US ARMY COMMAND AND GENERAL STAFF COLLEGE International Military Student Preparatory Course Advance Sheet for Lesson

P910 English Writing 1. SCOPE This lesson supports the rest of CGSOC by providing you with an understanding of how to write an effective English essay or paper. Effective English writing is an essential skill in CGSOC, as there are many different writing requirements in the course. You will be required to learn an approach to writing in English, and then to write a short essay, in class, on a subject you will be assigned later. The essay is graded on a pass-fail basis. This lesson emphasizes one field grade leader competency map (FGLM) skill by challenging you to improve your ability to communicate clearly (5.1). During the essay writing phase of this lesson, you will be challenged to demonstrate a specific leader behavior that is indicative of exemplary field grade officer skill. The behavior is: Assesses environment (people, events, and systems) then tailors message to convince others to follow ideas and make a commitment (5.1.1).The behaviors identified in the FGLM provide a common language and assist in the assessment of overall student performance by providing performance indicators to differentiate between successful and exemplary performance. 2. LEARNING OBJECTIVES TLO C. Action: Recommend change from Apply CGSOC Skills, To Apply Communications Skills Condition: Individually or within a group; as an officer working on preparation of a country and government briefings; given concrete experiences; class discussions; reading assignments; timed requirements; references; and computer assisted instruction and research. Standard: Application includes: 1. Applying briefing techniques. IAW ST 22-2. 2. Individual/group research techniques. 3. Recording events. IAW ST 22-2. 4. Participating in class IAW staff group and lesson requirements. 5. Group development. 6. Applying Microsoft Office and CGSOC related internet computer skills. 7. Effective written communication. 8. Complying with laws/rules/regulations to include use of government assets (A.01). 9. Honorable representation of home country (B.03). Learning Level(s): Cognitive: Analysis Affective: Responding ELO C.07 Action: Write an effective essay. Condition: As a CGSOC International Military Student and member of a staff group; given concrete experience, ST22-2; Writing Guides; and an approved topic, and class discussion. Standard: The Essay must include: 1. A clearly stated thesis. 2. Clearly stated support and analysis. 3. Organization suitable for the topic. P910-EW-AS1

4. Proper documentation of research. 5. Correct use of passive voice. Learning Level: Cognitive: Application JPME I Learning Areas Supported: None. 3. LEADER BEHAVIORS 5.1.1 Assesses environment (people, events, and systems) then tailors message to convince others to follow ideas and make a commitment 4. ISSUE MATERIAL a. Advance Issue: U.S. Army Command and General Staff College. Student Text 22-2, Writing and Speaking Skills for Leaders at the Organizational Level. Ft. Leavenworth, KS: USACGSC, August, 1998 Hogue, Ann The Essentials of English, A Writers Handbook. White Plains, NY: Lohman Pub Group, 2003. 448 pages (For reference use throughout CGSOC) b. During Class: Essay writing handouts 5. HOMEWORK ASSIGNMENT a. Study Requirements: (1) First Requirement: Scan: Chapter 2, ST 22-2; Appendix A, ST 22-2 (34 pages) b. Bring to Class: Laptop computer with fully charged battery or AC adapter, paper and pen or pencil for note taking if you wish. 6. ASSESSMENT PLAN You will be assessed on your demonstrated understanding of the course material and ability to develop and deliver relevant insights from course material in a clear and concise fashion. You demonstrate your knowledge, skill, and ability through the quality and focus of your essay, your ability to reason critically and to think creatively, and your ability to develop an essay. Specifically for this lesson, instructors focus on one leader behavior. You will be expected to demonstrate proficiency in: 5.1.1 Assesses environment (people, events, and systems) then tailors message to convince others to follow ideas and make a commitment. See Appendix A for additional detailed assessment information.

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US ARMY COMMAND AND GENERAL STAFF COLLEGE International Military Student Preparatory Course Advance Sheet for Lesson P910 English Writing Appendix A Assessment Plan 1. Part of your overall performance for the complete P910 International Military Student Preparatory Course is assessed in this lesson through the following: Essay Daily AAR & Journal P/F P/F

