QCC Course Assessment Form (short)
QCC COURSE ASSESSMENT FORM
Fall 2004, Rev. 6/15/07
Date: June 9, 2011
Department: Basic Educational Skills
Course: BE205, Advanced Composition for ESL Students
Curriculum or Curricula: LA
PART I. STUDENT LEARNING OBJECTIVES
For Part I, attach the summary report (Tables 1-4) from the QCC Course Objectives Form.
TABLE 1. EDUCATIONAL CONTEXT
BE205 I a course designed for students of English as a Second Language who have already had some
experience with written English but who still need to improve the fluency and correctness of their
writing. The objective of the course is to provide concentrated instruction in rhetoric, grammar, and
usage; emphasis is placed on the organization and development skills necessary for the preparation
of an expository essay.
TABLE 2. Curricular Objectives
Note: Include in this table curriculum-specific objectives that meet Educational Goals 1 and 2:
Curricular objectives addressed by this course:
1 Prewriting: Students will use a variety of techniques, including brainstorming, freewriting, outlining
mapping and debating, as preparation for writing on a variety of topics.
2.Rhetoric: Students will use a variety of rhetorical strategies to develop convincing essays of at least
five paragraphs.
3.Style: Students will use a variety of sentence structures.
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4.Grammar and mechanics: Students will edit their work for grammatical correctness.
5. Comprehension: Students will read texts with sufficient understanding to be able to write an
accurate summary. (This is an “unofficial” curricular objective as it is a response to the demands of the
new university exit exam in writing that has not yet been expressed in departmental documents.)
TABLE 3. General Education Objectives, based on draft Distributed at the January 2010 Praxis
Workshops
Gen Ed
objective’s
ID number
from list
(1-10)
General educational objectives addressed by this course.
1
(1.)Students will write coherent and convincing essays of at least five paragraphs.
1
(2.) Students will use writing to create and clarify meaning.
1
(3.) Students will articulate and support their ideas in class discussion or debate.
1
(4.)Students will take effective notes on lectures and class discussions.
1
(5) Students will write with appropriate control of grammar, diction, and punctuation,
editing as necessary.
2
(6) Students will interpret texts critically.
2
(7)Students will differentiate between facts and opinions.
2
(8)Students will evaluate the quality of evidence in discussions, reading, and writing.
7
(9)Students will work in groups to accomplish learning tasks and reach common goals.
7
(10)Students will demonstrate interpersonal skills and accountability working in diverse
groups.
(11) Students will use information effectively to accomplish a specific purpose.
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TABLE 4: Course Objectives and Student Learning Outcomes
Course Objectives and Desired Outcomes
1.Students will use prewriting techniques to generate ideas for essays.
2.Students will create thesis statements that express the central point of an
essay.
3.Students will write introductory paragraphs that prepare readers for what is
to come.
4.Students will write topic sentences that support the thesis of each essay.
5.Students will support topic sentences with unified, coherent, and well
developed body paragraphs.
6.Students will write concluding paragraphs that provide a sense of closure
and remind the reader of the intention of the essay.
7.Students will use a variety of simple, compound, and complex sentences.
8.Students will use consistent and appropriate diction.
9. Students will demonstrate an ability to use transitions effectively within
and between paragraphs.
10. Students will demonstrate a command of sentence boundary
punctuation.
11. Students will write demonstrating a basic command of grammar. This will
include, but is not limited to, subject-verb agreement, verb tenses and
endings, verb tense consistency, verb tense sequence, pronoun agreement,
pronoun reference, plural word endings, basic punctuation, capitalization and
spelling.
12. Students will proofread effectively.
13. Students will be prepared to sit for and pass the CATW, CUNY’s exit
examination in writing. This will include accurately reading, summarizing, and
responding to a short (about 300 word) essay.
14.Students will be able to accurately cite the author and title of a text.
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PART ii. Assignment Design: Aligning outcomes, activities, and assessment tools
For the assessment project, you will be designing one course assignment, which will address at least
one general educational objective, one curricular objective (if applicable), and one or more of the course
objectives. Please identify these in the following table:
TABLE 5: OBJECTIVES ADDRESSED IN ASSESSMENT ASSIGNMENT
Course Objective(s) selected for assessment: (select from Table 4)
1.
Students will be prepared to sit for and pass the CATW, CUNY’s exit examination in writing.
This will include accurately reading, summarizing . . . a short (about 300 word) essay.
2.
Students will be able to accurately cite the author and title of a text.
3.
Students will demonstrate an ability to use transitions effectively . . . paragraphs.
4.
Students will write using a basic command of grammar.
5.
Students will proofread effectively.
Curricular Objective(s) selected for assessment: (select from Table 2)
1. Rhetoric: Students will use a variety of rhetorical strategies. . . .
2. Grammar and mechanics: Students will edit their work for grammatical correctness.
3. Students will read texts with sufficient understanding to be able to write an accurate
summary.
