General WEPT Information
UMKC Writing Center
5201 Rockhill Rd.
816-235-1146
Writer’s Hotline
816-235-2244
What is the Test? The Written English Proficiency Test (WEPT) is designed to determine the
quality of undergraduate academic writing. Students will be asked to read a packet of articles based on a
controversial topic and write an argumentative essay in response, while incorporating MLA citation format.
Why is the WEPT important? The WEPT is a requirement for graduation.
If students do
not pass the WEPT, they will need to enroll in English 299: Form and Structure of Writing to meet graduation
requirements.
When should students take the test?
Students should take the WEPT after
completing Eng 225 and at least 45 credit hours. Ideally, students should take the WEPT at the end of the
sophomore year. The test serves as a prerequisite for all writing intensive classes and is required of all
undergraduates.
Why do students have to take the test?
The state of Missouri requires that
Missouri universities show evidence of quality student writing. The WEPT serves this function.
Where should students sign up for the test?
To “enroll” to take the
exam, go to http://www.umkc.edu/WEPT and login with your UMKC user name and password.
Select an exam registration date and time and click the "register" button. You should receive
a confirmation message on screen and through email.
After registering, you will be able to download the Student Information sheet, which you must
print, complete, and bring to the exam.
If you encounter problems or have questions, please send an email to [email protected].
Where do student get the test materials? A week before the exam, students
need to go to Roo Prints on the first floor of Royall Hall Room 102 to pick up the packet of reading materials.
Packets cost a minimal fee. NOTE: this readings packet will run more than 20 pages and will include the MLA
format on pages two and three. The packet will not be available on the day of the test. Students must bring
their packet to the exam. When students study the packet before the exam, they may highlight sections--but
make only VERY BRIEF notes.
What should students bring to the test?
Along with bringing the packet of
readings, you must bring your completed Student Information sheets (downloaded from Blackboard), photo
IDs, UMKC user name, a pen (blue or black ink only), and student ID numbers to the exam. We will
provide the bluebooks. Please note, while we will accept another valid ID with a photo on it, the university will
not be liable for it should it become misplaced. Thus, we highly recommend that each student bring a student
ID.
How can I prepare for the test? Students should attend a Writing Center WEPT
workshop or make an appointment with the Writing Center at (816) 235-1146. Tutors cannot guarantee an
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essay will pass, but they can determine if a student is developing an essay toward meeting all the requirements
of the WEPT.
How do I get my results? Students should check http://blackboard.umkc.edu about three
weeks after taking the test.
Who scores the WEPT? The WEPT is scored by professors from all disciplines, including
English, history, and philosophy among others.
What do the scorers look for? Scorers assess tests in five categories:
1.
Thesis-A thesis is a sentence that typically appears at the end of the introduction.
2.
Support-When writing an essay for the WEPT, students need to include a minimum of three
For the WEPT,
this sentence needs to be argumentative and reflect the content of the student’s essay; students may also
wish to include the specific points they will discuss in the essay.
sources from the WEPT packet. The scorers will then determine if the student incorporates the
information successfully into his or her essay; in addition to checking how students support their thesis,
the scorers will determine if the student demonstrates the ability to prove the claims the student outlined
in the introduction.
3.
Organization-Ideally, the scorers are looking for a well-developed seven to eight paragraph
essay that uses transitions to smoothly move between paragraphs and that demonstrates superior
integration of secondary sources into the text.
4.
MLA-Students need to show mastery of MLA style, including internal citations and a properly
structured works cited list.
5.
Grammar-When assessing WEPT essays, the scorers know students face a time constraint and
will possibly make mistakes when rushed; however, students need to demonstrate a basic understanding
of Standard American English grammar.
What happens if a student fails? The first time a student fails, he or she needs to meet
with a Writing Center tutor to go over the essay. It is important that the student learns from his or her past
mistakes. If the student fails the test a second time, he or she is required to take Eng. 299.
