Comprehensive Study Guide for KIPP-CLEP College Composition Essays

Instructor Profile: Aaron Leax, the owner of the teaching company HighVal Writing and a former college composition instructor with years of teaching experience.
Exam Overview: The KIPP test (College Composition) is designed for students seeking to pass out of or receive credit for college-level composition courses.
Exam Components:
- Multiple-choice questions.
- Two essays to be written under specific time limits.
Core Strategy for Success: Success on the exam is achieved by planning ahead regarding outlining, content selection, understanding the specific prompt requirements, and knowledge of the grading rubric.

Time Allotment: $30 \, \text{minutes}$ .
Nature of the Prompt: This is the shorter of the two essays. It requires the writer to discuss a provided statement and the extent to which they agree or disagree with it.
Source Material: Unlike Essay 2, Essay 1 does not use external texts. All supporting evidence must come from the student's own life, including:
- Readings from the past.
- Personal life experiences.
- Personal observations.
- General knowledge.
Understanding "The Extent": The prompt asks for the "extent to which you agree or disagree." This allows for varied positions:
- Total agreement.
- Total disagreement.
- Balanced or mixed views (e.g., agreeing with one part of the statement while disagreeing with another).

The Three Thesis Models: Aaron Leax suggests going into the exam with one of three pre-planned thesis structures to save time:
- Simple Agreement/Disagreement: "I agree/disagree with the statement because [Reason]."
- Topic-Specific: "I agree/disagree that [insert specific topic, such as art being taught in schools]."
- The Mixed Position: "Although I agree with [Side A of the statement], I do not agree with [Side B]."
Function of the Thesis: The thesis statement dominates the essay and clearly states the writer's position, which will be supported throughout the text.

Importance of Order: A clear, orderly, and organized structure makes the paper easier for the grader to read, leading to higher perceived clarity and better grades.
Option A: The Multiple Reasons Outline:
1. Introduction: State the thesis clearly.
2. Reason 1: A paragraph dedicated to one reason for the position, starting with a strong topic sentence.
3. Reason 2: A second paragraph for a different reason, also starting with a topic sentence.
4. Reason 3: (Optional) A third reason/paragraph.
5. Wrap-Up: Restate the thesis, potentially reference the opposite perspective to show complexity, and end with a final strong reason or example.
Option B: The Single Deep Reason Outline:
1. Introduction: State the thesis clearly.
2. The Main Reason: Present one solid, deep reason for the position.
3. Example 1: One paragraph elaborating on a specific example supporting that reason.
4. Example 2: A second paragraph for a different example supporting the same reason.
5. Example 3: A third paragraph for a final example.
6. Wrap-Up: Summarize the argument and provide a concluding thought.
The Topic Sentence: Paragraphs must never just "start talking." They must open with a topic sentence that identifies the main point of that paragraph to make the argument logical for the grader.

Prompt 1 (Self-Imposed Challenges): "There are no challenges so difficult, no challenges so impossible as the ones we set for ourselves."
Prompt 2 (Art and Music): "Art and music are not timeless, but actually most important during their own time."
Prompt 3 (Collaboration): "The help of others is needed to achieve great things."
Prompt 4 (Power Dynamics): "It is more important to be feared than loved."

Requirement Fulfillment: Do not omit any part of the prompt. You must focus on the statement, provide reasons, and include examples. Failing to include examples for a cited reason can lead to penalties.
Evidence and Support: "Assume nothing; prove everything." Every opinion or reason shared must be proven with a representative example.
Organization: Ensure the flow is logical and the structure follows the planned outline.
Sentence Variety: Use a mix of short and long sentences. Avoid repetitive structures (e.g., starting every sentence with "I think…").
Precision in Vocabulary: Use specific nouns and verbs. Avoid general "filler" words such as "good," "bad," "thing," "topic," "this," or "that."
Grammar and Punctuation: The focus is on "smooth reading." Avoid major technical errors like fragments and run-on sentences.

Time Allotment: $40 \, \text{minutes}$ .
- Reading/Planning Phase: Recommended first $10 \, \text{minutes}$ .
- Writing Phase: Remaining $30 \, \text{minutes}$ .
Components: Students are provided with an introduction to a topic, an assignment, and two distinct passages (sources) written by others.
Primary Task (Synthesis): To synthesize means to combine the provided sources with your own position to create a cohesive, supported argument. This involves bringing your view, source one, and source two together in a single conversation.

Develop a Position: Clearly state what you think about the given topic.
Incorporate Sources: You must refer to both provided sources. You do not have to agree with both; you can use points from a source to contrast with your own view or to show better/worse evidence.
Citation Requirement: You must cite the sources whether you are paraphrasing (putting ideas in your own words) or quoting (using exact words).
Methods of Identification: Identify sources by:
1. The author's last name.
2. The title of the work.
3. Other identifying means (e.g., "the third paragraph of…").

Sample Assignment: Develop a position on whether copyright restrictions benefit or harm society, incorporating and citing two provided sources.
Suggested Outline:
1. Thesis Statement: Your position on the topic (e.g., copyright laws).
2. Reason A: Support this reason using items from both Source 1 and Source 2 to show their relationship (Synthesis).
3. Reason B: Support this reason using only Source 2.
4. Reason C: Support this reason using only Source 1.
5. Wrap-Up: Restate the thesis, refer back to the sources, and answer the "So what?" question (e.g., how this affects the future or what should be done next).
Strategic Note: Ensure both sources are used more than once throughout the essay.

Citation Examples:
- "Quint goes on to state…"
- "The third paragraph of [title] shows…"
- "[Quote], as Davidson explains."
- "At the end of [article title], we learn…"
Synthesis Sentence Templates:
- "While Author A and Author B disagree on the topic, I actually agree a little with both of them."
- "Since Author A provided better evidence than Author B, I was more convinced by their argument."
- "Readings A and B actually have something in common. They both…"
- "While both passages offer evidence against the statement, Author B does so most convincingly."

Be Persuasive: Showing a clear opinion is required, not just permitted.
Logic and Flow: Before submitting, read the essay "aloud" in your head to ensure logical flow. Does point A lead to B, and B to C? Each sentence should connect to the one before it.
Evidence Threshold: Never assume the reader sees the connection between a reason and a thesis. You must explicitly explain why a reason is valid and why an example illustrates that reason.