CLEP College

Composition
AT A GLANCE

Description of the Examination Knowledge and Skills Required

The CLEP® College Composition examination assesses The exam measures candidates’ knowledge of the
writing skills taught in most first-year college composition fundamental principles of rhetoric and composition and
courses. Those skills include analysis, argumentation, their ability to apply the principles of standard written
synthesis, usage, ability to recognize logical development, English. In addition, the exam requires familiarity with
and research. research and reference skills. In one of the two essays for
the exam, test takers must develop a position by building
The College Composition exam contains approximately
an argument in which they synthesize information from
50 multiple-choice questions to be answered in 55 minutes
two provided sources that they must cite. The requirement
and two mandatory, centrally scored essays to be answered
that candidates cite the sources they use reflects the
in 70 minutes, for a total testing time of approximately 125
recognition of source attribution as an essential skill in
minutes. The essays are scored twice a month by English
college writing courses.
faculty from throughout the country via an online scoring
system. Each of the two essays is scored independently by The skills assessed in the College Composition exam
two different readers, and the scores are then combined. follow. The numbers preceding the main topics indicate
This combined score is weighted approximately equally the approximate percentages of exam questions on those
with the score from the multiple-choice section. These topics. The bulleted lists under each topic are meant to be
scores are then combined to yield the candidate’s score. representative rather than prescriptive.
The resulting combined score is reported as a single scaled
score between 20 and 80. Separate scores aren’t reported
for the multiple-choice and essay sections. While scores
are provided immediately upon completion for most other
CLEP exams, scores for the College Composition exam are
available to test takers two to three weeks after the test date.
View the complete College Composition scoring and score
availability dates at this CLEP website: clep.collegeboard.
org/college-compositionscore-availability-dates.

Updated December 2020

10% CONVENTIONS OF STANDARD 25% ABILITY TO USE SOURCE MATERIALS
WRITTEN ENGLISH
This section measures candidates’ familiarity with elements
This section measures candidates’ awareness of a variety of the following basic reference and research skills, which
of logical, structural, and grammatical relationships within are tested primarily in sets but may also be tested through
sentences. The questions test recognition of acceptable stand-alone questions. In the passage-based sets, the
usage relating to the items below: elements listed under Revision Skills and Rhetorical Analysis
§ Syntax (parallelism, coordination, subordination) may also be tested. In addition, this section will cover the
following skills:
§ Sentence boundaries (comma splice, run-ons, sentence
§ Use of reference materials
fragments)
§ Evaluation of sources
§ Recognition of correct sentences
§ Integration of resource material
§ Concord/agreement (pronoun reference, case shift and
number, subject-verb, verb tense) § Documentation of sources (including, but not limited to,
MLA, APA, and Chicago manuals of style)
§ Diction

§ Modifiers 25% RHETORICAL ANALYSIS

§ Idiom
This section measures candidates’ ability to analyze writing.
§ Active/passive voice This skill is tested primarily in passage-based questions
pertaining to critical thinking, style, purpose, audience,
§ Lack of subject in modifying word group
and situation:
§ Logical comparison
§ Appeals
§ Logical agreement
§ Tone
§ Punctuation
§ Organization/structure

40% REVISION SKILLS § Rhetorical effects

This section measures candidates’ revision skills in the § Use of language

context of works in progress (early drafts of essays): § Evaluation of evidence
§ Organization
THE ESSAYS
§ Evaluation of evidence
In addition to the multiple-choice section, the College
§ Awareness of audience, tone, and purpose
Composition exam includes a mandatory essay section
§ Level of detail that tests skills of argumentation, analysis, and synthesis.
§ Coherence between sentences and paragraphs This section consists of two essays, both measure a
candidate’s ability to write clearly and effectively. The first
§ Sentence variety and structure
essay is based on the test taker’s reading, observation, or
§ Main idea, thesis statements, and topic sentences experience, while the second essay requires test takers
§ Rhetorical effect and emphasis to synthesize and cite two sources that are provided.
Candidates have 30 minutes to write the first essay and
§ Use of language 40 minutes to read the two sources and write the second
§ Evaluation of author’s authority and appeal essay. The essays must be typed on a computer.

