tips for taking the gwe

7/21/2019 Tips for Taking the GWE

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TIPS FOR TAKING THETIPS FOR TAKING THEGRADUATION WRITINGGRADUATION WRITING

EXAMINATION (GWE)EXAMINATION (GWE)

(also see Handbook posed on l!ne "o# "$#%e#(also see Handbook posed on l!ne "o# "$#%e#

!n"o#&a!on on es!n' dea!ls sa&ple p#o&ps!n"o#&a!on on es!n' dea!ls sa&ple p#o&ps

and sa&ple essas)and sa&ple essas)

P#epa#ed b*P#epa#ed b*

Anne Ga##eAnne Ga##e

D!#e+o# o" GWARD!#e+o# o" GWAR


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Unde#'#ad$aes &a sa!s" %e GWAR bUnde#'#ad$aes &a sa!s" %e GWAR b

&ee!n' one o" %e "ollo,!n' +#!e#!a*&ee!n' one o" %e "ollo,!n' +#!e#!a*

1. A score of 8 or higher on the Graduation1. A score of 8 or higher on the Graduation

Writing Examination (GWE).Writing Examination (GWE).

2. A grade of C or higher in English 35.2. A grade of C or higher in English 35.

3. Credit in !oth "#$ 3%& and "#$ 3%8.3. Credit in !oth "#$ 3%& and "#$ 3%8.

'. Comletion of the GWA at another C$*'. Comletion of the GWA at another C$*

camus in 1%8' or later+ along ,ith thecamus in 1%8' or later+ along ,ith the

granting of the -etition for ulfillment ofgranting of the -etition for ulfillment ofGWA through the /esting 0ffice.GWA through the /esting 0ffice.


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TEST MATERIA-STEST MATERIA-S

$tudents ma4 !ring a dictionar4$tudents ma4 !ring a dictionar4

and:or thesaurus. -encil isand:or thesaurus. -encil is

acceta!le and recommended foracceta!le and recommended for

ease in editing. lue!oos ,ill !eease in editing. lue!oos ,ill !e

roided. $tudent "# and admissionroided. $tudent "# and admission

ticet are also reuired on the da4 ofticet are also reuired on the da4 of

the test.the test.


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S.ORING OF ESSA/SS.ORING OF ESSA/S

Each essa4 is read indeendentl4 !4 t,o readers.Each essa4 is read indeendentl4 !4 t,o readers.

A score from 1 to 7 is assigned !4 each reader.A score from 1 to 7 is assigned !4 each reader.

/he readers are not a,are of the score gien !4 the other/he readers are not a,are of the score gien !4 the otherreader.reader.

/he t,o scores are added together./he t,o scores are added together.

/he highest ossi!le score is 12 (7;7). /he lo,est ossi!le/he highest ossi!le score is 12 (7;7). /he lo,est ossi!le

score is (gien to an essa4 that is off toic).score is (gien to an essa4 that is off toic).

-assing is 8 (';'.-assing is 8 (';'.


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S.ORING IN0O-0ES THREES.ORING IN0O-0ES THREE

MAIN AREASMAIN AREAS Comrehension of -romt and ocus on /as.Comrehension of -romt and ocus on /as.

$tudents must carefull4 read the romt and$tudents must carefull4 read the romt andaddress an4 and all tass resented.address an4 and all tass resented.

0rgani


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SIX POINT S.ORING GUIDESIX POINT S.ORING GUIDE

A ea+% o" %e s+o#e po!ns "o# on1op!+ pape#s %e des+#!po#s o"A ea+% o" %e s+o#e po!ns "o# on1op!+ pape#s %e des+#!po#s o"

,#!!n' pe#"o#&an+e a#e lee#ed2 T%e lee#s #e"e# o*,#!!n' pe#"o#&an+e a#e lee#ed2 T%e lee#s #e"e# o*

a2 #esponse o %e op!+a2 #esponse o %e op!+

b2 $nde#sand!n' and $se o" %e &ae#!al !n %e p#o&pb2 $nde#sand!n' and $se o" %e &ae#!al !n %e p#o&p