General Education Objective(s) addressed in this assessment: (select from Table 3)
1.
Students will use writing to create and clarify meaning.
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1.Students will use writing to create and clarify meaning.
2.
Students will write with appropriate control of grammar, diction, and punctuation, editing as
necessary.
3. Students will use information effectively to accomplish a specific purpose.
In the first row of Table 6 that follows, describe the assignment that has been selected/designed for
this project. In writing the description, keep in mind the course objective(s), curricular objective(s) and
the general education objective(s) identified above,
The assignment should be conceived as an instructional unit to be completed in one class session (such
as a lab) or over several class sessions. Since any one assignment is actually a complex activity, it is likely
to require that students demonstrate several types of knowledge and/or thinking processes.
Also in Table 6, please
a) identify the three to four most important student learning outcomes (1-4) you expect from this
assignment
b) describe the types of activities (a – d) students will be involved with for the assignment, and
c) list the type(s) of assessment tool(s) (A-D) you plan to use to evaluate each of the student
outcomes. (Classroom assessment tools may include paper and pencil tests, performance
assessments, oral questions, portfolios, and other options.)
Note: Copies of the actual assignments (written as they will be presented to the students) should be
gathered in an Assessment Portfolio for this course.
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TABLE 6: Assignment, Outcomes, Activities, and Assessment Tools
Briefly describe the assignment that will be assessed: Students will be taught to develop and write a
one-paragraph counterargument, a skill useful in writing argument essays in a variety of contexts.
This is a sophisticated rhetorical strategy. The committee feels that because the assessment has
been scheduled for somewhat late in the semester that this would (a) be a skill not likely to have
already been presented to the students and (b) one that would have a practical benefit in helping to
prepare students for the last administration of the CUNY ACT Writing Examination.
Desired student learning
outcomes for the assignment
(Students will…)
Briefly describe the range of
activities student will engage
in for this assignment.
What assessment tools will be
used to measure how well
students have met each
learning outcome? (Note: a
single assessment tool may be
used to measure multiple
learning outcomes; some
learning outcomes may be
measured using multiple
assessment tools.)
Day One
The final paragraphs will be
scored by faculty trained to
apply a rubric created for this
assignment.
List in parentheses the Curricular
Objective(s) and/or General
Education Objective(s) (1-10)
associated with these desired
learning outcomes for the
assignment.
1. Students will be given a
handout specially prepared for
this lesson.
a. Students will begin by
identifying the thesis of the
professional essay. Then they will
have to identify the major
supporting ideas (as distinct from
supporting details) in the essay.
Next they will be asked to put
those major ideas into their own
words (paraphrase). Finally, they
will need to polish their
paraphrase, adding transitions
and making changes to increase
the smoothness of the language.
2. Faculty will go over a series
of three short CATW-type
essays with their classes to
guide the students through a
series of steps that will
ultimately lead them to be
able to accurately summarize
what they have read (a
required skill for passing the
CATW and moving out of
remediation).
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b. Students will use writing to
create and clarify meaning.
c. Students will articulate and
support their ideas in class or
small group discussion.
d. Students will write with
appropriate control of grammar,
diction, and punctuation, editing
as necessary.
e. Students will differentiate
between major and minor
support.
3. Depending on time
available, students will practice
writing two or three practice
summaries of essays presented
in the same handout. Faculty
are to go over these
paragraphs in class in a way
consistent with their
established practices for
reviewing new rhetorical
strategies.
4. Faculty will distribute a
second handout with another
essay to be summarized as a
homework assignment. It will
be formatted like the samples
examined already.
f. Students will consider the
transitions that provide logical
continuity between ideas.
Day Two
1. The faculty will review the
homework assignment, again
using practices consistent with
their established practices.
2. Using the last 60 minutes of
class, faculty will administer
The Assessment summary
paragraph to be collected and
sent to the 205 Assessment
Committee. No names are to
appear on the test paragraphs.
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Part iii. Assessment Standards (Rubrics)
Before the assignment is given, prepare a description of the standards by which students’ performance
will be measured. This could be a checklist, a descriptive holistic scale, or another form. The rubric (or a
version of it) may be given to the students with the assignment so they will know what the instructor’s
expectations are for this assignment.
Please note that while individual student performance is being measured, the assessment project is
collecting performance data ONLY for the student groups as a whole.
Table 7: Assessment Standards (Rubrics)
Describe the standards or rubrics for measuring student achievement of each outcome in the
assignment: To avoid redundancy, see the rubric.
BE205 Assessment Rubric
2011
6
•
The summary demonstrates a thorough understanding of the main ideas in the text and the
complexity of those ideas.
•
Paraphrase is graceful and accurate.
•
The author gracefully and correctly cites the author and title of the text.
•
Sophisticated and effective use of transitions conveys relationships among ideas throughout the
response
•
Though there may be a few errors in grammar, usage and mechanics, strong control of language
is apparent and meaning is clear throughout the summary.