§ Evaluation of reasoning

§ Consistency of point of view

§ Transitions

§ Sentence-level errors primarily relating to the

conventions of standard written English

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FIRST ESSAY: DIRECTIONS AND SCORING § is adequately developed, using reasons, examples,
GUIDELINES or details to support ideas

Directions: Write an essay in which you discuss the § is generally focused and organized
extent to which you agree or disagree with the statement § demonstrates competence with language, using
provided. Support your discussion with specific reasons and adequate vocabulary and minimal sentence variety
examples from your reading, experience, or observations.
§ demonstrates control of the standard conventions
Scoring Guidelines: Readers will assign scores based on of grammar, usage, and mechanics but may have
the following scoring guide. some errors
6 - A 6 essay demonstrates a high degree of
competence and sustained control, although it 3 - A 3 essay demonstrates limited competence.
may have a few minor errors. A typical essay in this category exhibits ONE OR MORE of
A typical essay in this category: the following weaknesses:

§ Addresses all elements of the writing task effectively § Addresses only some parts of the writing task
and insightfully § is unevenly developed and often provides assertions
§ develops ideas thoroughly, using well-chosen reasons, but few relevant reasons, examples, or details
examples, or details for support § is poorly focused and/or poorly organized
§ is well focused and well organized § displays frequent problems in the use of language
§ demonstrates superior facility with language, using § demonstrates inconsistent control of grammar, usage,
effective vocabulary and sentence variety and mechanics
§ demonstrates general mastery of the standard
conventions of grammar, usage, and mechanics 2 - A 2 essay is seriously flawed.
but may contain minor errors
A typical essay in this category exhibits ONE OR MORE of
the following weaknesses:
5 - A 5 essay demonstrates a generally high
§ Is unclear or seriously limited in addressing the
degree of competence, although it will have
writing task
occasional lapses in quality.
§ is seriously underdeveloped, providing few reasons,
A typical essay in this category:
examples, or details
§ Addresses the writing task effectively
§ is unfocused and/or disorganized
§ is well developed, using appropriate reasons, examples,
or details to support ideas § displays frequent serious errors in the use of language
that may interfere with meaning
§ is generally well focused and well organized
§ contains frequent serious errors in grammar, usage, and
§ demonstrates facility with language, using appropriate mechanics that may interfere with meaning
vocabulary and some sentence variety

§ demonstrates strong control of the standard 1 - A 1 essay is fundamentally deficient.

conventions of grammar, usage, and mechanics, though
A typical essay in this category exhibits ONE OR MORE
it may contain minor errors
of the following weaknesses:
§ Provides little or no evidence of the ability to develop an
4 - A 4 essay demonstrates clear competence,
organized response to the writing task
with some errors and lapses in quality.
§ is undeveloped
A typical essay in this category:
§ Addresses the writing task adequately § contains severe writing errors that persistently interfere
with meaning

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0 - Off topic § is generally well focused and well organized

§ Provides no evidence of an attempt to respond to § demonstrates facility with language, using appropriate
the assigned topic, is written in a language other than vocabulary and some sentence variety
English, merely copies the prompt, or consists of only § demonstrates strong control of the standard
keystroke characters. conventions of grammar, usage, and mechanics but
may have minor errors
SECOND ESSAY: DIRECTIONS AND SCORING
GUIDELINES 4 - A 4 essay demonstrates competence, with
Directions: This assignment requires you to write a some errors and lapses in quality.
coherent essay in which you synthesize the two sources A typical essay in this category cites sources
provided. Synthesis refers to combining the sources and appropriately, and:
your position to form a cohesive, supported argument. You
must develop a position and incorporate both sources. § Develops a position adequately, using reasons,
You must cite the sources whether you’re paraphrasing or examples, or details for support
quoting. Refer to each source by the author’s last name, the § synthesizes* both sources adequately, with a link
title, or by any other means that adequately identifies it. between the sources and the position
Scoring Guidelines: Readers will assign scores based on § is adequately focused and organized
the following scoring guide.
§ demonstrates competence with language, using
adequate vocabulary and minimal sentence variety
6 - A 6 essay demonstrates a high degree of
competence and sustained control, although it § generally demonstrates control of the standard
may have a few minor errors. conventions of grammar, usage, and mechanics but
may have some errors
A typical essay in this category cites sources
appropriately, and:
3 - A 3 essay demonstrates limited competence.
§ Develops a position effectively and insightfully, using
well-chosen reasons, examples, or details for support A typical essay in this category exhibits ONE OR MORE of
the following weaknesses:
§ synthesizes* both sources effectively, with an effective
§ Develops a position unevenly, often using assertions
and convincing link between the sources and the position
rather than relevant reasons, examples, or details for
§ is well focused and well organized support