+2 3$al! and +la#! o" %o$'%+2 3$al! and +la#! o" %o$'%d2 o#'an!4a!on de5elop&en and s$ppo#d2 o#'an!4a!on de5elop&en and s$ppo#

e2 sna6 and +o&&and o" lan'$a'ee2 sna6 and +o&&and o" lan'$a'e

"2 '#a&&a# $sa'e and &e+%an!+s"2 '#a&&a# $sa'e and &e+%an!+s

7 8 and 9 a#e pass!n'2 7 8 and 9 a#e pass!n'2 : ; and < a#e no pass!n' : ; and < a#e no pass!n'

(Ke ,o#ds a#e %!'%l!'%ed) (Ke ,o#ds a#e %!'%l!'%ed)


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66SuperiorSuperior AA 66essa4 demonstrates suerioressa4 demonstrates suerior,riting+ !ut ma4 hae minor fla,s. A t4ical,riting+ !ut ma4 hae minor fla,s. A t4icalessa4 in this categor4=essa4 in this categor4=

a. addresses the toica. addresses the toic clearl4clearl4 and resondsand resondseffectiel4 to all asects of the tas+effectiel4 to all asects of the tas+

!. demonstrates a!. demonstrates a thorough critical understandingthorough critical understandingof the romt in deeloing anof the romt in deeloing an insightfulinsightfulresonse+resonse+

c. exlores the issuesc. exlores the issues thoughtfull4 and in deththoughtfull4 and in deth++d. isd. is coherentl4coherentl4 organichosenexamlesexamles++

e. has an effectie+e. has an effectie+ fluent st4lefluent st4lemared !4mared !4s4ntactic ariet4 and as4ntactic ariet4 and a clear command ofclear command oflanguagelanguage+ and+ and

f. is generall4f. is generall4 free from errorsfree from errorsin grammar+ usage+in grammar+ usage+and mechanics.and mechanics.


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55 StrongStrong AA 55essa4 demonstrates clear cometenceessa4 demonstrates clear cometencein ,riting. "t ma4 hae some errors+ !ut the4 arein ,riting. "t ma4 hae some errors+ !ut the4 arenot serious enough to distract or confuse thenot serious enough to distract or confuse thereader. A t4ical essa4 in this categor4=reader. A t4ical essa4 in this categor4=

a. clearl4 addresses the toic+ !ut ma4 resond toa. clearl4 addresses the toic+ !ut ma4 resond tosomesomeasects of the tasasects of the tas more effectiel4more effectiel4thanthanothers+others+

!. demonstrates a!. demonstrates a sound critical understandingsound critical understandingof theof the

romt in deeloing a ,ell>reasoned resonse+romt in deeloing a ,ell>reasoned resonse+c. sho,sc. sho,s some dethsome dethand comlexit4 of thought+and comlexit4 of thought+

d. isd. is ,ell,ell>organiorgani


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44 AdequateAdequate AA 44essa4 demonstrates adeuateessa4 demonstrates adeuate,riting. "t ma4 hae some errors that distract,riting. "t ma4 hae some errors that distractthe reader+ !ut the4 do not significantl4 o!scurethe reader+ !ut the4 do not significantl4 o!scuremeaning. A t4ical essa4 in this categor4=meaning. A t4ical essa4 in this categor4=

a. addresses the toic+ !uta. addresses the toic+ !ut ma4 slight some asectsma4 slight some asectsof the tas+of the tas+

!. demonstrates a!. demonstrates a generall4 accurate understandinggenerall4 accurate understandingof the romt in deeloing a sensi!le resonse+of the romt in deeloing a sensi!le resonse+

c. ma4 treat the toicc. ma4 treat the toic simlisticall4 or reetitiel4simlisticall4 or reetitiel4d. isd. is adeuatel4adeuatel4 organi


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33 Sub-MarginalSub-Marginal AA 33essa4 demonstrates deeloingessa4 demonstrates deeloingcometence+ !ut is fla,ed in some significantcometence+ !ut is fla,ed in some significant,a4(s). A t4ical essa4 in this categor4 reeals,a4(s). A t4ical essa4 in this categor4 reeals

one or moreone or moreof the follo,ingof the follo,ing ,eanesses,eanesses==a.a. distorts or neglectsdistorts or neglectsasects of the tasasects of the tas