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5
•
The summary demonstrates a good understanding of the main ideas and the complexity of ideas
in the text.
•
Paraphrase is accurate.
•
The author clearly and correctly cites the author and title of the text.
•
Transitions clearly convey relationships among ideas throughout the response.
•
Though there may be a few errors in grammar, usage and mechanics, good command of
language is apparent and meaning is usually clear.
•
The summary consistently demonstrates an understanding of the main ideas and some of the
complexity of the text.
•
Paraphrase is mostly accurate, though it may be slightly oversimplified or wordy in a few places.
•
The student author correctly cites the author and title of the text.
•
Though transitions may be simple and obvious, they usually convey accurate relationships
among ideas
•
Language use if competent. Grammar, usage and mechanics are mostly correct and meaning is
usually clear.
•
The summary demonstrates some understanding of the main ideas in the text, but that
understanding is superficial or incomplete.
•
Paraphrase is mostly accurate, though oversimplification or inaccuracies somewhat distort
meaning.
•
The student author accurately cites the author and title of the text although there may be some
minor errors in format.
•
Some simple and obvious transitions are used to convey relationships among ideas.
•
Grammar, usage and mechanics are usually correct, but some errors are distracting and may
occasionally interfere with meaning.
4
3
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2
•
The summary demonstrates a weak understanding of the main ideas in the text. Minor details or
material not in the text may be included.
•
Paraphrase is incomplete or inaccurate much of the time. The student writer may veer off topic
in places.
•
The student author attempts to cite the author and title of the text; hover, there may be
substantial errors in information of format.
•
Few, if any, transitions are used, so relationships among ideas are often unclear.
•
The response demonstrates a weak command of language. Errors in grammar, usage and
mechanics are often distracting and impede understanding.
•
The response demonstrates little, if any, understanding of the main ideas in the text. It may not
even attempt to provide a summary.
•
The paraphrase may be seriously inaccurate or off topic.
•
The author neglects to cite the author and/or title of the text, or there is a failed attempt to
provide this information.
•
Transitions are rarely used or are used inappropriately.
•
The summary demonstrates minimal command of language. Grammar, usage and mechanics are
often incorrect and errors frequently impede understanding.
1
Using two readers (and a third for split scores) and a six point holistic scale resulted in scores ranging
from 2 to 12. Since the level of preparedness of BE205 students has drifted downward (Some might say
plummeted.) in the last decade, the committee was hesitant to predict what percentage of students
would score at each level.
Interestingly, results formed a rough bell curve with two modes, at total scores of 6 and 8. Also
interestingly, 58.5% of scores were 6s, 7s and 8s, bracketing the divide between passing and not passing
results. This was very similar to the results of 2010’s BE112 assessment (also bimodal, with 50% of
scores falling at 6,7, and 8). Except for 9 students (4.5%) who received scores of 2, there were very few
scores at either end of the spectrum (3:#2; 11:#1; 12:#2).
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Part iv. assessment results
TABLE 8: Summary of Assessment Results
Use the following table to report the student results on the assessment. If you prefer, you may report
outcomes using the rubric(s), or other graphical representation. Include a comparison of the outcomes
you expected (from Table 7, Column 3) with the actual results. NOTE: A number of the pilot
assessments did not include expected success rates so there is no comparison of expected and actual
outcomes in some of the examples below. However, projecting outcomes is an important part of the
assessment process; comparison between expected and actual outcomes helps set benchmarks for
student performance.
Now that we have these baselines, similar assessments of BE205 can be repeated at intervals to see if
students improve as faculty understanding of what is expected on the CATW grows. This could be
significant as teaching summary is for most faculty a new component of the course. Additionally, many
of the students who participated in the assessment were placed in ESL writing courses based on the
prior placement test and had little or no prior experience with summary and its constituent skills.
TABLE 8: Summary of Assessment Results
Student achievement: Describe the group achievement of each desired
outcome and the knowledge and cognitive processes demonstrated:
Because holistic scoring produced one score for the constellation of skills in
each writing sample, the committee is not able to report on individual
cognitive processes.
Score
Number of
Percentage That
Received
Students
Received this score
N=195
2
9
4.6%
3
2
1.0%
4
27
13.8%
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5
21
10.7%
6
49
25.1%
7
24
12.3%
8
41
21.0%
9
10
5.1%
10
9
4.6%
11
1
0.5%
12
2
1.0%
195
100% approximate, due to rounding
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TABLE 9. evaluation and resulting action plan
In the table below, or in a separate attachment, interpret and evaluate the assessment results, and
describe the actions to be taken as a result of the assessment. In the evaluation of achievement, take
into account student success in demonstrating the types of knowledge and the cognitive processes
identified in the Course Objectives.
A. Analysis and interpretation of assessment results:
What does this show about what and how the students learned?
•
Only 2 students or 1% of the tested BE205 population exhibited Superior knowledge of
how to write a summary by receiving perfect scores.