Why do most students fail the WEPT?
1.
Most people fail for three basic reasons:
Plagiarism- Plagiarism in any form is not accepted; students who accidentally or purposely
plagiarize do not pass the test.
2.
A Non-cohesive Essay-Frequently, students make the mistake of exploring tangential
ideas or using an angry tone to rant rather than argue about a topic. Both of these problems can result in
failure of the WEPT.
3.
An Unprepared Student-Occasionally, a student tries to take the WEPT having only
picked up the articles the day of the test or having only read two or three of the articles. When this
occurs, the student is not ready to complete the in-depth argumentative essay writing required for the
test, and the student fails because his or her hastily written essay does not fit the above criteria.
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Integrating Sources
For even more tips about integrating sources, see http://cas.umkc.edu/writingcenter/
Many writers have trouble integrating quotations into their essays, and several simple rules exist to make this
process easier. A good essay seamlessly flows between the writer’s own words and his or her sources, and a
developed writer can integrate quotations in a variety of ways.
A Few Rules to Write By
Never begin a body paragraph with a quote. A writer should always have a topic sentence in his or her own
words.
Never end a body paragraph with a quote. If this happens, the writer is probably forgetting to explain why
the quote is relevant to his or her thesis.
Remember that a body paragraph must have balance. For every sentence quoted, a writer owes the reader
at least that number of sentences of explanation.
Introduce all Quotations. Academic writing mandates that all quotes have some form of introduction.
Cite all Quotations. Writers must remember to use academic writing styles when warranted.
Use Block Quotes sparingly. Usually, these quotes require massive amounts of explanation, and it is better for
a writer to break a block quote into smaller pieces throughout the essay. Try not to use more than one block
quote in a three to four page paper if one is needed.
Do Not Hide Behind Quotes. Professors are not stupid. They can tell when a writer has a strong argument or
a paper made of fluff.
A Bad Paragraph: “She was waiting for us, her figure defined by the light from the half-opened door. Her
brother always teased her before he obeyed.” Frequently, in “Araby,” Joyce uses light to show change. The
narrator’s house is described as “an uninhabited house of two stories stood at the blind end, detached from its
neighbors in a square ground . . . Air musty from having been long enclosed, hung in all the rooms, and the
waste room behind the kitchen was littered with old useless papers” (185). Joyce shows the narrator’s
epiphany. “Gazing up into the darkness I saw myself as a creature driven and derided by vanity; and my eyes
burned with anguish and despair” (189).
A Good Paragraph: In “Araby,” Joyce uses light to illustrate the epiphany of the main character. When the
narrator sees Mangan’s sister for the first time, Joyce writes, “She was waiting for us, her figure defined by the
light from the half-opened door” (186). This use of light shows contrasts with the author’s earlier use of
description. In the first paragraphs of the story, Joyce uses words such as “blind” and “musty” to establish the
dreary environment of the narrator. After the narrator sees Mangan’s sister, she becomes a source of light that
prevents him from seeing the darkness of his world. After the character realizes that Mangan’s sister did not
return his affection, Joyce describes the boy “Gazing up into darkness” (189). Once the character realizes that
his love was based on an illusion, he becomes able to see the darkness around him. Joyce uses the light to show
readers the change in the young man because he no longer sees the world as a place without darkness, and he
understands the dark world around him.
Explanation: In the bad paragraph, the writer does not tell the reader what the paragraph will be about, and his
or her MLA is inconsistent, wrong, and frequently absent. In the bad example above, the writer hides behind
the quotes and fails to integrate the quotations well. The quotes distract the reader and do not blend well with
the writer’s own words. In the good paragraph, the writer uses MLA consistently and smoothly moves between
his or her own words and the words of Joyce.
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Many Ways to Integrate
Once a writer finds the perfect quote to put in his or her paper, he or she has to decide how to work the quote
into the essay. A good essay flows smoothly between the writer’s words and the resources the writer has
chosen to reference, and if writers take a few minutes to consider how they introduce quotations, their citation
style will reflect the difference between an ok writer and a great writer.