!. demonstrates some understanding of the romt+!. demonstrates some understanding of the romt+!ut ma4!ut ma4 misconstruemisconstruearts of it orarts of it or mae limitedmae limiteduseuseof it in deeloing a ,ea resonseof it in deeloing a ,ea resonse

c.c. lacs focuslacs focus+ or demonstrates+ or demonstrates confused or simlisticconfused or simlisticthiningthining

d. isd. is oorl4oorl4 organi


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22InadequateInadequate AA 22essa4 isessa4 is seriousl4 fla,edseriousl4 fla,ed. An essa4. An essa4in this categor4 reealsin this categor4 reeals one or moreone or moreof the follo,ingof the follo,ing,eanesses=,eanesses=

a. indicatesa. indicates confusionconfusiona!out the toic ora!out the toic or neglectsneglectsimortant asects of the tas+imortant asects of the tas+

!. demonstrates!. demonstrates er4 oor understandinger4 oor understandingof the mainof the mainoints of the romt+ does not use the romtoints of the romt+ does not use the romtaroriatel4 in deeloing a resonse+ or ma4 notaroriatel4 in deeloing a resonse+ or ma4 not

use the romt at all+use the romt at all+

c.c. lacs focuslacs focusand coherence+ and often fails toand coherence+ and often fails tocommunicate its ideas+communicate its ideas+

d. has er4d. has er4 ,ea,ea organi


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11 IncompetentIncompetent AA 11essa4 demonstratesessa4 demonstratesfundamental deficienciesfundamental deficienciesin ,riting sills. Ain ,riting sills. At4ical essa4 in this categor4 reealst4ical essa4 in this categor4 reeals one orone ormoremoreof the follo,ing ,eanesses=of the follo,ing ,eanesses=

a. suggests ana. suggests an ina!ilit4 to comrehendina!ilit4 to comrehendthetheuestion or to resond meaningfull4 to theuestion or to resond meaningfull4 to thetoic+toic+

!. demonstrates little or!. demonstrates little or no a!ilit4 to understandno a!ilit4 to understand

the romt or to use it in deeloing athe romt or to use it in deeloing aresonse+resonse+

c. isc. is unfocused+ illogical+ or incoherentunfocused+ illogical+ or incoherent++

d. isd. is disorgani


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-aers that re?ect the assignment or-aers that re?ect the assignment or

fail to address the uestion must !efail to address the uestion must !e

gien to the Chief eader. A score ofgien to the Chief eader. A score of

toic.


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GUIDE-INES FORGUIDE-INES FOR

A SU..ESSFU- ESSA/A SU..ESSFU- ESSA/


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TIME ALLOCATIONTIME ALLOCATION

One hour is proided !or t"o hours #orOne hour is proided !or t"o hours #or

second language students$ and should besecond language students$ and should beallocated appro%imatel& as #ollo"s'allocated appro%imatel& as #ollo"s'

5 minutes5 minutes (ead prompt and(ead prompt and underline )e& "ordsunderline )e& "ords

1* minutes1* minutes Ma)e aMa)e a brie#brie#outlineoutline

3* minutes3* minutes +rite essa&+rite essa&S)ip eer& other line and "rite onl&S)ip eer& other line and "rite onl&on the right-handon the right-handpagepage

15 minutes15 minutes ,roo#read and reise,roo#read and reiseMa)e corrections aboe lines or addMa)e corrections aboe lines or add

e%tra te%t on the le#t-hand pagee%tra te%t on the le#t-hand page


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PROMPTSPROMPTS

Bou ,ill !e gien onl4 one romt (noBou ,ill !e gien onl4 one romt (no

choice).choice).

