Unit Checkpoint
Demonstrate your mastery of college writing skills through comprehensive assessment activities.
Unit Overview
This checkpoint assesses your understanding of the key concepts covered in the College Writing unit. Review the following skills before proceeding to the assessment:
Skills Covered in This Unit
- Academic Essays: Structure, thesis development, evidence integration, and academic conventions
- Analytical Writing: Close reading, argument analysis, and critical interpretation
- Text Practice: Active reading strategies, annotation, and textual analysis
- Writing Application: Genre awareness, disciplinary conventions, and audience adaptation
- Editing Workshop: Revision strategies, editing techniques, and polishing drafts
Assessment Format
This checkpoint includes three components:
- Knowledge Check: Multiple-choice and short-answer questions testing conceptual understanding
- Skills Application: Editing and revision exercises demonstrating practical abilities
- Writing Task: A timed essay demonstrating integrated college writing skills
Sample Assessment Items
Review these examples to understand the checkpoint format.
Sample Knowledge Check Question
Question: Which of the following best describes the difference between revision and editing?
- Revision focuses on spelling; editing focuses on grammar
- Revision addresses global issues like argument and structure; editing addresses local issues like sentences and word choice
- Revision is done first; editing is done last, but both focus on the same issues
- Revision is optional; editing is required for all college writing
Answer: B
Sample Skills Application Task
Directions: Edit the following passage for clarity, concision, and correctness.
"There are many students who struggle with the task of writing at the college level due to the fact that they have not been adequately prepared in there high school experiences for the rigorous demands that college writing requires of them."
Sample Response: "Many students struggle with college-level writing because their high school experiences inadequately prepared them for its rigorous demands."
Checkpoint Assessment
Complete all items to demonstrate your college writing proficiency.
Part A: Knowledge Check (8 items)
Item 1
What is the primary purpose of a thesis statement in an academic essay?
- To summarize the entire essay in one sentence
- To present the main argument that the essay will develop and support
- To introduce the topic in an engaging way
- To list all the evidence that will be discussed
Item 2
Which annotation strategy is most effective for identifying an author's rhetorical moves?
- Highlighting every unfamiliar word
- Marking transitions, claims, and evidence types in the margins
- Copying key sentences into a separate document
- Reading the text multiple times without marking it
Item 3
In academic writing, what does "synthesis" require?
- Summarizing one source in detail
- Combining ideas from multiple sources to create new understanding
- Quoting extensively from authoritative sources
- Presenting your personal opinion without evidence
Item 4
How do writing conventions differ between humanities and natural sciences?
- Humanities use longer sentences; sciences use shorter sentences
- Humanities emphasize interpretation and argument; sciences emphasize methodology and data
- Humanities never use citations; sciences always do
- There are no significant differences in conventions
Item 5
What does the "M" in the ARMS revision strategy stand for?
- Modify
- Move
- Minimize
- Mark
Item 6
Which is the best strategy for improving sentence concision?
- Add more adjectives to make descriptions vivid
- Eliminate redundancies and replace phrases with single words where possible
- Use passive voice to sound more academic
- Include more transitional phrases between ideas
Item 7
What is the SQ3R reading method designed to improve?
- Reading speed
- Vocabulary acquisition
- Comprehension and retention of complex texts
- Enjoyment of recreational reading
Item 8
Why should you revise before editing?
- Editing is more difficult than revision
- Revision may result in cutting or rewriting content, making early editing wasted effort
- Grammar errors are easier to see after revision
- Teachers expect to see revision marks before editing marks
Part B: Skills Application (4 items)
Item 9
Edit this passage for concision and clarity (reduce by at least 40%):
"In the modern world of today, it is becoming increasingly more important for students who are in college to develop and cultivate strong writing skills that will help them to succeed in their academic pursuits as well as in their future professional careers after graduation."
Item 10
Identify three specific weaknesses in this thesis statement and rewrite it:
"This essay will discuss social media and how it affects people in different ways, both good and bad."
Item 11
Read the following passage and write 3-4 analytical annotations that identify rhetorical strategies:
"We stand at a crossroads. The decisions we make in the next decade will determine whether future generations inherit a livable planet or a climate catastrophe. Scientists agree: the time for incremental change has passed. Bold action is not just preferable; it is existential."
Item 12
Rewrite this paragraph for two different audiences: (a) an academic journal and (b) a general newspaper audience:
"Research shows that sleeping enough helps students do better in school. When students don't sleep enough, they can't focus and their grades suffer. Schools should start later so students can sleep more."
Part C: Writing Task
Timed Essay (45 minutes recommended)
Prompt: Some educators argue that college students learn best through traditional lecture-based instruction, while others contend that active learning approaches (discussion, projects, collaborative work) produce superior outcomes.
Write a well-organized essay that takes a position on this issue. Support your argument with specific evidence and reasoning. Be sure to:
- Present a clear, specific thesis
- Develop your argument with relevant evidence
- Address potential counterarguments
- Use appropriate academic conventions
- Edit for clarity and correctness
Length: 500-750 words
Self-Assessment Rubric
Use this rubric to evaluate your checkpoint performance.
Knowledge Check (Part A)
- 7-8 correct: Strong conceptual understanding
- 5-6 correct: Adequate understanding; review weak areas
- Below 5: Return to lesson content for additional study
Skills Application (Part B)
- Concision edit: Did you reduce word count by 40%+ while preserving meaning?
- Thesis revision: Is your new thesis specific, arguable, and focused?
- Annotations: Did you identify at least 3 distinct rhetorical strategies?
- Audience adaptation: Do your two versions differ appropriately in tone, vocabulary, and structure?
Writing Task (Part C)
- Thesis: Clear, specific, and arguable (0-4 points)
- Development: Logical organization with adequate evidence (0-4 points)
- Counterargument: Acknowledges and addresses opposing views (0-4 points)
- Style: Academic tone with clear, concise prose (0-4 points)
- Conventions: Correct grammar, punctuation, and formatting (0-4 points)
Total possible: 20 points
- 18-20: Excellent - College ready
- 14-17: Proficient - Minor areas for improvement
- 10-13: Developing - Continue practicing key skills
- Below 10: Review unit content and complete additional practice
Next Steps
- Review any areas where you scored below expectations
- Continue practicing college writing through regular essay assignments
- Explore other ELA units to strengthen complementary skills
- Consider SAT/ACT writing practice to reinforce these skills in a test context
- Seek feedback from teachers or writing centers on your checkpoint essay
Congratulations!
You have completed the College Writing unit. These skills will serve you throughout your academic and professional career. Remember that writing improves with practice - continue to challenge yourself with complex writing tasks.