WRITING PROFICIENCY EXAMINATION WORKBOOK
GENERAL INFORMATION
The CSULB Writing Proficiency Examination consists of a 75-minute written
essay in response to an assigned topic. As a junior-level test, the WPE is
designed to verify a level of proficiency developed through writing experiences
beyond freshman composition. Even if you write regularly, it is still wise to
familiarize yourself with the format and scoring criteria of the exam; you may
increase your confidence after practicing some sample essay responses under
timed conditions. If you haven’t done much writing in recent semesters, are
unsure of your writing skills, or if English is your second language, you may
need to complete writing courses or weekly tutorials.
The WPE is offered twice each semester and once in the summer. The WPE
Information Bulletin, the packet used for registering for the test, has detailed
information on registration, test dates and deadlines, test fees, identification
policies, what to bring on the day of the test, special testing arrangements,
testing for the disabled, and extended time testing. The WPE Information
Bulletin is available in the magazine rack outside the Office of Testing and
Evaluation Services, Brotman Hall 216, or a packet can be mailed to you by
calling Test Services at (562) 985-4007.
HOW TO USE THE WPE WORKBOOK
This workbook consists of three previously used essay topics and actual
student responses. You may want to write out your own response to these
topics prior to reading any of the samples. Please review the SCORING
GUIDE (page 6) You may use this workbook to study on your own instead of,
or in addition to, using in it the workshop.
ESSAY TOPIC “I”
This section provides you with six student-written essays, ranked in
descending order, with scores of 6 through 1. After the essays you will find
commentary suggesting why the essays received the scores they did.
ESSAY TOPICS “II” and “III”
In this section there are six responses to each of the two topics; however, the
essays are not ranked. Try to apply the scoring guide to score the essays
yourself before you read the commentaries at the end of each series.
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ESSAY TOPIC “IV”
Essay topic IV provides you with additional student responses to topic III.
However, this time there are no commentaries following the essays. Applying
what you have learned, assign scores to these essays yourself. The scoring
key for these essays can be found on Page 3.
WAYS TO PREPARE FOR THE TEST
ORIENTATION WORKSHOPS
This WPE Workbook can be used independently or in conjunction with one of
the free two-hour WPE Orientation Workshops. The WPE Workbook is the
key focus of the workshop presentation and discussion. You are required to
bring the WPE Workbook with you to the workshop.
There are two workshops prior to each test date. One of the workshops is
geared towards students for whom English is a second language; however,
both workshops are open to all students. Each workshop is about three hours
in length. No preregistration or fee is necessary.
The orientation workshops are offered during the two-week period prior to each
test. As the meeting times and places will vary, for specific information, please
contact the Office of Testing and Evaluation Services (562) 985-4007,
approximately one month in advance of a test date. Workshop information is
also distributed to most departments and offices, and flyers are posted at
various sites on campus in addition to being posted on the bulletin board at
Testing.
WPE PREPARATION AND REVIEW COURSES
WPE preparation courses, WPE Preparation and Review 010 and 020, are
one-unit, non-baccalaureate courses designed to help students prepare for the
Writing Proficiency Examination.

WPE Prep 010, or Level 1, is recommended for students who have not yet
attempted the WPE or who have previously failed the test with a score of 8 or below.

WPE Prep 020, or Level 2, is recommended for students who have already received
a WPE score of 9 or 10. (NOTE: A passing score is 11 out of 18.)
These courses are listed in the Schedule of Classes, under the alphabetical
heading of “WPE Preparation and Review.” For further information, contact
the Program Coordinator, MHB 318, at (562) 985-4217.
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HOW DO I IMPROVE MY CHANCE OF SUCCESS?
To improve performance on your first or a subsequent attempt:
Start preparing early! Like any skill, writing improves
with systematic practice over an extended period of time.
Test yourself by trying to respond to some of the essay
topics in this booklet before looking at any of the sample
answers or commentaries. Use the samples and scoring
guide to determine what score you might have received
if this had been your exam topic.
If possible, try to have your writing evaluated by writing
instructors or writing tutors, who can identify specific areas
of weakness and guide your efforts to improve.
WHERE CAN I GO TO IMPROVE MY WRITING SKILLS?
In addition to the WPE Orientation Workbook and the WPE Workshops, the
following resources can help you develop adequate skills for the Writing
Proficiency Examination. Undergraduate advisors may be able to guide you in
planning an effective sequence of activities based on your writing skills or
previous scores.
Courses:
SI 050A WPE Preparation, Level 1
for students with a prior essay score of 3 through 8, or
prior to a first attempt
SI 050C WPE Preparation, Level 2
for students with prior essay scores of 9 or 10
ALI and ALP course sequences for English as a Second Language
students
Advanced writing courses in various departments (e.g. English 317)
Tutorial resources:
Writer’s Resource Lab (LAB 212, 985-4329)
Learning Assistance Center (LAC) Conversation and English
Development Lab for ESL students (Library East 12, 985-5350)
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[KEY TO TOPIC IV: A=3, B=5, C=2, D=6, E=4, F=1]
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SUGGESTIONS FOR WRITING UNDER TIME PRESSURE
1.
