(D) cobra; if the quantity of venom injected by
a scorpion (A) is largely devoid of trees, but
(E) cobra even though the quantity of venom (B) is largely devoid of trees,
injected by a scorpion (C) largely devoid of trees,
(D) being largely devoid of trees,
(E) is largely devoid of trees, and

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86. Doubting the authenticity of the paintings, 89. The term “flapper” was popularized in the
there was an appraisal of the collection made United States by the 1920 movie The Flapper,
for the dealer by a recognized expert. where Olive Thomas played a frivolous young
woman in search of romantic adventure.
(A) there was an appraisal of the collection
made for the dealer (A) where
(B) the collection was taken by the dealer to be (B) within which
appraised (C) in that
(C) the dealer had the collection appraised (D) in which
(D) the dealer decided on appraising the (E) when
collection
(E) an appraisal of the collection was made for
the dealer 90. The Portuguese municipality of Sintra, famous
for its castles and royal retreats, have also
made a mark on literature by charming many
87. The cooking instructor informed us that by the Romantic writers, including Almeida Garrett
end of the course, we will have acquired basic and Lord Byron.
skills in chopping, searing, and to make sauces.
(A) have also made
(A) we will have acquired basic skills in (B) has also made
chopping, searing, and to make sauces
(C) are also making
(B) we will have acquired basic skills in
chopping, to sear, and making sauces (D) also make
(C) we will have acquired basic skills in (E) also making
chopping, searing, and making sauces
Sample Essays and Essay Topics
(D) to chop, sear, and to make sauces will have
been the basic skills acquired by us This section includes the following:
(E) chopping, searing, and making sauces is • General information about how to respond to the
what we will have acquired basic skills in essay topics
• Essay-writing directions as they appear in the
88. According to a recent survey of consumers in test
the United States, more people now shop • The scoring guides used to evaluate the essays
online as compared to shopping in physical • Sample essay topics
stores.
• Scored essays written in response to the topic
(A) as compared to shopping
General Directions
(B) as opposed to shopping
(C) than when they shop
Time: 70 minutes
(D) than shopping You will have a total of 70 minutes to write
two essays. You will have 30 minutes to
(E) than
complete the first essay, which is to be
based on your own reading, experience or
observations, and 40 minutes to complete the
second essay, which requires you to synthesize
two sources that are provided. 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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College Composition Examination

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 Examination
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.
A typical essay in this category
• 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.
A typical essay in this category
• 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

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2 – A 2 essay is seriously flawed.

A typical essay in this category exhibits ONE OR MORE of the following weaknesses:
• 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.
A typical essay in this category exhibits ONE OR MORE of the following weaknesses:
• 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.

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Sample Essays with Commentaries simply getting by is a major success, not because
Note: Errors in the sample essays are intentionally they love struggling to make ends meet, but
reproduced. because they do not have a choice. When
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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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 opinions
acknowledges that some few individuals do of family and friends. He worked to accomplish
accomplish great things despite overwhelming odds. graduating from a junior college then completing
Just as the development of this response is thorough his B.A. in Film from USC, both with honors. Mr.
and always sharply focused, the control of language Lucas continued to set higher and more challenging
is superior. Note, for example, skillful subordination goals for himself to become an independent film
in the third sentence of the essay and effective producer and director and to not be affiliated with
vocabulary in phrases such as “dominating the world any particular movie studio. He had to pay his dues
stage” or “a regime that did not tolerate dissent.” A at first but finally his tenacity paid off and his
few minor errors are indeed present, as is allowed by creation of Lucasfilm has allowed him the goal of
the scoring guide, but sustained control supports a creative freedom in his work. I don’t believe that
score of 6. anyone else in his family or his acquaintances
would have set such goals for him. Mr. Lucas
psychologically believed in himself enough, knew
Essay B—This essay is scored a 4.
what he wanted to do, set the applicable goals and
I agree that, as individuals, we tend to set higher worked to achieve them. No one else could have
goals for ourselves than outside influences. 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 own demonstrate vocabulary that is clearly adequate.
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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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!

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 VII. Examination Guide

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.

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 VII. Examination Guide

Source 2:
Lessig, Lawrence. The Future of Ideas: The Fate of the Commons in a Connected World.
New York: 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 Examination

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.
A typical essay in this category cites sources appropriately and
• 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.

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 VII. Examination Guide

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

A typical essay in this category cites sources appropriately and
• 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.
A typical essay in this category exhibits ONE OR MORE of the following weaknesses:
• 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.
A typical essay in this category exhibits ONE OR MORE of the following weaknesses:
• 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.
A typical essay in this category exhibits ONE OR MORE of the following weaknesses:
• 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.

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 VII. Examination Guide

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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 VII. Examination Guide

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.

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 VII. Examination Guide

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.