/he romt identifies a/he romt identifies a toictoic(the su!?ect(the su!?ectmatter to !e discussed) and secifies amatter to !e discussed) and secifies a

tastas(,hat is to !e done ,ith that su!?ect(,hat is to !e done ,ith that su!?ect

> the romt ,ill either call for creation of> the romt ,ill either call for creation of

an argument or as 4ou to comare andan argument or as 4ou to comare and

contrast a secific su!?ect).contrast a secific su!?ect).


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UNDERSTAND THE TASKUNDERSTAND THE TASK

*nderline*nderlinethe tas. /he tas ,ill usethe tas. /he tas ,ill use

directies+ often in the form of imeratiedirecties+ often in the form of imeratie

(command+ directie) er!s.(command+ directie) er!s.

irst identif4 and underline the imeratieirst identif4 and underline the imeratie

er!s.er!s.

/hen underline an4 other essential ,ords/hen underline an4 other essential ,ords

that clearl4 delineate the tas.that clearl4 delineate the tas.


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Common Imperative Verbs:Common Imperative Verbs:

Anal4


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#escri!e -aint a ,ord icture ,ith#escri!e -aint a ,ord icture ,ithsensor4 details.sensor4 details.

#iscuss iterall4 @tal a!out the#iscuss iterall4 @tal a!out thesu!?ect. e sure to create a thesis thatsu!?ect. e sure to create a thesis that,ill steer 4ou a,a4 from agueness.,ill steer 4ou a,a4 from agueness."lluminate a secific territor4 that 4ou can"lluminate a secific territor4 that 4ou can

suort ,ith details.suort ,ith details. Ealuate Exlore the alue of theEaluate Exlore the alue of thesu!?ect. *se releant criteria to ?udge thesu!?ect. *se releant criteria to ?udge the,orth of the su!?ect.,orth of the su!?ect.

Exlain $ho, or mae clear+ esta!lishExlain $ho, or mae clear+ esta!lishconnections+ tell ,h4+ ho, or ,hat+connections+ tell ,h4+ ho, or ,hat+deending on the su!?ect.deending on the su!?ect.


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"dentif4 #istinguish and list the arious"dentif4 #istinguish and list the arious

arts of the su!?ect.arts of the su!?ect.

"llustrate Exlain !4 examle and detail."llustrate Exlain !4 examle and detail. "nterret $hare 4our understanding of"nterret $hare 4our understanding of

the su!?ect. Exlain the significance ofthe su!?ect. Exlain the significance of

the idea+ eent or rocess in order tothe idea+ eent or rocess in order to

exlain its meaning.exlain its meaning.

$ummari


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PRA.TI.E PROMPTSPRA.TI.E PROMPTS

/oic is denoted in/oic is denoted in 4ello,4ello,+ imeratie+ imeratieer!s iner!s in redred+ and other essential+ and other essentialarts of the directie that should !earts of the directie that should !e

underlined inunderlined in inin..An4 reading assage at theAn4 reading assage at the

!eginning of the romt must !e!eginning of the romt must !e

considered art of the romt and !econsidered art of the romt and !eincororated into comrehension ofincororated into comrehension oftoic and tas.toic and tas.


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/here is no dou!t that America is a melting/here is no dou!t that America is a meltingotD !4 the same toen+ there is no dou!totD !4 the same toen+ there is no dou!tthat most mem!ers of secific races andthat most mem!ers of secific races and

nationalities strie their ,hole lies tonationalities strie their ,hole lies tomaintain a lin ,ith their original ethnicmaintain a lin ,ith their original ethnicidentit4 and culture. /he t,o imulses+identit4 and culture. /he t,o imulses+!lending into American societ4!lending into American societ4andandmaintaining ethnic identit4maintaining ethnic identit4+ are not al,a4s+ are not al,a4s

comati!le. 0ften+comati!le. 0ften+ successsuccessis interreted asis interreted astotal immersion in and assimilation !4 thetotal immersion in and assimilation !4 thene, culture. #o 4ou agree or disagree ,ithne, culture. #o 4ou agree or disagree ,iththis assumtionthis assumtion ArgueArguefor a lifest4le thatfor a lifest4le thatemhasi