Many writers make the mistake of falling into a rut. They either forget to introduce their quotes, or they
introduce their sources the same way with words like “says” and “states.” Writers, who forget to vary the way
they integrate sources or forget to use different words when beginning quotations, appear careless, and their
essays often come across as repetitive and boring, and drop-in quotations are the signs of a weak writer who is
unfamiliar with the guidelines of academia.
A Bad Integration: Today, many governments slash art funding when they face a budget crises. “The arts are
a highly visible target, and cutting them is a symbol of political resolve to solve a difficult problem”
(McLennan).
A Good Integration: Today, many governments slash art funding when they face a budget crises. One
supporter of the arts, Douglas McLennan, suggests, “The arts are a highly visible target, and cutting them is a
symbol of political resolve to solve a difficult problem.”
Five Popular Solutions
The “According to” Introduction (A traditional approach)
According to Douglas McLennan, “The arts are a highly visible target, and cutting them is a symbol of
political resolve to solve a difficult problem.”
The “In the Words of” Introduction (A variation of according to)
In the words of Douglas McLennan, “The arts are a highly visible target, and cutting them is a symbol of
political resolve to solve a difficult problem.”
The Credibility Introduction (Great for research papers)
In his article, “The End of Arts Funding?,” Douglas McLennan declares, “The arts are a highly visible
target, and cutting them is a symbol of political resolve to solve a difficult problem.”
Total Integration (The most difficult)
Today, many governments slash art funding when they face a budget crises, and Douglas McLennan
believes that the arts represent “a highly visible target, and cutting them is a symbol of political resolve to solve
a difficult problem.”
Using Your Vocabulary (The easiest)
Douglas McLennan maintains, “The arts are a highly visible target, and cutting them is a symbol of
political resolve to solve a difficult problem.”
Words that Aid Integration
concludes
argues
assesses
demonstrates
implies
contends
describes
suggests
estimates
replies
maintains
indicates
shows
proposes
points out
illustrates declares
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Plagiarism
*
Every day in classrooms all around the world teachers and students are confronted with the issue of
plagiarism. With the ideas and words of so many people being used, it is imperative that students give proper
acknowledgement to their sources. By using the correct techniques of quoting, paraphrasing, and summarizing,
avoiding plagiarism becomes simple.
The Definition of Plagiarism
According to Webster’s New World College Dictionary, plagiarizing is “to take (ideas, writings, etc.)
from (another) and pass them off as one’s own” (“Plagiarize”). The UMKC conduct standards expand this to
include:
(i)
(ii)
use by paraphrase or direct quotation of the published or unpublished work of another person
without fully and properly crediting the author with footnotes, citations or bibliographical
reference;
unacknowledged use of materials prepared by another person or agency engaged in the selling of
term papers or other academic materials, or unacknowledged use of original work/material that
has been produced through collaboration with others without release in writing collaborators.
(University 513)
Using Direct Quotations
Sometimes another person’s words are exactly what is needed in a paper. This is the time when a writer
should quote. Quoting is using a source’s exact words to support a thesis. In those instances, a few things are
necessary besides simply using quotation marks. Below are two examples.
Start with an introductory sentence:
Geoffrey and Judith Summerfield demonstrate the differences between nature and culture by using
Eudora Welty as an example. They explained that, “We grow up in a little world of family and home;
and this is what we come to think of as natural. Eudora Welty was startled to discover that story bookswhich felt, like everything else at home, natural-‘were not natural wonders, coming up of themselves
like grass’” (30).
Use only part of the quote and intertwine that into the sentence:
Geoffrey and Judith Summerfield explain how “we grow up in a little world of family and home; and
this is what we come to think of as natural” (30). The presence of culture, though, was made apparent to
“Eudora Welty [who] was startled to discover that story books […] ‘were not natural wonders, coming
up of themselves like grass’” (Summerfield 30).