2. You will write a 2 page essay on an assigned subject, in class. The essay will be graded as pass/fail based on the standards expressed in the ELO for the lesson: 3. You will be assessed in accordance with the standards defined in ST 22-2: Writing and Speaking Skills for Senior Leaders. Regardless of the nature of the specific requirement, your demonstration of achieving an objective or competency is assessed against the following performance criteria: A Exceeded Standard. Represents the complete integration of critical reasoning, creative thinking, and evaluative skills as you achieve course-learning objectives. You are fluent in the logic of course content. There is abundant evidence of this integration in your essay. Furthermore, you mastered the effective writing of an essay. The essay includes a clearly stated thesis and analysis, its organization is suitable for the topic, it includes proper documentation of research, and lastly it includes the correct use of the passive voice. B Meets Standard. Represents the consistent application of critical reasoning skills as you achieve course learning objectives. You are competent in the application of course content. There is frequent evidence of this application in your essay. Furthermore, you display a competence in your writing in that the majority of the following elements are present in your essay: A clearly stated thesis and analysis. Organization suitable for the topic. Proper documentation of research. Correct use of the passive voice. C Below Standard. Represents comprehension of course content, but you are inconsistent in application. You achieve most, but not all, course learning objectives as evidenced in your essay. Furthermore, you are not fully competent in the application of course content. You display a lack of competence in your writing. Furthermore, your writing lacks the majority of the following elements: A clearly stated thesis and analysis. Organization suitable for the topic. Proper documentation of research. Correct use of the passive voice.

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U Unsatisfactory. Represents a consistent failure to achieve course learning objectives. You rarely, or minimally, demonstrates comprehension of course content and are not competent in applying it to your essay. You are not competent in writing an effective essay. Your essay lacks: A clearly stated thesis and analysis. Organization suitable for the topic. Proper documentation of research. Correct use of the passive voice. See CGSC Form 1009W.

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ASSESSING WRITING WRITER: ASSIGNMENT/COURSE TITLE: INSTRUCTOR/DEPARTMENT: ARMY STANDARD defines good writing as understandable in a single, rapid reading and generally free of errors in grammar, mechanics, and usage. GRADE: (CGSOC) Pass__________ Fail____________ P910 English Writing DATE:

INSTRUCTOR COMMENTS: COGNITIVE LEVEL ATTAINED (Higher levels include characteristics of lower levels.) EVALUATION (Judging or weighing by building and using criteria and standards.) SYNTHESIS (Integrating parts into a new whole.) ANALYSIS (Breaking material down into component parts to determine structures and relationships.) APPLICATION (Use of knowledge to solve problems.) COMPREHENSION (Understanding of the material.) KNOWLEDGE (Recall of specific information.) 5.1.1 Assesses environment (people, events, and systems) then tailors message to convince others to follow ideas and make a commitment P910-EW-AA-3

STUDENT COMMENTS:

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 Writing Assignment

ELO C.07 Action: Write an effective essay Condition: As a CGSOC International Military Student and member of a staff group; given concrete experiences, ST22-2; Writing Guides; and approved topic, and class discussion. St Standard: The Essay must include: 1. A clearly stated thesis 2. Clearly stated support and analysis 3. Organization suitable for the topic 4. Proper documentation of research 5. Correct use of passive voice Learning Level: Cognitive: Application Performance Level 1 Assessment Student No stated purpose. No clear thesis. No introduction of major points. DEVELOPMENT Major points do not support thesis. Fails to consider multiple viewpoints. Does not address implications or consequences of the proposed assertion (thesis). Sequencing of major/minor points does not support writers purpose. Fails to show how evidence supports main points/thesis. Does not anticipate questions. Fallacies abound within the essay. No transitions. CONCLUSION EW-LP-AA-4 Major points partially support thesis. Presents other points of view but does not reason through them. Partially addresses implications or consequences of the proposed assertion (thesis). Sequencing of major/minor points partially supports writers purpose. Weak analysis of evidence to show how it supports main points/thesis. Identifies but does not answer anticipated questions. Some fallacies exist within the essay. Transitions are not always clear. Major points fully support thesis. Clearly and fairly discusses multiple points of view. Addresses implications or consequences of the proposed assertion (thesis). Sequencing of major/minor points effectively supports writers purpose. Clear reasoning that shows how evidence supports main points/thesis. Identifies and answers anticipated questions. Essay is free of fallacies. Transitions effectively connect major/minor points.

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Instructor

Introduction Purpose for writing is vague or not clearly stated. Thesis is not focused or not relevant to the purpose. Vague introduction of major points.

Purpose for writing is clear and specific. Thesis is clearly stated and focused. Clear introduction of major points that are relevant to the thesis.

No conclusion or one that does not support the thesis. Conclusion is disconnected from the evidence and reasoning, or it introduces new ideas. STYLE AND GRAMMAR Numerous sentences that are wordy and vague. Paragraphs contain sentences not relevant to the topic. Primarily passive voice.

Conclusion partially supports thesis. Conclusion is not strongly linked to the evidence and reasoning, or it is not concise. Some sentences are not always clear. Some paragraphs are confusing or vague. Some passive voice not excessive.

Conclusion is clear and reinforces thesis and major parts. Conclusion is fully justified by the evidence and the reasoning, and it is concise. Clear, concise sentences. Clear, concise paragraphs that include topic sentences. Primarily active voice.

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