•
One student or 0.5% of the tested BE205 population exhibited near Superior knowledge
of how to write summary by receiving a score of 11.
•
Nine students or 4.6% of the tested BE205 population exhibited Very Good knowledge
of how to write a summary by receiving scores of 10.
•
Ten students or 5.1% of the tested BE205 population exhibited near Very Good
knowledge of how to write a summary by receiving scores of 9.
•
Forty-one students or 21% of the tested BE205 population exhibited Good knowledge of
how to write a summary by receiving scores of 8.
•
Sixty-three students or 32% wrote clearly passing summary paragraphs.
•
Twenty-four students or 12.3% of the tested BE205 population exhibited near Good
knowledge of how to write a counterargument body paragraph by receiving scores of 7.
Since this composite score is the result of one passing score and one failing score, these
students appear to be on the cusp of mastering the skills presented.
•
Forty-nine students or 25.1% of the tested BE205 population exhibited Fair knowledge
of how to write a summary by receiving scores of 6.
•
Twenty-one students or 10.5% of the tested BE205 population exhibited near Fair
knowledge of how to write a summary by receiving scores of 5 .
•
Twenty-seven students or13.8% of the tested BE205 population exhibited Poor
knowledge of how to write a summary by receiving scores of 4
•
Two students or 1% of the tested BE205 population exhibited near Poor knowledge of
how to write a summary by receiving scores of 3.
•
Nine students or 4.6% of the tested BE205 population were Unsuccessful in exhibiting
knowledge of how to write a summary by receiving scores of 2.
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•
One hundred and eight students or 55.3% wrote less than successful counterargument
paragraphs.
B. Evaluation of the assessment process:
What do the results suggest about how well the assignment and the assessment process worked
both to help students learn and to show what they have learned?
The initial lesson was based on a unit on how to write a summary from a CATW review book
written by an experienced member of the department. That book was used by several faculty
members last semester, the first time that the CATW was used to determine exit from writing
remediation.
The five essays used for the lesson (3), the homework assignment (1), and the assessment
itself (1) were initially selected and adapted (to control for length and difficulty) for the project
by individual members of the committee and later selected from about twenty candidate-essays
and fine tuned by the committee as a whole.
The assignment was designed to motivate the students by supplying them with a
strategy/sequence of discrete steps to help them pass the critical CAT Writing Examination.
However, the announcement that their paragraphs would be evaluated anonymously may have
encouraged some to make a minimal effort and likely contributed to the 55% failure rate.
However, some students wrote a good, thoughtful summaries, and even some failing
paragraphs were quite lengthy, usually an indication of serious intent, even if the studentauthors did not “get” difference between major and minor details.
This result may indicate that this new set of skills requires more than one-and-a-half days of
work to master. Interestingly, this author is aware of several BE203 instructors who have
adapted their courses to the new exit exam and are in fact now teaching summary. It will be
interesting to see if a similar assessment given in a few years to differently prepared ESL
students will generate more skillful summaries.
Results overall were skewed toward even numbers, suggesting second readers were peeking
at—and being swayed by--the initial scores. This was an issue with last year’s BE112 assessment
and readers this year were advised not to peek, but it’s hard not to be swayed by visible prior
scores.
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
The committee may want to discuss how frank faculty should be with our classes about the
anonymity of individual test takers. Students may try harder if they believe the assessment
“counts” in some familiar way.
One option may be to secure self-carboned forms (once available to the department to
allow students to write in class and produce a copy for themselves and another for a peer or the
instructor), so that the 205 instructors can respond/grade the paragraphs while still turning in
class sets to the committee in a timely manner.
Several faculty found the lesson to be a good one, but very time consuming with the result
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that many, but not all, classes spent two full meetings on the lesson. Since the paragraphs were
scrambled, there was no way to know which writers had the longer preparation. Before the next
BE205 assessment, the committee will have to decide whether to truncate the lesson or ask
faculty to turn over three days to covering/assessing this skill so critical to the CATW.
Additionally, since this skill is one of the first that needs to be covered in CATW prep, future
assessments, if they use the same lesson, need to be scheduled earlier in the semester to avoid
redundancy when faculty have already discussed summary.
Reading of future assessment paragraphs (or essays) using holistic scoring needs to be
tweaked to prevent second readers from peeking at initial scores. Perhaps we can use band aids
similar to those formerly used on the WAT, a secure method of hiding scores. Directions to
faculty readers not to be swayed by first scores need to be enforced more rigorously.
More efficient assessment protocols might be worth investigating for our lower level courses
to reduce the time taken from individual instructors’ syllabi and to speed up the evaluation of
the students’ work for us. (Discussion is underway of how to assess BE111 next semester in a
meaningful way that nevertheless lets us score responses by computer.)
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Addendum: Documents Used in the Fall 2011 Assessment of BE205
I.
The Lesson
Introduction
The first part of the CATW exam requires you to determine the key ideas of a reading passage and write
a summary.