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rom infanc4 to adulthood+rom infanc4 to adulthood+ adertisingadertising is in the airis in the airAmericans !reathe+ the information ,e a!sor!+ almostAmericans !reathe+ the information ,e a!sor!+ almost,ithout no,ing it. "t floods our mind ,ith,ithout no,ing it. "t floods our mind ,ith ictures ofictures oferfectionerfectionand goals of hainess eas4 to attain. . . . Weand goals of hainess eas4 to attain. . . . Weare feeding on fooler4+ of ,hich a stead4 diet+ for thoseare feeding on fooler4+ of ,hich a stead4 diet+ for those,ho feed on little else+ cannot hel !ut leae a certain,ho feed on little else+ cannot hel !ut leae a certainfu


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We exect our ties ,ith our immediate famil4 to extendWe exect our ties ,ith our immediate famil4 to extendthroughout the lifetimes of the eole inoled. /histhroughout the lifetimes of the eole inoled. /hisexectation is !4 no means al,a4s fulfilled+ as rising diorceexectation is !4 no means al,a4s fulfilled+ as rising diorcerates and famil4 !rea>us indicate. 6eertheless+ ,e stillrates and famil4 !rea>us indicate. 6eertheless+ ,e still

theoreticall4theoreticall4 marr4marr4@until death do us art and the social@until death do us art and the socialideal is a lifetime relationshi. Whether this is a roer orideal is a lifetime relationshi. Whether this is a roer orrealistic exectation of a societ4 in high transience isrealistic exectation of a societ4 in high transience isde!ata!le. /he fact remains+ ho,eer+ that famil4 lins arede!ata!le. /he fact remains+ ho,eer+ that famil4 lins areexected to !e long term if not lifelong+ and considera!leexected to !e long term if not lifelong+ and considera!leguilt attaches to the erson ,ho !reas off such aguilt attaches to the erson ,ho !reas off such arelationshi.relationshi.

uture $hocuture $hoc+ Alin /offler+ Alin /offler

Write a ,ell organi


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A leading scientist noted that in attemting toA leading scientist noted that in attemting to solesolema?orma?orro!lemsro!lemsthat confront our ,orld toda4+ ,e turn to thosethat confront our ,orld toda4+ ,e turn to thosethings that ,e do !est. We use those things that ,e thinthings that ,e do !est. We use those things that ,e thin,ill hel us the most+ and our strength is,ill hel us the most+ and our strength is science andscience andtechnolog4technolog4. A noted hilosoher+ ho,eer+ has o!sered. A noted hilosoher+ ho,eer+ has o!seredthat almost all our ma?or ro!lems inolethat almost all our ma?or ro!lems inole human !ehaiorhuman !ehaior..Conseuentl4+ our ma?or ro!lems cannot !e soled !4Conseuentl4+ our ma?or ro!lems cannot !e soled !4science and technolog4.science and technolog4.

Write a ,ell organi


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"t is generall4 agreed that a"t is generall4 agreed that a societ4societ4!enefits!enefitsfrom the contri!utions offrom the contri!utions of

!oth!oth artistsartistsandand scientistsscientists. Write a. Write a,ell organi


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SKET.H A P-AN=OUT-INESKET.H A P-AN=OUT-INE

Faing circled toic and underlined tas+Faing circled toic and underlined tas+

the next ste is to mae athe next ste is to mae a !rief!riefoutline.outline.

/he outline should indicate the su!?ect/he outline should indicate the su!?ectmatter of each aragrah. ee it short>>matter of each aragrah. ee it short>>

there is not enough time for long+ inoledthere is not enough time for long+ inoled

outlines. irst ,rite do,n the tas (,hatoutlines. irst ,rite do,n the tas (,hat

4ou hae underlined) of the romt. /he4ou hae underlined) of the romt. /heromt !elo, is used as an examle.romt !elo, is used as an examle.