§ demonstrates superior facility with language, using § synthesizes* one source only, or two sources
effective vocabulary and sentence variety inadequately, or establishes an inadequate link between
the source(s) and the position
§ demonstrates general mastery of the standard
conventions of grammar, usage, and mechanics but § displays problems in citing sources: citations are
may have minor errors confusing or incomplete

§ is poorly focused and/or poorly organized

5 - A 5 essay demonstrates a generally high
degree of competence, although it will have § displays frequent problems in the use of language
occasional lapses in quality. § demonstrates inconsistent control of grammar, usage,
A typical essay in this category cites sources and mechanics
appropriately, and:
§ Develops a position consistently, using appropriate 2 - A 2 essay is seriously flawed.
reasons, examples, or details for support A typical essay in this category exhibits ONE OR MORE of
§ synthesizes* both sources clearly, with a clear link the following weaknesses:
between the sources and the position

* For the purposes of scoring, synthesis refers to combining the sources and the writer’s position to form a cohesive, supported argument.

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 § is seriously underdeveloped, providing few or no
relevant reasons, examples, or details for support
Study Resources
Most textbooks used in college-level composition courses
§ synthesizes* only one source weakly, or establishes a cover the skills and topics measured in the College
very weak link between the source(s) and the position Composition exam, but the approaches to certain topics and
§ does not cite any source the emphasis given to them may differ. To prepare for the
College Composition exam, it’s advisable to study one or more
§ is unfocused and/or disorganized college-level texts, such as readers, handbooks, and writing
§ displays frequent serious errors in the use of language guides. When selecting a text, check the table of contents
that may interfere with meaning against the knowledge and skills required for this test.

§ contains frequent serious errors in grammar, usage, and To become aware of the processes and principles involved
mechanics that may interfere with meaning in presenting your ideas logically and expressing them
clearly and effectively, you should practice writing. Ideally,
1 - A 1 essay is fundamentally deficient. you should try writing about a variety of subjects and issues,
starting with those you know best and care the most about.
A typical essay in this category exhibits ONE OR MORE of Ask someone you know and respect to respond to what
the following weaknesses: you write and help you discover which parts of your writing
§ does not develop a position communicate effectively and which parts need revision
to make the meaning clear. You should also try to read the
§ fails to synthesize the source(s) used, or uses no
works of published writers in a wide range of subjects,
sources at all
paying particular attention to the ways in which the writers
§ contains severe writing errors that persistently interfere use language to express their meaning.
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.

* See note on preceding page.

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Sample Test Questions Questions 2–5 refer to the following passage:

The following sample questions don’t appear on an actual (1) In observing a live performance such as a play or a
CLEP exam. They’re intended to give potential test takers stand-up routine, each individual member of the audience
an indication of the format and difficulty level of the exam is affected by the group’s emotional response to the show.
and to provide content for practice and review. For more (2) Some research shows that audience members are likely
sample questions and information about the test, see the to laugh along with the laughter of others in the audience
CLEP Official Study Guide. much more frequently than they would laugh at the same
performance if viewing it alone.