The CATW test will provide a short reading and then ask you to respond by using the following
instructions.
Read the passage and write an essay responding to the ideas it presents. In your essay, be sure to
summarize the passage in your own words, stating the author’s most important ideas. Develop your
essay by identifying one idea in the passage that you feel is especially significant, and explain its
significance. Support your claims with evidence or examples drawn from what you have read, learned in
school, and/or personally experienced. Remember to review your essay and make any changes or
corrections that will help your reader follow your thinking. You will have 90 minutes to complete your
essay.
The focus of this lesson will be to:
•
Read the passage.
•
Locate the topic of the passage.
•
Determine the main idea of the passage.
•
Find the key ideas, which are also called the major details in the passage.
•
Draft and paraphrase a summary.
•
Insert transition words and other minor corrections to make your summary smooth and easy to
read.
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The Reading Passage
The following sample reading passage will be used to demonstrate how to write a summary for the
CATW exam.
Going on a Diet? Start Paying in Cash
1
By Catherine Rampell
Recent research has found that paying with credit can encourage people to spend more money because
physically handing over a dollar bill increases the so-called “pain of payment,” which takes away from
the pleasure of consumption. It also turns out paying with a credit card can make consumers likely to
spend more money on bad things, like junk food.
The authors looked at what households purchased over a six-month period on each visit to the store,
and how they paid for their items. Most of the households switched between card and cash payments
on different trips.
In this analysis, consumers were significantly more likely to purchase unhealthy foods like cakes and
cookies when using a credit or debit card. The authors of this research believe when consumers
encounter products such as cookies, cakes and pies, the emotive imagery and the associated desire
trigger impulsive purchase decisions. But, the pain of payment created by paying cash can reduce the
impulsive responses and thus decrease the purchase of unhealthy products.
The researchers also performed several other experiments. In one, students were told they would be
paying by cash or credit card, and even though no money actually changed hands in this imaginary
purchase, using a credit card was again associated with less healthy purchases. In another experiment,
consumers who shopped with larger baskets were also more susceptible to impulsive purchase of
unhealthy products.
The authors argue that their work has important implications for public health and policy because of the
growing obesity problem and the economic consequences it will have on individuals and the US health
care system.
1
Taken from New York Times October 19, 2010 http://economix.blogs.nytimes.com/2010/10/19/going-on-a-dietstart-paying-in-cash/?pagemode=print
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Determining the Topic and the Main Idea
1. The topic of a reading passage is usually a few words that express the most general point that is
discussed in the passage.
What is the topic of this passage?
a. excessive spending on credit and debit cards
b. paying with credit cards and unhealthy purchases
c. public health and its economic consequences
d. the pain of payment. i
2.
Next, the main idea of the entire passage usually contains the topic and the author’s opinion or
the point being made.
What is the main idea of this passage?
a. Physically handing over a dollar bill or paying in cash increases the so-called pain of
payment, which takes away from the pleasure of consumption.
b. A recent study demonstrated that when consumers encounter products such as cookies,
cakes and pies, the emotive imagery and the associated desire trigger impulsive purchase
decisions.
c. Using credit or debit cards to purchase junk food will have a significant impact on public
health and on the growing obesity problem.
d. When consumers pay with a credit or debit card, they are more likely to purchase unhealthy
products. ii
Determining the Key Ideas in the Passage
After you have discovered or figured out the main idea of the passage, you should re-read it again to
determine the key ideas, which are also called the major details.
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1.
Highlight the key ideas in this passage. This means you do NOT include supporting details,
which is information the author includes to provide proof or evidence. Supporting details include
examples, facts, statistics, examples, short stories, and definitions.
Recent research has found that paying with credit can encourage people to spend more money because
physically handing over a dollar bill increases the so-called “pain of payment,” which takes away from
the pleasure of consumption. It also turns out paying with a credit card can make consumers likely to
spend more money on bad things, like junk food.
The authors looked at what households purchased over a six-month period on each visit to the store,
and how they paid for their items. Most of the households switched between card and cash payments
on different trips. In this analysis, consumers were significantly more likely to purchase unhealthy foods
like cakes and cookies when using a credit or debit card. The authors of this research believe when
consumers encounter products such as cookies, cakes and pies, the emotive imagery and the associated
desire trigger impulsive purchase decisions. But, the pain of payment created by paying cash can reduce
the impulsive responses and thus decrease the purchase of unhealthy products.
The researchers also performed several other experiments. In one, students were told they would be
paying by cash or credit card, and even though no money actually changed hands in this imaginary
purchase, using a credit card was again associated with less healthy purchases. In another experiment,
consumers who shopped with larger baskets were also more susceptible to impulsive purchase of
unhealthy products.
The authors argue that their work has important implications for public health and policy because of the
growing obesity problem and the economic consequences it will have on individuals and the US health
care system.
