Writing Proficiency Assessment (WPA)

Scoring Guide

10 -- Clears Upper Division Writing Proficiency (GWAR).
Students who receive this score do not have to take any
additional writing classes at SDSU unless they are required
to do so for their major.

• Writing prompt is proficienctly addressed
• Analysis of the reading is reasonable, credibly presented, and well developed
• Structure is clear, meeting the needs of the analysis
• Examples and details provide sufficient support for the analysis
• Prose style is good, particularly in terms of syntax and diction
• Grammar and mechanics are solid; few distracting errors are present

8/9 -- Students who receive these scores must enroll in an appropriate "W" course. Meets junior-level competency but not
Upper Division Writing Proficiency.

• Writing prompt is adequately addressed
• Analysis of the reading is present, if minimal
• Structure is functional, yet mechanical
• Examples and details support the analysis, but occasionally may be ill chosen
• Prose style demonstrates adequate-if basic-syntax and diction
• Grammar and mechanics flaws are noticeable, but few distracting errors are present
  
  

6/7 -- Students who receive these scores must enroll in RWS 280 or RWS 281. Having received a C or above in either class, they must then enroll in an appropriate "W" course.

• Writing prompt is inadequately addressed
• Analysis of the reading is confused, repetitive or
  underdeveloped
• Structure is forced, difficult to follow
• Examples and details are sparse and often ill chosen
• Prose style demonstrates difficulties with syntax and diction
• Grammar and mechanics are poor; an accumulation of distracting errors is present
  
  

4/5 -- Students who receive these scores must enroll in RWS 280 or RWS 281. Having received a C or above in either class, they must then enroll in an appropriate "W" course.

• Writing prompt is minimally addressed
• Analysis of the reading is confused, simplistic or underdeveloped
• Structure is forced, difficult to follow
• Examples and details are sparse and ill chosen
• Prose style demonstrates considerable difficulties with syntax and diction
• Grammar and mechanics are very poor; an accumulation of a variety of errors interferes with meaning
  
  

2/3 -- Students who receive these scores must enroll in RWS 280 or RWS 281. Having received a C or above in either class, they must then enroll in an appropriate "W" course.

• Writing prompt is minimally addressed
• Analysis of the reading is confused, incoherent,
  simplistic or underdeveloped
• Structure is forced, difficult to follow, rambling, or incomplete
• Examples and details are virtually nonexistent
• Prose style is incomprehensible
• Grammar and mechanics fail; an accumulation of errors renders the essay unreadable
  
  

0 Off Topic--Non-response essays, which reject or fail to address the question




Typical Evaluator Comments on Essay that Score 8 and 6

Essays that score an 8 are competent, yet typically:

• slight and/or fail to address all parts of the prompt;
• slight analysis too much by summarizing;
• slight support of main ideas and lack specific support by generalizing; and
• slight meaning through organization and structure that are too formulaic or perfunctory.

Essays that score a 6 are inadequate, because they typically:

• neglect to address key elements of the prompt through excessive summary, agree or disagree focus, or too much personal opinion;
• neglect development and support of main ideas through the use of specifics;
• neglect good organization and structure, unity, and coherence that further meaning; and
• neglect correct grammar and usage.