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rom infanc4 to adulthood+rom infanc4 to adulthood+ adertisingadertising is in the airis in the airAmericans !reathe+ the information ,e a!sor!+ almostAmericans !reathe+ the information ,e a!sor!+ almost,ithout no,ing it. "t floods our mind ,ith,ithout no,ing it. "t floods our mind ,ith ictures ofictures oferfectionerfectionand goals of hainess eas4 to attain. . . . Weand goals of hainess eas4 to attain. . . . Weare feeding on fooler4+ of ,hich a stead4 diet+ for thoseare feeding on fooler4+ of ,hich a stead4 diet+ for those,ho feed on little else+ cannot hel !ut leae a certain,ho feed on little else+ cannot hel !ut leae a certainfu


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/he tas (denoted a!oe in red and in) is/he tas (denoted a!oe in red and in) isre,ritten.re,ritten.

$elect and discuss$elect and discussexamles of adertisingexamles of adertising

erfection:hainesserfection:hainess

ExlainExlainho, lead to distorted icture ofho, lead to distorted icture ofrealit4realit4

#iscuss#iscuss imortant effects adertising onimortant effects adertising onindiidualsindiiduals


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$elect and discuss$elect and discussexamles of adertisingexamles of adertisingicturesicturesof erfection:hainessof erfection:hainess

>!eer= erfect life:!eautiful girl:fanc4 car:friends>!eer= erfect life:!eautiful girl:fanc4 car:friends

>maeu= fla,less sin+ no ,rinles>maeu= fla,less sin+ no ,rinles>h4siues of models= sih4siues of models= sidrining actuall4 roduces !eer !ell4+ antisocial>drining actuall4 roduces !eer !ell4+ antisocial!ehaior!ehaior

>canHt loo lie 1% 4ear old actress on /I>canHt loo lie 1% 4ear old actress on /I

>models not reresentatie of the aerage>models not reresentatie of the aerageoulationoulation

#iscuss#iscuss imortant effects adertising on indiidualsimortant effects adertising on indiiduals

>alcoholism+ !inge drining+ underage drining>alcoholism+ !inge drining+ underage drining

>lo, self>esteem+ ageism+ lastic surger4+ !otox>lo, self>esteem+ ageism+ lastic surger4+ !otox

>anorexia:!ulimia>anorexia:!ulimia


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ORDER /OUR POINTSORDER /OUR POINTS

With the a!oe romt+ there are t,oWith the a!oe romt+ there are t,o,a4s to create aragrahs. Bou,a4s to create aragrahs. Boucould eithercould either

1)1) discuss examles of adertising=discuss examles of adertising=!eer+ maeu+ models+!eer+ maeu+ models+

2)2) exlain ho, the4 are each distortedexlain ho, the4 are each distorted

ictures of realit4 andictures of realit4 and3)3) discuss each of their effectsdiscuss each of their effects

oror


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$elect and discuss$elect and discussexamles of adertisingexamles of adertisingictures ofictures oferfection:hainesserfection:hainess

11 >!eer= erfect life:!eautiful girl:fanc4 car:friends>!eer= erfect life:!eautiful girl:fanc4 car:friends>maeu= fla,less sin+ no ,rinles>maeu= fla,less sin+ no ,rinles

>h4siues of models= sih4siues of models= sidrining actuall4 roduces !eer !ell4+ antisocial !ehaior>drining actuall4 roduces !eer !ell4+ antisocial !ehaior

22 >canHt loo lie 1% 4ear old actress on /I>canHt loo lie 1% 4ear old actress on /I

>models not reresentatie of the aerage oulation>models not reresentatie of the aerage oulation


>alcoholism+ !inge drining+ underage drining>alcoholism+ !inge drining+ underage drining

33 >lo, self>esteem+ ageism+ lastic surger4+ !otox>lo, self>esteem+ ageism+ lastic surger4+ !otox

>anorexia:!ulimia>anorexia:!ulimia


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A-TERNATE ORGANI>ATIONA-TERNATE ORGANI>ATION

1.1. #iscuss the icture of erfection created#iscuss the icture of erfection createdinin !eer!eeradertisements+ sa4 ho, the4adertisements+ sa4 ho, the4distort realit4 and mae claims a!out thedistort realit4 and mae claims a!out theeffects.effects.