1. Now use the highlighted sentences to write a summary.
Paying with a credit card can make consumers likely to spend more money on bad things, like junk food.
The pain of payment created by paying cash can reduce the impulsive responses and thus decrease the
purchase of unhealthy products. The researchers also performed several other experiments. This work
has important implications for public health and policy because of the growing obesity problem and the
economic consequences it will have on individuals and the US health care system.
2. What is paraphrasing? Paraphrasing is:
a. copying another person’s exact words to express an idea.
b. using different words and language to express what was stated in a passage.
c. plagiarizing or using another person’s words illegally.
d. none of the above. iii
3. Observe how this draft summary is paraphrased.
Using
encourage customers
unhealthy
Paying with a credit card can make consumers likely to spend more money on bad things,
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Products
handing over a dollar bill can decrease spontaneous reactions
like junk food. The pain of payment created by paying cash can reduce the impulsive responses
lessen s
junk food.
investigators also conducted some
and thus decrease the purchase of unhealthy products. The researchers also performed several
tests
These findings will have an strong impact on
other experiments. This work has important implications for public health and policy because of
increasing
its
effect
residents and
the growing obesity problem and the economic consequences it will have on individuals and the
health care in this country.
US health care system.
Transition Words
Answer the following questions.
4. What are transition words? They are words used to:
a. prevent plagiarizing the author’s original words
b. create a smooth connection from one written idea to the next
c. add details to a sentence and essay
d. create dependent clauses
iv
5. Can you find some transition words that refer to providing additional information?
a. however, on the other hand, in contrast
b. in addition, furthermore, additionally, moreover, and, also
c. therefore, thus, as a result, consequently.
d. first, second, third, finally v
6. Can you choose the transition words that refer to a contrast or a difference?
a. however, on the other hand, in contrast, but, nevertheless, conversely
b. in addition, furthermore, additionally, moreover, also, besides
c. therefore, thus, as a result, consequently, so
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d. b and c vi
7. Can you state transition words that signal that a result or consequence is about to be stated?
a. however, on the other hand; in contrast, but, nevertheless, conversely
b. in addition, furthermore, additionally, moreover, also, besides
c. therefore, thus, as a result, consequently, so
d. all of these
vii
8. Can you indicate which transition words signal a sequence of events?
a. first, second
b. next, then, subsequently
c. recently, in the years to come
d. previously
e. finally
f.
all of these
viii
9. Can you provide transition words that summarize or conclude?
a.
finally, in the end, in summary
b.
to begin with
c.
on the other hand
d.
all of these ix
10. Transition Words and Minor Revisions
Observe how transition words and other minor revisions make this summary clear and easy to read
because they connect one thought to the next one.
Using a credit card can encourage customers to spend more money on unhealthy products. In contrast,
paying with cash results in the pain of payment, so consumers feel hesitant when they created by hand
over a dollar bill. As a result, the pain of payment can decrease spontaneous reactions and lessen the
purchase of junk food. Moreover, these results were replicated by other the investigators also
conducted other tests. In the end, these findings will have a strong impact on public health and policy
22(35)
because of the increasing obesity problem and its economic effect on residents and health care in this
country. 2
11. Although you have written a summary, it is also necessary to include a reference to the title of
the passage and the author if his/her name is provided. Observe how this information has been
included in the summary.
According to Catherine Rampall, the author of “Going on a Diet? Start Paying in Cash,” using a credit
card can encourage customers to spend more money on unhealthy products. In contrast, paying with
cash results in the pain of payment, so consumers feel hesitant when they hand over a dollar bill. As a
result, the pain of payment can decrease spontaneous reactions and lessen the purchase of junk food.
Moreover, these results were replicated by other the investigators. In the end, these findings will have a
strong impact on public health and policy because of the increasing obesity problem and its economic
effect on residents and health care in this country.
12. In the summary listed above, underline the phrase that the writer added in order to include the
title of the passage and a reference to the author. x
13. How should you write the title of a published work in your essay/summary?
a. capitalize the first letter of each word in the title.
b. place quotation marks before and after the title.
c. italicize each word in the title.
d. a and b xi
2
In this paragraph, the words that appear in boldface print were added to create transitions and to make the language
smooth and easy to read. The highlighted words that are crossed out were deleted from the summary.
23(35)
Practice Summarizing with a Partner or in a Group
Read the following passage. Then, with a partner or in a small group, follow the instructions to create
a summary.
Plan B: Skip College
By Jacques Steinberg 3
What is the key to success in the United States?
The idea that four years of higher education will translate into a better job, higher earnings and a
happier life has been pounded into the heads of schoolchildren, parents and educators. But, there’s an
downside to this traditional belief. Perhaps no more than half of those who began a four-year bachelor’s
degree program in the fall of 2006 will get that degree within six years. For college students who ranked
among the bottom quarter of their high school classes, the numbers are even more stark: 80 percent
will probably never get a bachelor’s degree or even a two-year associate’s degree.