CONVENTIONS OF STANDARD WRITTEN (3) As performances moved to radio and television in the
ENGLISH (10%) first half of the twentieth century, producers were well aware
of the important role of this social laughter. (4) Early radio
Directions: Read each sentence carefully, paying particular
and television comedies were broadcast live with a real
attention to the underlined portions. You’ll find that the error, audience in the studio to provide the reactions that helped
if there’s one, is underlined. Assume that elements of the at-home audiences feel connected to the performance.
sentence that aren’t underlined are correct and can’t be (5) As advances in technology allowed performances to
changed. In choosing answers, follow the requirements of be prerecorded, edited, and enhanced for later broadcast,
standard written English. recorded laughter gained wider use. (6) It can be called
“canned laughter” or a “laugh track.”
If there’s an error, select the one underlined part that must
be changed to make the sentence correct. (7) The laugh track gives producers the ability to create
an audience response that aligns with the finished, edited
If there’s no error, select No error.
performance. (8) In live broadcasts, the show is performed
from beginning to end without stopping, and live studio
1. Improbable as it may seem when one observes audiences have an authentic, if unpredictable, response to
A B the performance, just like that of audiences listening or
its awkwardness on land, penguins are extremely watching at home. (9) In a recorded performance, though,
C D directors are free to stop the scene, ask performers to redo
graceful swimmers. No error a particular segment or have the crew switch equipment,
E and start again. (10) This interrupted, disjointed style of
performance makes it difficult for them to hold a live studio
REVISION SKILLS (40%) audience’s interest. (11) Therefore, editors often add recorded
laughter into the final edited version of the program.
Directions: The following passage is an early draft of an essay. (12) Highlighting each joke with just the right volume,
Read the passage and then answer the questions that duration, and quality of laughter to prompt audiences at
follow. Some questions refer to particular sentences or parts home to laugh at the intended times. (13) Although some
of sentences and ask you to improve sentence structure contemporary television comedies do not use a laugh
track, many programs for children and adults alike rely on
or diction (word choice). Other questions refer to the entire
recorded laughter to create a sense of audience participation.
essay or parts of the essay and ask you to consider the
essay’s organization, development, or effectiveness of
language. In selecting your answers, follow the conventions 2. Which of the following, if inserted immediately before
of standard written English. sentence 1, would make the best introduction to the passage?
A. There are actually scientists who study human laughter.
B. The laughter you hear on many television comedies was
probably prerecorded.
C. The technology used to produce radio and television
programs has advanced rapidly.
D. Many people believe that comedy is less meaningful
than drama, but both can evoke strong emotional
responses.
E. Shared laughter has a powerful influence on an
audience’s relationship to a performance.

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3. In context, which of the following is the best revision to 5. In context, which of the following is best to do with
the underlined portion of sentence 2 (reproduced below)? sentence 12 (reproduced below) ?

Some research shows that audience members are likely to Highlighting each joke with just the right volume, duration,
laugh along with the laughter of others in the audience and quality of laughter to prompt audiences at home to
much more frequently than they would laugh at the same laugh at the intended times.
performance if viewing it alone.
A. Insert a comma after “laughter” and change “to
A. However, some prompt” to “prompting.”
B. Nonetheless, some B. Add “with the performance” at the end of the
C. In contrast, some sentence.
D. In fact, some C. Add it to the end of sentence 11, using a comma
E. Conversely, some before the word “highlighting.”
D. Delete it from the passage.
4. Which of the following is the best way to combine E. Leave it as it is.
sentences 5 and 6 (reproduced below)?
ABILITY TO USE SOURCE MATERIALS (25%)
As advances in technology allowed performances to be
prerecorded, edited, and enhanced for later broadcast, Directions: The following questions test your familiarity with
recorded laughter gained wider use. It can be called basic research, reference, and composition skills. Some
“canned laughter” or a “laugh track.” questions refer to passages, while other questions are self-
A. As advances in technology allowed performances contained. For each question, choose the best answer.
to be prerecorded, edited, and enhanced for later
broadcast, recorded laughter gained wider use; it Questions 6–7 [APA Style]
can be called “canned laughter” or a “laugh track.”
Cramton, C. D., & Hinds, P. J. (2004). Subgroup dynamics in
B. As advances in technology allowed performances
internationally distributed teams: ethnocentrism or cross-
to be prerecorded, edited, and enhanced for later
broadcast, recorded laughter—called “canned national learning? Research in Organizational Behavior, 26,
laughter” or a “laugh track”—gained wider use. 231–263. https://doi.org/10.1016/S0191-3085(04)26006-3
C. As advances in technology allowed performances
6. The citation shown refers to
to be prerecorded, edited, and enhanced for later
broadcast, recorded laughter, they call it “canned A. A chapter in a book
laughter” or a “laugh track,” which then gained B. A conference paper
wider use. C. A newspaper editorial
D. As advances in technology allowed performances D. An essay in an anthology
to be prerecorded, edited, and enhanced for later E. A journal article
broadcast, “canned laughter” or a “laugh track”
gained wider use; this is recorded laughter.
E. As advances in technology allowed performances
to be prerecorded, edited, and enhanced for later
broadcast, recorded laughter having gained wider
use, called “canned laughter” or a “laugh track.”