2.2. #iscuss the icture of erfection created#iscuss the icture of erfection createdinin maeumaeuadertisements+ sa4 ho, the4adertisements+ sa4 ho, the4distort realit4 and mae claims a!out thedistort realit4 and mae claims a!out theeffects.effects.

3.3. #iscuss the icture of erfection created#iscuss the icture of erfection created,ith,ith modelsH h4siuesmodelsH h4siues+ sa4 ho, the4+ sa4 ho, the4distort realit4 and mae claims a!out thedistort realit4 and mae claims a!out theeffects.effects.


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$elect and discuss$elect and discussexamles of adertisingexamles of adertisingictures ofictures oferfection:hainesserfection:hainess

1>!eer= erfect life:!eautiful girl:fanc4 car:friends1>!eer= erfect life:!eautiful girl:fanc4 car:friends

2>maeu= fla,less sin+ no ,rinles2>maeu= fla,less sin+ no ,rinles

3>h4siues of models= sih4siues of models= sidrining actuall4 roduces !eer !ell4+ antisocial !ehaior1>drining actuall4 roduces !eer !ell4+ antisocial !ehaior

2>canHt loo lie 1% 4ear old actress on /I2>canHt loo lie 1% 4ear old actress on /I

3>models not reresentatie of the aerage oulation3>models not reresentatie of the aerage oulation


1>alcoholism+ !inge drining+ underage drining1>alcoholism+ !inge drining+ underage drining

2>lo, self>esteem+ ageism+ lastic surger4+ !otox2>lo, self>esteem+ ageism+ lastic surger4+ !otox3>anorexia:!ulimia3>anorexia:!ulimia


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I" %e#e a#e onl ,o b$lles !nI" %e#e a#e onl ,o b$lles !n

%e p#o&p%e p#o&p

Comare and contrast theComare and contrast the

contri!utions of artists to societ4contri!utions of artists to societ4

,ith the contri!utions of scientists to,ith the contri!utions of scientists to

societ4societ4 "dentif4 ,hich t4e of contri!ution"dentif4 ,hich t4e of contri!ution

4ou thin is more alued !4 societ4.4ou thin is more alued !4 societ4.


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S$bd!5!de %e b$lle %a !s &o#eS$bd!5!de %e b$lle %a !s &o#e

+o&pl!+aed+o&pl!+aed

? contri!utions of artists to societ4contri!utions of artists to societ4

? contri!utions of scientists to societ4contri!utions of scientists to societ4

? ,hich contri!ution is more alued !4,hich contri!ution is more alued !4

societ4.societ4.


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DRAFTDRAFT

*sing the outline+ create 4our introductor4+*sing the outline+ create 4our introductor4+!od4 and concluding aragrahs.!od4 and concluding aragrahs.

When ,riting the introduction+When ,riting the introduction+

pretendpretend

4our reader has not read the romt so4our reader has not read the romt so4ou donHt ?ust die in to ,hat ,ould4ou donHt ?ust die in to ,hat ,ouldactuall4 !e a first !od4 aragrah. $et theactuall4 !e a first !od4 aragrah. $et thescene and esta!lish the su!?ect matter. escene and esta!lish the su!?ect matter. e

sure the toic ,ords aear in thesure the toic ,ords aear in theintroduction to mae sure 4ou are @onintroduction to mae sure 4ou are @ontoic.toic.


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SAMP-E INTRODU.TIONSAMP-E INTRODU.TION

AdertisingAdertisingerades our dail4 life.erades our dail4 life.We are continuousl4 !om!arded ,ithWe are continuousl4 !om!arded ,ithimages of !lissfulimages of !lissful erfectionerfectionthatthat

could neer !e achieed in @real life.could neer !e achieed in @real life.Without our een no,ing+ theseWithout our een no,ing+ these

images !ecome the standards !4images !ecome the standards !4,hich ,e measure ourseles+,hich ,e measure ourseles+

distorting our ercetionsdistorting our ercetionsof ourof our,orld. /hese distortions can lead to,orld. /hese distortions can lead toserious s4chological ro!lems.serious s4chological ro!lems.