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 VII. Examination Guide

Study Resources
Answer Key
Most textbooks used in college-level composition
courses cover the skills and topics measured in
the College Composition examinations, but the 1. C 46. D
approaches to certain topics and the emphases 2. D 47. C
given to them may differ. To prepare for the 3. D 48. D
College Composition exams, it is advisable to 4. E 49. E
study one or more college-level texts, such as 5. D 50. C
readers, handbooks and writing guides. These and 6. A 51. E
other appropriate educational resources generally 7. D 52. A
are available in both print and electronic versions. 8. A 53. C
Many university writing centers also offer free 9. A 54. D
online resources for improving writing skills. 10. B 55. B
When selecting a resource, check its contents 11. D 56. A
against the knowledge and skills required for the 12. C 57. D
College Composition examinations, which appear 13. B 58. C
at the beginning of the College Composition Exams 14. E 59. B
section. 15. C 60. A
16. D 61. D
To become aware of the processes and the principles 17. C 62. C
involved in presenting your ideas logically and 18. D 63. E
expressing them clearly and effectively, you 19. C 64. A
should practice writing. Ideally, you should try 20. B 65. C
writing about a variety of subjects and issues, 21. E 66. E
starting with those you know best and care about 22. B 67. E
most. Ask someone you know and respect to 23. A 68. B
respond to what you write and to help you discover 24. B 69. A
which parts of your writing communicate effectively 25. B 70. B
and which parts need revision to make the meaning 26. E 71. E
clear. You should also try to read the works of 27. D 72. C
published writers in a wide range of subjects, 28. C 73. D
paying particular attention to the ways in which 29. D 74. A
the writers use language to express their meaning. 30. A 75. A
31. C 76. E
Visit [Link] 32. B 77. D
an-exam for additional exam preparation resources. 33. A 78. C
In addition, many college faculty post their course 34. D 79. E
materials on their schools’ websites. 35. A 80. D
36. C 81. E
37. D 82. D
38. B 83. C
39. D 84. A
40. C 85. B
41. A 86. C
42. B 87. C
43. B 88. E
44. C 89. D
45. E 90. B

[Link] College-Level Examination Program 54

Appendix
What Your CLEP Score Means Students can order official transcripts through the
In order to reach the total score you see on your score CLEP My Account portal ([Link])
report, two calculations are performed. and pay a fee. CLEP Transcript Requests are
nonrefundable. Once ordered, a request cannot be
1. Your “raw score” is the number of questions you canceled, changed, or rerouted. To order official
answered correctly. Your raw score increases by one transcripts for DANTES-funded exams, candidates
point for each question answered correctly. need to place an order online using the Parchment
2. Your raw score is then converted into a “scaled Transcript Ordering Service (https://
score” that ranges from 20, the lowest, to 80, the [Link]/send/adds/index. php?
highest. This scaled score is the score that appears on main_page=login&s_id=3q7ey35yiWKgVEiC).
your score report. Test takers may not repeat an exam of the same title
The scores that appear in the table shown are the within the specified wait period of the initial testing
credit-granting scores recommended by the American date. If a test taker retakes the exam within the
Council on Education (ACE). Each college, however, specified wait period, the administration will be
can set its own credit-granting policy, which may considered invalid, the score will be canceled, and any
differ from that of ACE. If you haven’t already done so, test fees will be forfeited. For military service
contact your college as soon as possible to find out the members: DANTES doesn’t fund retesting on a
score it requires to grant credit, the number of credit previously funded CLEP exam. However, service
hours granted, and the course(s) that can be bypassed members may personally fund a retest after the
with a satisfactory score. specified wait period.

Please note that College-Level Examination Program ® If you have questions about your score report, a test
(CLEP®) exams are developed and evaluated question, or any other aspect of a CLEP exam that your
independently and aren’t linked to one another except test center cannot answer, write to CLEP, P.O. Box
by the program’s common purpose, format, and method 6600, Princeton, NJ 08541-6600 or email
of reporting results. For this reason, direct comparisons clep@[Link].
shouldn’t be made between CLEP exams in different
subjects. CLEP scores aren’t comparable to SAT®
scores or other test scores.

[Link] College-Level Examination Program 55

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
Level 2 Proficiency 60 9
Spanish Language, Level 1 Proficiency 50 6
Level 2 Proficiency 63 9
Spanish with Writing, Level 1 Proficiency 50 6
Level 2 Proficiency 65 12
** A test taker’s proficiency level on the CLEP World Language exams is dependent on the test score; American Council on Education (ACE) recommends different
credit-granting scores and amounts of credits at Level 1 and Level 2 for each of the exam subjects.

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 3
Natural Sciences 50 6
Precalculus 50 3

* The American Council on Education (ACE®) 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. ACE, 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’s Learning Evaluations.

© 2023 College Board. College Board, CLEP, College-Level Examination Program, SAT, and the acorn logo are registered trademarks of College Board. All
other marks are the property of their respective owners. Visit College Board on the web: [Link].

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