Read the essay topic carefully, paying particular attention to
“qualifications” in directions:
 To what extent do you agree or disagree?
 Explain . . .
 Defend both sides of
 Discuss the ways in which
 Rank the issues and justify
2.
After reading the topic twice, jot down your thoughts in quick phrases--a
rough outline or list. This will help you generate ideas and remind you of
points that you intend to cover.
3.
To get yourself started, you can simply restate portions of the topic or
rephrase the topic.
4.
In the opening paragraph, establish the topic and provide “definitions” or
clarifications of any key concepts you intend to cover.
5.
Establish the limits for the topic. If you are to discuss the ways in which
pollution can be controlled by individuals, you might want to focus on
three or four aspects rather than rambling in generalizations. Forecast
the key points you intend to cover.
6.
With the paragraphs that follow, set obvious framing sentences for each
one. Then provide compressed details, facts, examples, references, and
specifics.
7.
Set obvious transitions from paragraph to paragraph, point to point, such
as: for example, another point, that issue also, in addition, by contrast.
8.
Link the specifics to the topic. Do not assume that the readers will grasp
the significance of a batch of facts or examples.
9.
Bring your essay to a logical conclusion, which has been supported by
your writing.
10.
LEAVE TIME TO PROOFREAD. Your paper will be evaluated by three
separate readers who have been trained to understand that “minor”
errors occur in essays written under time pressure. If you look at the
scoring guide, however, you will note that certain errors, which interfere
with communication, can affect their judgments.
HOW WPE ESSAYS ARE SCORED
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WPE essays at California State University, Long Beach are judged by “holistic
scoring,” a method of essay evaluation developed in the mid 1960s and used
widely throughout the United States ever since. “Holistic Scoring” is based on
the assumption that a piece of writing should be judged on its overall merits
rather than on the number of individual errors it may have. Faculty readers are
encouraged to read each essay for its total impression and to reward students
for what they do well rather than penalize them for occasional errors in word
choice, sentence structure, or mechanics.
WPE essays are scored by faculty readers during an all-day reading session,
usually two weeks after the administration of the exam. All readers of an essay
topic meet in one room, with four to six readers at a table. Each table has a
“Table Leader,” who assures that all readers at that table evaluate papers
according to a scoring guide. A “Chief Reader” supervises the entire room to
make sure that all the tables are scoring according to the scoring guide.
Even though most of the readers are experienced in holistic scoring, each
scoring session is preceded by training to familiarize all the readers with the
characteristics of the essay topic they are assigned to read and to remind them
of the characteristics of holistic scoring. Sample essays are scored by all
readers and discussed in terms of the scoring guide to make sure that all
readers are evaluating the essay the same.
Holistic scoring uses a six-point scale, with six being the highest. Each faculty
reader is given a packet of essays to read and score according to the scoring
guide, assigning each paper either a 6, 5, 4, 3, 2, or 1. (A paper that is off the
topic is given a 0.) When the reader completes a packet, the scores are
masked and given to a second reader, who also assigns them a score between
6 and 1. Those scores are masked, and the essays are given to a third reader,
who, without knowing what the other two readers assigned the paper, must
also assign them a score of 6 to 1.
If, when the scores are compared, there is a difference of more than one point
between them, the essay is given to a fourth reader, usually the Chief Reader,
whose decision is final. Over the years, faculty readers at CSULB have agreed
on scores between 95% and 98% of the time. To pass the WPE, a student
must receive a minimum score of 11, usually two scores of 4 and 1 score of 3.
Because of this system of multiple readers and the built-in review process for
score discrepancies, scores are final and are not subject to review. Please
also note that faculty readers come from all major colleges within the
university.
SCORING GUIDE
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Papers should be scored for their overall quality;
students should be rewarded for what they do well.
POSSIBLE SCORES (Six-Point Scale)
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6 SUPERIOR A perceptive, intelligent, paper, reflecting a sophisticated
analytical response to all parts of the writing assignment. Well-written,
organized, and detailed. Uses complex and varied sentence structure
and effective diction.
5 COMPETENT A thoughtful analytical response to all parts
of the writing assignment. Clearly organized and developed.
Skillful in sentence construction, variety, and word choice.
4 ADEQUATE An adequate analysis of the writing assignment.
Reasonably developed and focused. May have minor weaknesses, but
uses appropriate sentence structure and diction.
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3 INADEQUATE An inadequate analysis of the writing
assignment. Either fails to develop a focused response or
is weak in structure, syntax, or mechanics.
2 INCOMPETENT A minimal analysis of the writing assignment.
Lacks focus, direction, coherence, or completion. Often
characterized by persistent errors in grammar, sentence
structure, spelling, or usage.
1 INFERIOR Shows little understanding of the writing assignment.
Provides no analysis or development. Fails
to express even the most basic ideas comprehensibly.
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