When using words that are not included in the original quote, such as “[who]” in the above passage, brackets
are needed. Also, if a section of a quote is deleted, then an ellipsis (. . .) with surrounding brackets, shown in the
above example, needs to be used.
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Summarizing
Another great way to utilize quotes is to summarize them. A summary condenses someone else’s ideas
or research into a much shorter passage. Here is the original source from Jerry Berman and Paula Bruening’s
article “Is Privacy Still Possible in the Twenty-first Century?”:
Without question, the growth of government and commercial transactions and the increase in
technological developments over the last 50 years have heightened threats to privacy. Today the Internet
accelerates the trend toward increased information collection and facilitates unprecedented flows of
personal information. (Berman and Bruening 306)
Here is the summary:
In their article, Jerry Berman and Paula Bruening discuss factors which have led to a decrease in
privacy.
Paraphrasing
Paraphrasing is using someone else’s research or ideas by putting them into the words of the writer. A
paraphrase usually ends up about the same length as the original passage. The problem of plagiarism arises
when paraphrasing is done incorrectly. Often a student’s take on another writer’s work is too close to the
original wording, and unknowingly he or she plagiarizes. Working from the same quote used earlier, here is an
example of an inappropriate paraphrase:
Undoubtedly, the increase in government and commercial transactions, along with technological
advancements in the last 50 years, have created privacy threats. The internet increases the move toward
greater information gathering and allows a great deal of movement of personal information (Berman and
Bruening 306).
This paraphrase is too similar to the original passage. A major problem lies in the writer’s use of synonyms,
such as “growth” for “increase” and “created” for “heightened,” to replace the original words. Despite several
word changes, the structures of the sentences, as well as some of the words, stay the same. It also does not make
the quote clearer or provide any information about how this ties into the student’s own ideas. Below is a more
appropriate paraphrase:
In the latter part of the twentieth century, privacy has been undermined by such factors as technology,
expanded commerce, and the Internet, all of which enable the easy exchange of information (Berman
and Bruening 306).
Here the writer paraphrased with an eye towards his or her own purpose for using this source. Although, it
provides the same information from the original passage, it is in the writer’s own words and tells the reader
where the focus is. The writer keeps his or her idea clear and the structure of the sentences does not mimic the
original passages. Also, there is an in-text citation, which is a requirement in order to avoid plagiarism.
Works Cited
Berman, Jerry, and Paula Bruening. "Is Privacy Still Possible in the Twenty-first Century?" Social
Research (Spring 2001): 306-309.
“Plagiarize.” Webster’s New World College Dictionary. 4th ed. 1999.
University of Missouri-Kansas City General Catalog. Kansas City: University of Missouri Kansas City, 2002.
Summerfield, Geoffrey and Judith Summerfield. Reading(s). New York: Random House, 1989.
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Sample Essay Outline
Topic: Welfare Reform
I.
Introduction
A. Welfare reform
B. The issue at hand
C. Thesis: President Bush’s attempt to reform welfare by promoting marriage does not aid the poor,
potentially traps women in abusive relationships, may hurt children, and remains ineffective when compared
to educational programs. (Tentative/Working Thesis)
II.
Poor children
A. “Marriage As Poverty Cure”
1.
Quote par. 8
B. Marriage doesn’t cure poverty
C. Can produce more children in poverty
III.
Poor marry poor
A. “Prodding the Poor to the Altar”
1.
Quote par. 7
B. Poor marry other poor
C. Marriage welfare reform ineffective
IV.
Qualities of men in poverty
A. “Shotgun Weddings”
1.
Paraphrase par. 2
B. Marriages solve nothing with regards to welfare
C. Marriages potentially trap women
V.
Marriages may lead to abuse
A. “Government as Matchmaker”
1.
Quote par. 3
B. Marriages face many problems
1.
