ASSESSMENT METHODS:
1.
Evaluation Standards:
By the end of the semester, each student will be expected to demonstrate the ability to
write expository essays that are clear, correct, and effective. During the final
examination week, each student must take and pass a Departmental writing
competency test, which a panel of instructors evaluates. Students who pass this test
receive the grade they earned during the semester. Students who fail this course
automatically fail the SUNY Ulster course. The student must have earned a grade of C
or better in the course to advance to ENG 102.
2.
The SUNY Ulster English Department has established the following grading standards for
written assignments.
A=
The essay exceeds the standards for a B grade. It is free from mechanical and
grammatical errors, is fresh and accurate in diction, and is outstanding in insight and
development.
B=
The essay exceeds the standards for a C grade. There are few mechanical and
grammatical errors, diction is accurate and appropriate, and both insight and
development are above average.
C=
The essay indicates basic competence. The topic is clearly stated; the organization is
evident and suitable; and there are few mechanical, grammatical, and spelling errors.
Adequate support is provided, including direct quotations, which have been integrated
into the essay using MLA format. In addition, the essay fulfills the directions given for
the particular assignment. It is expected that most students will have to work hard to
achieve this level of competence.
D=
The essay fails to meet one or more of the criteria given above for a grade of C; or
directions for the assignment have not been followed.
F=
The essay has specific or general weaknesses which are so serious and numerous that
the writing fails to reflect an understanding of the skills.
3.
To complete ENG 101, the students should be able to write an essay with a minimum
of errors in grammar, spelling, and usage. Ten types of errors are listed on the
following pages. Any combination of five or more on the competency exam may result
in a failing grade for the course.
SENTENCE FRAGMENT – a group of words that lacks a subject, verb, or complete thought, but is
punctuated as a sentence.
Frag
Jane and many of her friends.
After we went to class.
RUN-ON SENTENCE AND COMMA SPLICE – two independent clauses run together without
punctuation or joined by only a comma.
RO
The window shade snapped up her cat leaped four feet off the floor.
I went to the store and my mother bought me new shoes.
CS
I brushed my teeth too hard as a child, I wore away part of my gum line.
LACK OF AGREEMENT – the subject and verb OR pronoun and antecedent do not agree in
number (singular or plural).
AGR
Each of the four reasons support a point.
A person walking up the trail must watch their step because of poisonous snakes.
UNNECESSARY SHIFT – an unnecessary change in tense, voice, person, or number within or
between sentences.
SH
Tense: Felix is happy and wanted to share his happiness.
Voice: As she drove to school, her friend was heard humming a tune.
Person: I am going to Manhattan where you can visit great museums.
Number: Anyone can be angry, but they do not have to become violent.
FAULTY PARALLELISM – words or phrases used in like forms that have NOT been written in the
same form.
//
In the evening Joe likes playing with his dog, reading the newspaper, and to watch
television.
DICTION – language that is not appropriate (for example: contractions, colloquialisms,
nonessential words, fancy words, and clichés.
D
After a lot of careful thinking, I’ve arrived at the conclusion that my car is my most
valued material possession.
Because he was in a bind, he decided to stonewall it.
It is advisable to eschew obfuscation.
When searching for a fresh expression, leave no stone unturned.
MISPLACED OR DANGLING MODIFIER – a modifying word or phrase is incorrectly placed or
used in a sentence.
MM
The dog ran toward the cat wagging its tail.
DM
Walking down the street, the lamppost was hit by lightening.
CAPITALIZATION – a word that has been incorrectly capitalized or that should be capitalized.
CAP
My favorite season is Spring because it symbolized a fresh start
PUNCTUATION – incorrect usage of commas, apostrophes, etc.
P
There are three elementary school’s in the Onteora Central School District.
SPELLING – words that have been spelled incorrectly
SP
Seperate
alot
Other errors include but are not limited to: inappropriate use of first or second person, MLA
format and documentation, lack of or unclear thesis, organization and paragraphing,
development, clarity (syntax), and focus.
METHOD OF ASSESSMENT FOR MIDTERM AND FINAL EXAM
Assessment Tool: Although writing itself and the improvement of writing skills are both
processes, the outcome of both is a piece of writing which must meet stated requirements;
therefore, the final competency exam will be used to assess all five criteria. Each final exam
essay is read by three members of the SUNY Ulster English Department (excluding the student’s
course instructor) who evaluate the writing for competency using the standards stated below.
Standards for the Final Competency Exam: The Department has the following standards for
exemplary, adequate, and inadequate work:
3 = exemplary (comparable to an A). This essay exceeds the requirements for a 2. It is free
from mechanical and grammatical errors, is fresh and accurate in diction, and is outstanding in
insight and development.
2 = adequate (comparable to a C). The essay fulfills the directions given for completion. The
topic is clearly stated, the organization is evident and suitable, and there are few major
grammatical, punctuation and mechanical errors. Adequate support is provided, including
direct quotations, which have been integrated into the essay using MLA format.
1 = inadequate (comparable to a D). The essay fails to meet one or more of the criteria given
for the score of 2. For example, the thesis is not clearly stated or is completely missing; the
organization is sloppy or inaccurate; paragraphing in the body of the essay does not develop
the thesis; the conclusion is weak or missing; grammar, punctuation, and/or spelling do not
meet the minimum criteria given for a 2; or directions for the essay have not been followed.
0 = incompetence (comparable to an F). The essay has specific or general weaknesses that are
so serious and numerous that the writing fails to demonstrate an understanding of the writing
process and necessary skills.
The combined score after the three readings will be rated according to the following:
8-9 total points = exemplary
5-7 total points = adequate
0-4 total points = inadequate
Students will receive a rubric indicating their scores. The rubrics will also notate the errors
that occurred in the paper.