CLAST stands for College Level Academic Skills Test. The CLAST is an achievement test that measures whether or not students have attained college-level skills in English language and mathematics. These minimum skills have been determined by the faculty of Florida community colleges and state universities. All Florida university students pursuing bachelor's degrees must take the CLAST before they can graduate. (Some students may not need to take some parts of the test if they can demonstrate proficiency--students should speak with their academic advisors if they have questions about this.)

The CLAST consists of four subtests: essay, English language skills (ELS), reading, and mathematics. Writers who come to the UWC will most likely be looking for help with the essay section or English language skills. If they need help with the reading or math tests, they should visit the Student Academic Resource Center (SARC) in Phillips Hall, Rm. 113.

On the essay portion of the CLAST, writers respond to a free-response essay question. Two prompts are offered; students choose one, and have 60 minutes to write the essay. Two independent readers will judge the essay and score it on a six-point scale. The scores are then added together for a cumulative score. To pass the essay section of the CLAST, writers must score a cumulative total of six or higher.

The UWC has a number of CLAST guidebooks, as well as the UWC reference shelf of texts and numerous web resources, including links to grammar exercises.

CLAST Guidebooks on the UWC reference shelf:

• The Best Test Preparation for the CLAST, Research and Education Association
• CLAST Clues to Success, Patricia J. Birkhead
• The CLAST Review Book, Elizabeth Metzger, Lou Cleveland, and Jerre Kennedy
• Cliffs CLAST Preparation Guide, Ed. Jerry Bobrow
  

The Cliffs CLAST Preparation Guide notes that CLAST graders look for the following features in a well-written essay:

1. definite purpose
2. a clear thesis
3. an organizational plan
4. well-developed supporting paragraphs
5. specific relevant details
6. a variety of effective sentence patterns
7. logical transitions
8. effective word choice
9. correct standard English usage

CLAST graders aren't looking for anything out-of-the-ordinary as far as good essay writing goes--if writers craft an essay with these qualities, they'll make a positive impression. Your challenge as a consultant will be to help writers recognize, develop, and master strategies for accomplishing these goals under the pressure of a one-hour time limit.

Besides knowing how to construct a coherent, organized essay, writers should know what the CLAST expects and how to handle these expectations in a limited amount of time. It's a good idea for writers to practice in a simulated test setting. This setting helps them get more experience with timed essay writing so they know how to write a clear thesis statement, how to construct a useful list of reasons, when to elaborate further upon a point and when to move on, and how to edit and proofread. The UWC Handout "Tips for Writing Well On Essay Tests" (located on Lit Rack #3) can also help.

The Best Test Preparation for the CLAST offers a plan for using the one-hour test time efficiently (pg. 124):

• First 5 minutes: read the directions and topic, and decide upon a prompt. Then decide upon a position, and write down reasons for this position.
• Next 20 minutes: using the list of reasons, write a rough draft. Focus on getting the main points across clearly and with details.
• Next 20 minutes: reread the essay. Is it clear? Does it seem organized? Are the points supported with examples and explanation? Does it flow from one point to the next?
• Next 10 minutes: rewrite and edit the essay, paying attention to grammar, punctuation, and spelling. Check for sentence fragments and run-ons.
  

Cliffs CLAST Preparation Guide provides a similar minute-by-minute plan for writing the essay (pg. 204-213).

There are several strategies you can use for helping writers:

• Cover the basics about what the exam expects and then use the consultation for timed writing using a sample prompt. If you have time afterwards, review the essay with the writer. If not, have the writer set up another appointment (or sign in as a walk-in) to discuss the practice essay.
• If the writer is unfamiliar with the CLAST, first cover the essay expectations in more detail. The writer can then try a practice essay, either in the UWC or at home. Have the writer sign up for another consultation to have the essay reviewed.
• If the writer has a practice essay already, review it and offer feedback. Pay particular attention to whether the writer has fully addressed the question. Writers can always come early to the UWC and write a timed essay before their appointment time.

For a CLAST essay, writers must first understand the kind of questions they'll be asked. The more they become familiar with these prompts, the easier it will be to tackle them on test day. Several texts on the UWC reference shelf have lists of possible essay topics: Cliffs CLAST Preparation Guide (pg. 220) and CLAST Clues to Success (pg. 153). The UWC also has sample test prompts in the "Essay" folder in the top lateral filing cabinet (underneath the consultant mailboxes).

Prompts ask a question or offer a statement followed by a question or instructions. Every prompt asks the writer to present an idea, put forth a viewpoint, or take a stand on a particular topic. Writers must understand this requirement-it's the key to structuring the essay. The stance or position the writer takes will determine what further points will be discussed.

Sample Prompt:

"Requiring students to wear uniforms in public high schools is a good idea." Do you agree or disagree with this statement, and why?

To respond accurately to this question, the writer must make a choice. The writer must not simply discuss the idea of uniforms, or state that the problem is complex, or that many people have opinions about it. The test is asking the writer to take a stand, to decide upon a perspective and support it. The UWC handout "What is a Thesis Statement?" can help writers with this concept.

Some writers may be reluctant to take a clear stand. They may believe they don't know enough about the topic to put forth an opinion, or they may feel that to do so is presumptuous. However, it's very important that writers practice making such decisions and constructing a set of reasons for their choice. The CLAST essay tests this skill.

If a writer is having trouble putting forth a clear thesis or topic statement, use the lists of possible prompts in the UWC's CLAST guides to help the writer practice clear statements of position. A good strategy is incorporating the prompt itself into the response:

"Requiring students to wear uniforms in public high schools is a good idea." Do you agree or disagree with this statement, and why?

