6.4: Criterion-Referenced Skills for College Writing (Part 2)
- Page ID
- 7157
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)B. Analysis Essay
Assessment Matrix for Analysis (Expository) Writing Patterns
1 Basic Thesis Development (Summary; Introduction)
Does the development of a thesis statement through Summary have the following structural traits (statements)?
| yes | no | N/A | note | |
|---|---|---|---|---|
| Title of selection, author, and 1-phrase summary of whole selection in opening statement | ||||
| Each section or part of the selection is summarized with a summary statement | ||||
| The point or main idea of the selection is summarized with a summary statement | ||||
| One phrase, passage, sentence, or quote from the selection that best sums up this point is included in a statement | ||||
| The passage(s) where the point or main idea is expressed is paraphrased | ||||
| Who the point seems to be for or about is summed up in a statement | ||||
| Where the point seems to apply most is summed up in a statement | ||||
| When the point seems to apply best is summed up in a statement | ||||
| The student’s general observations about the selection or point are summed up in a single “thesis” statement |
2 Self Evaluation
Do the Self Evaluation paragraphs have the following structural traits (statements)?
| yes | no | N/A | note | |
|---|---|---|---|---|
| An opening statement indicating how the student feels about writing in general | ||||
| A statement about the student’s experience with writing in general | ||||
| A statement about the student’s earliest recollection of reading or writing in general | ||||
| A statement indicating how the student’s attitudes towards writing has changed over the years | ||||
| A statement indicating what attitudes the student has been encouraged to take, and by whom | ||||
| A statement indicating what the student likes about writing | ||||
| A statement indicating what the student dislikes about writing | ||||
| A statement indicating what the student’s best experience with writing is | ||||
| A statement indicating what the student’s worst experience with writing is | ||||
| A statement indicating what the student thinks of spending a whole semester studying writing |
3 First Impression
Do the First Impression paragraphs have the following structural traits (statements)?
| yes | no | N/A | note | |
|---|---|---|---|---|
| An opening statement indicating what seems to be the general subject of the selection | ||||
| A statement indicating what seems to be the "gist" or main idea of the selection | ||||
| A statement indicating what the author or narrator seems to be saying literally | ||||
| A statement indicating what the author or narrator seems to be implying if we "read between the lines” | ||||
| A statement indicating what seem to be some "meaningful" words | ||||
| A statement indicating what seems to be a primary emotion evoked by the work | ||||
| A statement indicating what the selection reminds the student of | ||||
| A statement indicating a descriptive word that seems to describe the whole work |
4 Favorite Line(s)
Do the Favorite Line(s) paragraphs have the following structural traits (statements)?
| yes | no | N/A | note | |
|---|---|---|---|---|
| A statement repeating what seems to be the main idea of the selection | ||||
| A statement indicating by quoting a line (or group of words or phrases) from the selection that particularly strikes the student | ||||
| A statement indicating the context in which these words are placed | ||||
| A statement indicating situations in life of which these words remind the student | ||||
| A statement indicating people in life of which these words remind the student | ||||
| A statement indicating places in life of which these words remind the student | ||||
| A statement indicating emotions in life of which these words remind the student | ||||
| A statement indicating events in life of which these words remind the student | ||||
| A statement indicating people in general for whom these words might have particular meaning | ||||
| A statement indicating people in particular for whom these words might have particular meaning |
5 Different Perspectives
Do the Different Perspectives paragraphs have the following structural traits (statements)?
| yes | no | N/A | note | |
|---|---|---|---|---|
| A statement indicating what seems to be the point to this selection (may have to be repeated from above) | ||||
| A statement indicating what someone in general who disagrees with the point might say | ||||
| A statement indicating what someone of a different gender who disagrees with the point might say | ||||
| A statement indicating what someone of a different age who disagrees with the point might say | ||||
| A statement indicating what someone of a different country or culture who disagrees with the point might say | ||||
| A statement indicating what someone of a different social, political, or economic background who disagrees with the point might say | ||||
| A statement indicating what conclusions the student has drawn from the selection so far, and how the student might argue against those conclusions |
6 Selective Reading
Do the Selective Reading paragraphs have the following structural traits (statements)?
| yes | no | N/A | note | |
|---|---|---|---|---|
| A statement indicating what words, phrases, lines, images, passages, and so on, are most noticeable in the selection | ||||
| A statement indicating how these words, etc., reinforce what the author/narrator is trying to say | ||||
| A statement indicating what these words suggest is the general attitude of the author/narrator | ||||
| A statement indicating what these words, etc., seem to be saying by themselves |
7 Text Strategies
Do the Text Strategies paragraphs have the following structural traits (statements)?
| yes | no | N/A | note | |
|---|---|---|---|---|
| A statement indicating the major text strategies used in this selection | ||||
| A series of statements indicating an example of each text strategy from the selection | ||||
| A series of statements indicating the effect each text strategy seems to have on the student’s understanding of the selection |
8 Patterns
Do the Patterns paragraphs have the following structural traits (statements)?
| yes | no | N/A | note | |
|---|---|---|---|---|
| A statement describing the way the selection is composed or divided by using Text Strategies terms | ||||
| A statement indicating the reason(s) the selection is divided this way | ||||
| A statement indicating how many paragraphs there are in the selection and how large or small they are by sections | ||||
| A statement indicating the reason(s) for length and size variations | ||||
| A statement indicating how patterns are repeated and how words or phrases are repeated in each section | ||||
| A statement indicating how words, phrases, and/or patterns are repeated throughout the selection | ||||
| A statement indicating what was particularly striking, unexpected, or unusual about any of the patterns in the selection |
9 Literary Perspectives
Do the Literary Perspectives paragraphs have the following structural traits (statements)?
| yes | no | N/A | note | |
|---|---|---|---|---|
| A statement describing the archetypal images manifested in the selection | ||||
| A statement indicating how these images relate to a particular culture and environment | ||||
| A statement indicating themes within the selection | ||||
| A statement indicating polarities within the selection | ||||
| A statement indicating reoccurring situations or patterns within the selection | ||||
| A statement indicating symbols within the selection | ||||
| A statement indicating characters within the selection | ||||
| A statement indicating whether or not the student believes these images are “real” or imaginary | ||||
| A statement indicating which words in the selection give clues to when, where, how, and why the selection was written | ||||
| A statement indicating what underlying messages or ideas are suggested by the construction of the words, sentences, ideas, etc. |
10 General Analysis
Do the General Analysis paragraphs have at least 3 of the following structural traits (statements)?
| yes | no | N/A | note | |
|---|---|---|---|---|
| A statement describing how the author's childhood and family interactions affect his writing | ||||
| A statement indicating what in the author's life created or contributed to the author's opinion | ||||
| A statement indicating how the author's education affected his or her beliefs | ||||
| A statement indicating how the author's life experiences affected his or her beliefs | ||||
| A statement indicating whether or not the author practiced what he or she preached | ||||
| A statement indicating how the author defines an issue | ||||
| A statement indicating what was the author's background | ||||
| A statement indicating who or what the author compares the central issue to | ||||
| A statement indicating how the author classifies events, things, or issues | ||||
| A statement indicating what the author's opinions might be on related and unrelated topics |