That can be a lot of tuition to pay, without a degree to show for it.
A small but influential group of economists and educators is pushing another pathway: for some
students, no college at all. It’s time, they say, to develop credible alternatives for students unlikely to be
successful pursuing a higher degree, or who may not be ready to do so.
Some economists and educators would steer some students toward intensive, short-term vocational
and career training, through expanded high school programs and corporate apprenticeships. College
degrees are simply not necessary for many jobs. Of the 30 jobs projected to grow at the fastest rate over
the next decade in the United States, only seven typically require a bachelor’s degree, according to the
Bureau of Labor Statistics.
Among the top 10 growing job categories, two require college degrees: accounting (a bachelor’s) and
postsecondary teachers (a doctorate). But, this growth is expected to be small in contrast to the need
for registered nurses, home health aides, customer service representatives and store clerks. None of
those jobs require a bachelor’s degree.
One economist indicated that some high school graduates would be better served by being taught how
to behave and communicate in the workplace. Such skills are ranked among the most desired — even
ahead of a college degree — in many surveys of employers.
Use the following guide to determine the topic, main idea, key ideas and to write your summary.
a. State the topic of this passage.
_____________________________________________________________________________________
_____________________________________________________________________________________
3
New York Times May 15, 2010
http://www.nytimes.com/2010/05/16/weekinreview/16steinberg.html?_r=1&pagewanted=print
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b. State the main idea of this passage in one sentence.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
c. Highlight the key ideas presented in this article. This means you do NOT include supporting
details.
d. Use the highlighted sections to write a summary, and be certain to paraphrase it.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
e. Revise and edit your summary to make it clear and concise. Be certain to include the title of the
passage in quotes, and a reference to the author. Then, add transition words and make other
minor revisions, so that one thought connects to the next one and your summary is easy to read
and understand.
_____________________________________________________________________________________
_____________________________________________________________________________________
25(35)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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Practice Summarizing in Class
Now you’re ready to create a summary on your own. Read the following passage and follow the
instructions to create a summary by yourself.
Cell Phone Use and Driving
In the United States, over 190 million people use cell phones. Increased reliance on cell phones has led
to a rise in the number of people who use them while driving.
There are two dangers with driving and using a cell phone. First, drivers must take their eyes off the
road while dialing. Second, people can become so absorbed in their conversations that their ability to
concentrate on the act of driving is severely impaired.
Since the first law banning hand-held cell phone use while driving was passed in New York in 2001, there
has been debate as to the exact nature and degree of hazard. At first, safety experts focused on the
problem as part of the larger one of driver distractions in general. These can include anything that
reduces driver concentration from road hazards such as drinking coffee or talking with another
passenger.
Now there is increasing evidence that the dangers associated with cell phone use outweigh those of
other distractions. Safety experts also acknowledge that the hazard posed by cell phone conversations
is not eliminated, and may even be increased, by the use of hands-free sets. A government study
released in June 2005 indicates that the distraction of cell phones and other wireless devices was far
more likely to lead to crashes than other distractions faced by drivers. Researchers tracked 100 cars and
their drivers for a year and concluded that talking on cell phones caused far more crashes, near-crashes
and other incidents than other distractions.
Many studies have shown that using hand-held cell phones while driving can constitute a hazardous
distraction. What about a hands-free phone? Studies show the use of hands-free sets may even be
worse. A study from the University of Utah found that motorists who talked on hands-free cell phones
were 18 percent slower in braking and took 17 percent longer to regain the speed they lost when they
braked.
Cell phones play an integral role in our society. However, the convenience they offer must be judged
against the dangers they present.
Use the following guide to determine the topic, main idea, key ideas and to draft your summary.
a. State the topic of this passage.
_____________________________________________________________________________________
_____________________________________________________________________________________
b. State the main idea of this passage in one sentence.
_____________________________________________________________________________________
27(35)
_____________________________________________________________________________________
_____________________________________________________________________________________
c. Highlight the key ideas presented in this article. This means you do NOT include supporting
details.
d. Use the highlighted sections to write a summary, and be certain to paraphrase it.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
e. Revise and edit your summary to make it clear and concise. Be certain to include the title of the
passage in quotes, and a reference to the author. Then, add transition words and make other
minor revisions, so that one thought connects to the next one and your summary is easy to read
and understand.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
28(35)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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II.
Homework Assignment
For homework, read the following passage and follow the instructions to create a summary by
yourself.
Behavior: Too Much Texting Is Linked to Other Problems 4
By Roni Caryn Rabin
A new study suggests that the high school students who spend the most time texting or on social
network sites are at risk of many worrisome behaviors, including smoking, risky sex, depression, eating
disorders, drug and alcohol abuse, and absenteeism. The study is based on data from questions posed
last year to more than 4,000 students at 20 urban high schools. About one-fifth sent at least 120 text
messages a day, one-tenth were on social networks for three hours or more, and 4 percent did both.