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Question 7 refers to the following passage: RHETORICAL ANALYSIS (25%)
Directions: The following questions test your ability to
(1) In the typical movie theater in the United States, pricing
is established by convention rather than by economic analyze writing. Some questions refer to passages, while
rationality: it costs as much to see an unpopular movie as it other questions are self-contained. For each question,
does to see a hugely popular one. (2) Although movie ticket choose the best answer.
prices varied somewhat in the early history of film (Bakker,
2008), most Americans are not aware of this, so the modern Questions 8–10 refer to the following passage:
practice seems only natural. (3) But from an economic
perspective, it makes little sense. (4) In any given week, some (1) There was a steaming mist in all the hollows, and it had
movies will be playing to packed houses, while others will be roamed in its forlornness up the hill, like an evil spirit, seeking
playing to vacant theaters. (5) As the economists Liran Einav rest and finding none.
and Barak Orbach (2001) have written, movie theaters “deny (2) A clammy and intensely cold mist, it made its slow way
the law of supply and demand” (p. 29). (6) Normally, when through the air in ripples that visibly followed and overspread
demand is high and supply is low, companies raise prices, one another, as the waves of an unwholesome sea might do.
and when the situation is reversed, they lower prices. (7) (3) It was dense enough to shut out everything from the light of
But American movie theaters charge the same price for all the coach-lamps but these its own workings, and a few yards of
movies regardless of popularity. road; and the reek of the labouring horses steamed into it, as if
References
they had made it all.
Bakker, Gerben. “The Economic History of the International (4) Two other passengers, besides the one, were plodding up
the hill by the side of the mail. All three were wrapped to the
Film Industry.” EH.Net Encyclopedia. February 10, 2008. cheekbones and over the ears, and wore jack-boots. (5) Not one
https://eh.net/encyclopedia/the-economic-history-of-the- of the three could have said, from anything he saw, what either
international-film-industry/. of the other two was like; and each was hidden under almost as
many wrappers from the eyes of the mind, as from the eyes of
Orbach, Barak, and Einav, Liran. “Uniform Prices for
the body, of his two companions.
Differentiated Goods: The Case of the Movie-Theater
Industry.” Harvard John M. Olin Discussion Paper Series, 8. Which of the following pairs of literary devices appears
Harvard Law School, Cambridge, MA, paper 337, October in sentence 1?
2001. http://www.law.harvard.edu/programs/olin_center/ A. Alliteration and onomatopoeia
papers/pdf/337.pdf. B. Metaphor and juxtaposition
C. Personification and simile
7. In sentence 5, the author cites Einav and Orbach most D. Irony and paradox
likely to: E. Point of view and stream of consciousness
A. Indicate that convention often plays a role in the
prices of goods and services 9. Which of the following best summarizes the meaning of
B. Provide support for the assertion that movie ticket sentence 5 (reproduced below)?
prices do not make sense economically
Not one of the three could have said, from anything he saw,
C. Point out that some movies are extremely popular,
what either of the other two was like; and each was hidden
while others are playing to empty houses
under almost as many wrappers from the eyes of the mind,
D. Challenge the claim that movie ticket prices are as from the eyes of the body, of his two companions.
based on convention
E. Explain the advantages of using the same ticket A. Even though the passengers were friends, none of
prices for all movies them knew how the others were feeling.
B. Two of the passengers were attempting to conceal
what they knew from the third passenger.
C. The dense fog made it hard for the coachman to keep
track of the passengers.
D. None of the passengers could discern the appearance
or character of the other two passengers.
E. All of the passengers had witnessed something they
were afraid of but could not discuss with each other.

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10. The overall mood of the passage can best be described as: Credit Recommendations
A. Ominous
The American Council on Education has recommended
B. Melancholy
that colleges grant six credits for a score of 50, which is
C. Nostalgic equivalent to a course grade of C, on the CLEP College
D. Depressing Composition exam. Each college, however, is responsible
E. Serene for setting its own policy. For candidates with satisfactory
scores on the CLEP College Composition exam, colleges
may grant credit toward fulfillment of a distribution
requirement, or for a particular course that matches the
exam in content. Check with your school to find out the
score it requires for granting credit, the number of credit
hours granted, and the course that can be bypassed with a
passing score.

Answers to Sample Questions:

1-C; 2-E; 3-D; 4-B; 5-C; 6-E; 7-B; 8-C; 9-D; 10-A

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