MCAT University Writing Center 2006

Format First draft timed writing  2 – 30 minutes essays  Expository response to specific topic (3 parts)

Prompt Categories Business Politics History Art Ethics

Sample Statement— In a free society, individuals must be allowed to do as they choose.

Tasks—Part 1 Address statement  Express opinion  Discuss philosophy  Describe policy **Cannot be answered in a single sentence **Thoroughly explain statement

Part 2 Explore meaning of statement based on instance when it can be contradicted or is not applicable ** Present concrete example, real or hypothetical, opposite to statement

Part 3 Discuss conflict between initial statement and opposition (Parts 1 and 2) Reach a conclusion **Apply understanding of statement to general problem of principle, choice, judgment, evaluation raised by conflict

Sample Write a unified essay in which you perform the following tasks.  Explain what you think the above statement means.  Describe a specific situation in which individuals in a free society should not be allowed to do as they choose  Discuss what you think determines when a free society is justified in restricting an individual’s actions

Plan of attack Look at question structure for essay structure Ask yourself  What do you know about topic?  What specific example can you provide?

Plan of attack Make notes before you start to organize thoughts Develop central idea for each of the tasks  1 st paragraph—what do you think statement means This statement suggests that…. A similar thought occurs when  2 nd paragraph—describes situation when statement is justified However, the terms ____ and ____ are ambiguous. The statement pivots on these words and its applicability is controlled by the meanings attached to them.  3 rd paragraph—describes when situation is not justified However, if the meanings are changes, the statement is not accurate because…

Plan of attack Persuade audience through  cogent arguments  specific examples  specific choices caused by conflict  definition of terms (if necessary)

Plan of attack Include conclusion to resolve the conflicts you explored Reread document for clarity

Plan of attack Organize ideas – briefly make notes  5 minutes Start writing  20 minutes Reread to revise/edit  5 minutes

Writing tips Order is not important Must cover all 3 points Single organized and unified essay Quality is more important than quantity or perfect punctuation

Writing tips Statement of agreement is not necessary, but may be included Validity of position is not judged Score based on explanation of meaning of statement and depth of exploration in parts 2 and 3

Grading 2 independent readers 6-point scale converted to alphabetic score Totaled scores are sent to medical schools Schools may request copy of writing sample

Criteria for Scoring Writing Samples Numerical score Letter score All 3 tasks addressed Quality of essay 1J - K No - may entirely fail to address the topic Marked problems with organization and mechanics that make the language very difficult to follow 2L - M No - seriously neglects or distorts one or more of the writing tasks Problems with organization and analysis of the topic. They may contain recurrent mechanical errors resulting in language that is occasionally difficult to follow. 3N - O No - neglects or distorts one or more of the writing tasks or presents only a minimal treatment of the topic Some clarity of thought shown, but may be simplistic. Problems in organization may be evident. The essays demonstrate a basic control of vocabulary and sentence structure, but the language may not effectively communicate the writer's ideas. 4P - QYes - moderate treatment of each Shows clarity of thought, but they may lack complexity. Demonstration of coherent organization although some digressions may be evident. The writing shows an overall control of vocabulary and sentence structure. 5R - SYes - substantial treatment of each Shows some depth of thought, coherent organization, and control of vocabulary and sentence structure. 6TYes - thorough treatment of each Shows depth and complexity of thought, focused and coherent organization, and a superior control of vocabulary and sentence structure.