Paraphrase par. 14
C. Children could be hurt through this
VI.
Reformist (Right Idea—Wrong Method)
A. “Reformer’s ignored goal: Marriage promotion”
1.
Paraphrase par. 7
B. Refute the bonding idea
C. Job training at any stage important
VII.
Welfare alternative
A. “Diploma beats ‘I do’ in relieving poverty”
1.
Quote par. 2
B. Education an excellent alternative
1.
Option before marriage
C. Marriage not the answer to this problem
VIII.
Conclusion
A. Advance thesis
B. Brief summary of best points
C. Concluding thoughts
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Sample Essay
)
Reform v. Marriage: Necessity v. Luxury
In the last ten years, welfare reform has become a central issue in most political campaigns, and during
President Clinton’s final term and the beginning of the new Bush presidency, the issue has grown from a topic
affecting an overlooked segment of the population to a problem perceived as difficult to understand and
potentially fix. Although many politicians create plans to solve welfare problems, the new reform outlined by
President Bush has generated an unusual amount of controversy. His program promotes marriage in the lower
classes with the hope of improving the conditions of most single parent households. Theoretically, these new
two-parent families could provide more stability and financial support for their children and decrease the
number of children in poverty; however, Bush’s proposal contains several flaws. His program fails to aid
many children already living in poverty, does not realistically assess the options for the poor, potentially
harms women and children, and does not emphasize the importance of a college education. [Thesis]
One of the weaknesses inherent to Bush’s plans for reform is the number of children currently in poverty
stricken two-parent homes. [Topic Sentence] In her article, “Marriage as Poverty Cure,” Ellen Goodman
declares, “38 percent of all poor children already live in two-parent homes” (A-13). [Parenthetical Citation]
Despite working to raise the income levels of parents, the Bush strategy for reform would fail to help nearly
40% of poor children the moment it would be implemented (Goodman A-13). The reform plan also fails to
consider the problem of more children in poverty as a result of more marriages; as it stands, the program cannot
prepare for the numerous children already living in poverty. Due to this flaw alone, the program should not be
used.
In addition to failing to help four out of ten children, the president’s plan does not assess the income
level of typical married couples living in poverty with regard to individual salaries (Goodman A-13). According
to Barbara Ehrenreich, author of the article “Prodding the Poor to the Altar,” “[. . .] welfare recipients are
unlikely to marry CEOs or even the residents of conservative think tanks; they’re likely to marry blue collar
men [. . .]” (14). Unfortunately, those already in poverty associate with mostly other people in poverty. As a
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result, they do not meet potential spouses with larger salaries to end their financial woes, and the combination of
two people’s income at the wage typically attributed to blue collar work fails to bring a family’s income level
above the poverty line. Ehrenreich continues her argument by calculating that a poor person married to another
individual of similar financial distress would need to marry 2.3 times to improve their economic standing (14).
With marriage and economic prosperity not aligning, in the case of the lower classes, the President’s plan fails
to achieve its goals and only wastes money.
Another aspect the Bush plan fails to assess is the typical qualities of single men in poverty. Opponents
to Bush’s plan find this problematic because the program is designed to aid mostly single mothers through
marriage. Although women in poverty might marry outside of their economic class, if they seek marriage within
the same economic level, the results could be for the worse. Katha Pollitt argues that men in poverty typically
have problems with unemployment, drug abuse, and violence (10). President Bush’s plan for reform encourages
women to marry based on economic need; however, his program does not assess who these women are
choosing from when considering potential partners. Although not every man in poverty possesses a drug
problem or a violent temper, the program does not consider the repercussions for women unfortunate enough to
select the wrong person from her social class in an effort to improve her and her children’s lives.