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Write the rest of the essa4+ follo,ing 4ourWrite the rest of the essa4+ follo,ing 4ouroutline for the !od4 aragrahs. e sureoutline for the !od4 aragrahs. e sure

to ut in details+ secifics+ examles.to ut in details+ secifics+ examles.emem!er+ 4our reader is not inside 4ouremem!er+ 4our reader is not inside 4ourhead. 9ae a oint+ and then conincehead. 9ae a oint+ and then conince4our reader on that oint. /hen mae4our reader on that oint. /hen mae

another oint+ conince 4our reader+ etc.another oint+ conince 4our reader+ etc."t is helful to retend that 4our reader is"t is helful to retend that 4our reader issetical and does not !eliee a ,ord 4ousetical and does not !eliee a ,ord 4ouare sa4ing. /his ,ell hel generateare sa4ing. /his ,ell hel generate

sufficient roof for 4our oints.sufficient roof for 4our oints.


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ee an e4e on the cloc. Bou no,ee an e4e on the cloc. Bou no,ho, man4 aragrahs 4ou need toho, man4 aragrahs 4ou need to

create+ so 4ou can !udget 4our timecreate+ so 4ou can !udget 4our timeaccordingl4.accordingl4.

emem!er to ee glancing !ac atemem!er to ee glancing !ac atthe uestion to mae sure 4ou sta4the uestion to mae sure 4ou sta4focused on the tas.focused on the tas.

emem!er to ee glancing !ac atemem!er to ee glancing !ac at4our outline to mae sure 4ou are4our outline to mae sure 4ou arefollo,ing 4our lan.follo,ing 4our lan.


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"n a timed ,riting situation+ 4ou ma4 not"n a timed ,riting situation+ 4ou ma4 not

!e a!le to ut in eer4 last detail that!e a!le to ut in eer4 last detail that

relates to the su!?ect. Wisel4 chooserelates to the su!?ect. Wisel4 choose,hich details are needed in order to,hich details are needed in order to

accomlish the tas and leae extraneousaccomlish the tas and leae extraneous

detail out.detail out.

Conersel4+ if 4ou find 4ou are reeatingConersel4+ if 4ou find 4ou are reeating

4ourself+ sto and tr4 to thin of additional4ourself+ sto and tr4 to thin of additional

suorting detail to deelo and roesuorting detail to deelo and roe

4our thesis. Bou donHt ,ant to ,aste time4our thesis. Bou donHt ,ant to ,aste time

or sace reeating 4ourself.or sace reeating 4ourself.


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RE0ISE AND PO-ISHRE0ISE AND PO-ISH

irst as 4ourself if 4ou hae ans,ered theirst as 4ourself if 4ou hae ans,ered theuestion clearl4 and comletel4.uestion clearl4 and comletel4.

Add in ,hateer might !e missing.Add in ,hateer might !e missing.

6ext carefull4 roofread sentence>!4>sentence+6ext carefull4 roofread sentence>!4>sentence+checing for misselled ,ords or grammaticalchecing for misselled ,ords or grammaticalerrors.errors.

Chec for comlete sentences+ su!?ect:er!Chec for comlete sentences+ su!?ect:er!agreement+ consistent tense+ ,ord choice andagreement+ consistent tense+ ,ord choice andunctuation.unctuation.


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AFTER THE TESTAFTER THE TEST

Bou ,ill receie 4our test score inBou ,ill receie 4our test score inaroximatel4 '>5 ,ees.aroximatel4 '>5 ,ees.

"f 4ou did not receie a assing score+ 4ou"f 4ou did not receie a assing score+ 4ouma4 contact the testing office+ Welch Fallma4 contact the testing office+ Welch FallA>21+ (31) 2'3>3%% or atA>21+ (31) 2'3>3%% or attestingJcsudh.edu and ut in a ,rittentestingJcsudh.edu and ut in a ,rittenreuest to the GWE adisor to find out ,h4reuest to the GWE adisor to find out ,h4

4ou did not ass.4ou did not ass.

Bou ma4 tae the test a second time ifBou ma4 tae the test a second time ifnecessar4.necessar4.


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GOOD -U.K@GOOD -U.K@

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