That 4 percent were at twice the risk of nonusers for fighting, smoking, binge drinking, becoming cyber
victims, thinking about suicide, missing school and dozing off in class.
The researchers emphasized that texting and social networking did not necessarily cause the other
problems. But, Dr. Scott Frank, a family physician and director of the public-health program at Case
Western Reserve School of Medicine, indicated that these technologies make it easier for kids to fall
into a trap of working too hard to fit in. If they’re working that hard to fit in through their social
networks, they’re also trying to fit in through other behaviors they perceive as popular, like smoking
cigarettes or drinking alcohol, having sex and getting involved in higher-risk adolescent behaviors. The
study also revealed that girls, members of minorities, and teenagers from low-income backgrounds or
female-headed households were at greater risk.
Dr. Frank noted that the most avid texters and social networkers also rated their parents as more
permissive. He noted that this is a red flag for parents because they need to be monitor and take charge
of the choices their kids are making. Therefore, he recommends that parents set more restrictive rules
for their kids regarding texting and networking, just as they would set rules about whether their child
can go out on a school night and socialize for three hours.
Use the following guide to determine the topic, main idea, key ideas and to write your summary.
a. State the topic of this passage.
_____________________________________________________________________________________
_____________________________________________________________________________________
b. State the main idea of this passage in one sentence.
_____________________________________________________________________________________
4
New York Times November 9, 2010
http://www.nytimes.com/2010/11/16/health/research/16behavior.html?ref=health&pagewanted=print
30(35)
_____________________________________________________________________________________
_____________________________________________________________________________________
c. Highlight the key ideas presented in this article. This means you do NOT include supporting
details.
d. Use the highlighted sections to write a summary, and be certain to paraphrase it.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
e. Revise and edit your summary to make it clear and concise. Be certain to include the title of the
passage in quotes, and a reference to the author. Then, add transition words and make other
minor revisions, so that one thought readily connects to the next and your summary is easy to
read and understand.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
31(35)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______ ______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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III. In class Assessment Activity
In class, read the following passage and follow the instructions to create a summary by yourself.
The Impact of Television on Children
TV has a profound effect on the children and youth of our country. It is a powerful teacher of many
things. When used in moderation, some good things can be learned from watching TV. Preschool
children can get help learning numbers and letters. Grade-school children and teens can learn about
nature, wildlife, and history. Adults can stay current with the events of the day by watching the nightly
news.
Too much TV, however, can have very negative effects. Research shows that TV contributes to sleep
problems, health problems, behavior problems, and struggles in reading and academics. TV viewing,
especially when done at night, reduces the quality and quantity of a child’s sleep. Children ages 3 and
under who watch TV are at a higher risk of having both irregular nap and bedtime schedules.
The number of overweight and obese children is growing at an alarming rate. The sedentary nature of
TV (and other screen) viewing is partly to blame. We now know that children who consistently spend
more than four hours a day watching TV are more likely to be overweight.
A recent study links children’s viewing of violent programming with aggressive, violent behavior
towards other children. Another study shows that by the age of 18, the average U.S. child’s TV viewing
has included 16,000 murders, not to mention the over 200,000 other acts of violence they view.
Too much TV harms the reading and academic skills of children and youth. Researchers have found that
our youngest learners, ages five and under, who watch small amounts of TV score better in reading and
math tests than those that watch a lot of TV.
This also holds true as children age. Research tells us that children who watch a lot of TV are much less
likely to earn a college degree by their mid-20s. In fact, the more children watch TV, the more likely
they are to leave school before earning a degree.
33(35)
Use the following guide to determine the topic, main idea, key ideas and to write your summary.
a. State the topic of this passage.
_____________________________________________________________________________________
_____________________________________________________________________________________
b. State the main idea of this passage in one sentence.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
c. Highlight the key ideas presented in this article. This means you do NOT include supporting
details.
d. Use the highlighted sections to write a summary, and be certain to paraphrase it.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
34(35)
e. Revise and edit your summary to make it clear and concise. Be certain to include the title of the
passage in quotes, and a reference to the author. Then, add transition words and make other
minor revisions, so that one thought connects to the next one and your summary is easy to read
and understand.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
i
Answer b
ii
Answer is d
iii
Answer b
iv
Answer is b
v
Answer is b
vi
Answer is a
vii
Answer is c.
viii
Answer is f
ix
Answer is a
x
According to Catherine Rampall, the author of “Going on a Diet? Start Paying in Cash,” using a credit
card can encourage customers to spend more money on unhealthy products. In contrast, paying with cash
results in the pain of payment, so consumers feel hesitant when they hand over a dollar bill. As a result, the pain of
payment can decrease spontaneous reactions and lessen the purchase of junk food. Moreover, these results were
replicated by other the investigators. In the end, these findings will have a strong impact on public health and policy
because of the increasing obesity problem and its economic effect on residents and health care in this country.
xi
Answer is d.
35(35)