Statement of position:
Public high school students should be required to wear school uniforms.

Some writers tend to obscure their stance with "metalanguage," language that comments upon language:

In my opinion, I personally believe that public high school students should be required to wear school uniforms, although I think this rule is different depending upon the situation and the type of school and what your belief system is.

Work with writers to pare down sentences until the stance is clear.

A clear response of position sets up the rest of the essay. Writers should get accustomed to asking the question "why?" after they've formulated the position statement. What reasons do they have for their position? On scrap paper, writers can make a quick list of possible reasons.

Statement of position:
Public high school students should be required to wear school uniforms.
Why?
Possible reasons:
1. will decrease discipline problems
2. will be cheaper for students
3. will help students concentrate
4. will increase school spirit and good behavior

Writers may have trouble at the reason-generating stage; this is where the topic must be engaged at a deeper level. The writer must think about a variety of possible consequences, and why they might be positive or negative. Here the topic must be explored and evaluated--are the consequences good? How so? Can the writer logically explain why? What evidence or examples support these reasons? You can help writers practice generating reasons using the lists of prompts in the CLAST guides.

From here, writers should decide which reasons are strongest. Can the reasons be explained so that the reader can see the connection to the position statement? For instance, looking at the possible reasons in the sample response, the writer might decide that one of them is too difficult to explain:

Possible reasons:
1. will decrease discipline problems
2. will be cheaper for students
3. will help students concentrate
4. will increase school spirit and good behavior

Next, the writer should make a plan for elaborating on each of these reasons. What will be discussed about each reason? Quickly jotting down some points here can help.

Possible reasons:
1. will decrease discipline problems

a. decreases class disruptions from student clothing
b. differences between poor/rich students won't be so obvious
c. drugs/weapons won't be so easy to hide

2. will be cheaper for students

a. won't need to purchase wardrobe of new school clothes
b. reduces competition for showing off new styles

3. will increase school spirit and good behavior

a. similar clothing creates "team" atmosphere
b. dressing well encourages students to act maturely

Now the writer has a plan for what can be discussed in each section of the essay. The content and structure has been mapped out. This kind of outlining can be helpful to writers working under a time limit. Using sample prompts, help writers assemble a list of reasons for their position and then provide details and logical explanation for each reason.

Public high school students should be required to wear school uniforms. Making uniforms mandatory for students will benefit schools and students by decreasing discipline problems, reducing costs to families for new school clothes, and creating a feeling of school spirit and maturity among students.

This approach also has another benefit: a map is provided in the introduction, so the reader can clearly see the main points of this essay.

Or, writers can choose to move from general points to specific ideas in the introduction, arriving at the statement of position:

The question of mandatory school uniforms has become a regular debate in education. While some argue that uniforms infringe on the rights of students, there are many convincing reasons for including such a policy in schools. Public high school students should be required to wear school uniforms.

Whatever approach writers choose, the introduction should conclude with a statement of position. CLAST graders--who will be the primary audience--expect to see a clear stance taken on the prompt as the organizing idea of the essay, and they expect to see it at the end of the introduction. The Writing Creative Introductions UWC handout may be helpful for some writers.

With a map, writers have an idea of what to discuss for each reason. For each point, however, writers need to provide explanation and specific detail. For example…

One reason high school students should wear uniforms is that it reduces discipline problems, including students wearing clothes that cause disruption.

Stopping here would result in an underdeveloped point. What are some examples of disruptive clothing? Why is this a problem? How would uniforms prevent this? The reason hasn't been explained at any length, so it's not very convincing for the audience. Compare this to the next example:

One reason high school students should wear uniforms is that it reduces discipline problems, including students wearing clothes that cause disruption. Wearing low-riding jeans, skimpy tank-tops, and belly shirts can distract other students in class. With uniforms, these are not problems--everyone is dressed similarly, so distracting clothing isn't an issue.

In this example, the writer explains how some clothes can be distracting, provides specific examples of problem clothes, and then explains why uniforms might solve this problem. If the writer only uses two sentences, one should be a reason and one should be an example.

When should a writer move on to the next point? When the current reason has been logically explained to the audience. Have details been provided, connections made, and conclusions drawn? If so, then it's probably time to move on.

Transitions are the signposts that guide readers. You might use this analogy with writers: without a sign that shows "Sharp Right Curve Ahead," a driver speeding down a road risks a crash. The same thing might befall a reader who isn't helped by transitions in an essay: understanding might "crash," or the reader may have to swerve uncomfortably to try to keep hold of the meaning. Transitions show a concern for how ideas are presented to an audience.

The Best Test Preparation for the CLAST lists a number of common transitions (pg. 129-130). As writers practice essays, point out places where transitions can help guide meaning for the reader.

Writers can determine which areas they need to practice by taking a diagnostic test. In The Best Test Preparation for the CLAST, the Paragraph Diagnostic and the Grammar Diagnostic (pg. 113) can direct writers to areas they need to work on, and the UWC website has links (in the Writing Resources section) to interactive grammar exercises. Consultants can also use our in-house proofreading handouts to help writers learn to spot areas they need to address. Plus, the UWC public computers all have CLAST test prep software installed, under "Writing Center Tools." (Note: In the CLAST program, "Get Ready for CLAST for Writing" is actually practice for the English Language Skills section of the test.) The UWC has a number of handouts that address grammar issues and strategies for proofreading.