Once married, women risk losing their financial support for themselves or their children if the
marriage fails. Originators of the Bush reform plan do not assess the danger of women being encouraged to stay
with abusive partners in order to secure a more stable financial position (Young D-8). Every marriage faces
stress, but marriages of couples in poverty encounter greater problems. Cathy Young, author of the Boston
Globe article “Government as Matchmaker,” argues that these marriages face problems with additional
“financial stress, lack of job skills, and in many cases substance abuse” (D-8). Because the program would be
encouraging women to stay married for money, the potential for women to be abused grows; a few men,
normally considered abusive or violent, would become acceptable to people trying to survive after the
implementation of Bush’s program. The reform can possibly lead to violence toward women and children, and
the children the program was originally designed to help could become potential victims.
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Despite numerous flaws in Bush’s welfare reform proposal, it examines crucial points when examining
what the poor need. One supporter of the Bush plan writes that the poor need more access to job training and
counseling; however, the author also mentions that these services should be implemented only when the couple
has a child (Malcolm 5). The people wanting to improve welfare through marriage demonstrate an
understanding of the services needed by the poor; but, they fail to see the extra problems the idea of increasing
marriages among the poor adds to the situation. People in poverty need job training and counseling all of the
time, not just after a couple has a child. By rewarding couples with help after they have children, more children
will be born into poverty each year, thereby negating the purpose of the proposed welfare reform.
Instead of promoting marriage, people seeking to aid the poor need to focus on education rather than
marriage. In an anonymous Atlanta Journal editorial, “Diploma Beats ‘I do’ in Relieving Poverty,” the author
argues, “Nothing is more effective than education in lifting women out of poverty. With half of new marriages
ending in divorce—the rate is even higher among people on welfare—a college degree provides more long-term
economic security to low-income women than a wedding ring” (D-10). A quality education can improve society
more than a marriage. When single mothers become able to find better paying jobs, they gain the ability to
support their families, regardless of potential marital status. An education can break the cycle of generations in
poverty because once educated these people pass their appreciation for learning to their children.
President Bush’s idealistic attempt to reform welfare by promoting marriage does not aid the poor by
being idealistic. The program may encourage women to stay in abusive relationships, potentially hurts children,
and remains ineffective when compared to the benefits of quality education. Because the program, while still in
a purely theoretical state, already contains serious flaws, the program should be labeled ineffective and either
discarded or significantly modified. The idea of reform is to help as many as possible in need, but Bush’s
reform program does not do enough. People living in poverty do not need encouragement to marry; they need
job training, counseling, and other educational resources. Marriage should be a personal decision outside of
government concern, and couples should decide to marry based on affection and not government funding.
Bush’s plan for reform disregards the sanctity of the marriage that he claims is important.
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Works Cited
“Diploma Beats ‘I do’ in Relieving Poverty.” Atlanta Journal-Constitution 17 Mar. 2002: D10.
Ehrenreich, Barbara. “Prodding the Poor to the Altar.” The Progressive Aug. 2001. 14.
Goodman, Ellen. “Marriage as Poverty Cure.” Boston Globe. 7 Mar. 2002: A13+.
Malcom, Teresa. “Reform’s Ignored Goal: Marriage Promotion.” National Catholic Reporter 01 Mar. 2002: 5.
Pollitt, Katha. “Shotgun Wedding.” The Nation 4 Feb. 2002: 10-11.
Young, Cathy. “Government as Matchmaker.” Boston Globe 25 Feb. 2002: D8.
MLA Citation and Works Cited Formulas
Magazines:
*Author’s last name, first name. “Title of article.” Name of Periodical Date (European style) and Year: Pages
of the article.
Internal Citation: (Smith 76)
Newspapers:
*Author’s last name, first name. “Title of article.” Name of Newspaper Date (European style) and Year: Page
of article.
Internal Citation: (Ward E-5)
Journals:
*Author’s last name, first name. “Title of article.” Name of Journal Volume and Issue Number. (Year
Published): Pages of article.
Internal Citation: (Jackson 47)
*If no author’s name present, start with the title. In the in-text citation, use the first significant word of the title.
*Alphabetize the works cited list.
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