WHOS KNOWS ABOUT SHARP
i NEED A 2 PAGES PAPER ABOUT SHARP
SHARP Essay
Inform learners they will write a two-page (maximum) essay addressing actual SHARP issues from your environment – unit, organization, or Army – and making recommendations on how all leaders at all levels can implement potential solutions. The winner will be selected by the commandant and recognized with a certificate of achievement and coin during graduation.
Title: “Why does the number of sexual assaults continue to increase throughout your Army?”
I. Introduction (1-2 paragraphs)
A. Opening statement
B. Background information
C. Purpose statement
II. Body (2-4 paragraphs)
A. (Point A) Why does sexual assault occur? Include supporting evidence.
B. (Point B) Does our current approach to training reduce (or not reduce) the risk of sexual assault and harassment? (Could be tied to point A)
C. (Point C) Supporting topic & evidence to support your main point.
D. (Point D) How do we end sexual violence in the military?
III. Conclusion (1-2 paragraphs)
A. Summarize the main points.
B. Make a strong, memorable final statement.
NOTES:
• Essay must be 1-2 pages in length (title page does not count as a page).
• Essay is an individual activity (although peer editing is allowed).
• Essay must contain two references (ARs, personal interviews, peer review articles, etc.).
Pre-Readings
Read:
AR 600-20, Army Command Policy
, (Chapter 6 and Chapter 7)
DODD 6495.01
, Incorporating Change 3 Sexual Assault Prevention and Response (SAPR) Program, 11 April 2017
DODI 6495.02
, Incorporating Change 3 Sexual Assault Prevention and Response Program Procedures, 24 May 2017
Army Directive 2014-20
Scan:
DODI 1020.03
, Harassment Prevention and Response in the Armed Forces, 8 February 2018
DODD 7050.06
, Military Whistleblower Protection, 17 April 2015
References & Resources
References
AR 600-20, Army Command Policy
Army Directive 2014-20
DODD 6495.01, Incorporating Change 3 Sexual Assault Prevention and Response (SAPR) Program
DODI 6495.02, Incorporating Change 3 Sexual Assault Prevention and Response Program Procedures
DODI 1020.03, Harassment Prevention and Response in the Armed Forces
DODD 7050.06, Military Whistleblower Protection
NCO Leadership Center of Excellence and U. S. Army Sergeants Major Academy
BASIC LEADER COURSE
Form 1009W (SPECIAL) Writing Assessment
STUDENT’S NAME:
ASSIGNMENT TITLE: SHARP Essay DATE:
FACILITATOR’S NAME:
RATING: 5-ADVANCED 4-PROFICIENT 3-COMPETENT 2-DEVELOPING 1-LEARNING 0-NONPERFORMER
RANGE:
EARNED:
REQUIRED WRITING STANDARDS
PURPOSE: The specific reason explaining why the document,
correspondence, or report is necessary.
ANALYSIS: Breaking down a situation, concept, or argument into its individual parts to examine how they relate to
one another.
SYNTAX: Clear sentence structure using all parts of speech, especially the use of active voice constructions
instead of passive voice.
CONCISION: The ability to infuse the greatest amount of information
into the least amount of words.
ACCURACY: Using flawless spelling, punctuation, grammar, and mechanics. Also, fairly representing credible
sources (citations) using course
requirements.
WRITING ASSIGNMENT DESCRIPTION:
Facilitator’s Comments:
Facilitator’s Signature:
Student’s Comments:
Student’s Signature:
Writing Standards – Assignment Scoring Sheet
Required U.S. Army Standards and Techniques
5 4 3 2 1 0
Advanced Proficient Competent Developing Learning Nonperformer
Purpose: The specific reason explaining why the document,
correspondence, or report is necessary.
Analysis: Breaking down a situation, concept, or argument into its
individual parts to examine how they relate to one another.
Syntax: Clear sentence structure using all parts of speech, especially
the use of active voice constructions instead of passive voice.
Concision: The ability to infuse the greatest amount of information
into the least amount of words.
Accuracy: 1) Using flawless spelling, punctuation, grammar, and
mechanics; 2) fairly representing credible sources using course
requirements.
If similarity reports indicate 50 percent or more, the facilitator will review
the assessment for possible plagiarism.
1 Frontloading prioritizes information based on importance. For Army writing, the main point should appear as close to the front as conventions allow. Bottom Line up Front (BLUF)
2 Developing writers typically draw conclusions near the end of a section, paragraph, bullet point, or list. Learning writers tend to reach the main point in the middle of the document.
3 Analysis values based on AR 25-50 correspondence requirements; values may need adjusting for assignment specifics (content)
4 The logical times to use passive voice are when the subject (doer) is unknown, the receiver of action takes priority, or when using a commonly passive phrase (e.g. “I was deployed in
Afghanistan”).
5 Not all assignments require paragraphs. For whatever written units are required, the student should keep the writing as lean as possible.
6 Determine appropriate length (leanness) by convention; for example, paragraphs in correspondence should be no longer than 10 lines and 15 words (AR 25-50), whereas 15-20 lines and 24-
30 words are usually acceptable for academic work.
7 Count the number of errors by patterns, not instances. For example, misusing commas ten times still counts as a single error, because the multiple instances show a single pattern.
Criteria 5 – Advanced 4 – Proficient 3 – Competent 2 – Developing 1 – Learning 0-Nonperformer
Purpose:
“Bottom Line
Up Front”
Author places the main
point within the top 2% of
the document and
frontloads within sections,
paragraphs, bullet points
and lists1
Author places the main
point within the top 5% of
the document and usually
within
subordinate units
Author places the main
point within the top 10% of
the document and mostly
frontloads within
subordinate units
Author’s main point not
revealed until drawing
conclusions and/or does
not frontload (strongest
points appear behind
written units or conclusion)
Author places the main
point in the middle of the
document (11-89%) and/or
does not frontload within
written units2
Author does not indicate
the main point or it is too
broad/vague to recognize;
written units lack priority
organization (neither
most/least important or vice
versa)
Analysis:
Evidence and
Arguments
Argument is issue-focused
and analyzes data/primary
sources (roughly 80%
analysis and 20%
summary/paraphrase)3
Argument is issue-focused
and analyzes data/primary
sources (roughly 70%
analysis and 30%
summary/paraphrase)
Argument is issue-focused
and analyzes data/primary
sources; (roughly 60%
analysis and 40%
summary/paraphrase)
Argument is issue-focused
and analyzes fact/primary
sources; paper is roughly
50% analysis, 50%
summary/paraphrase
No argument — paper relies
on opinion or speculation
instead of analysis (75%);
summarizes secondary
sources (10-25%)
No argument — nearly
100% of the paper is either
opinion/speculation or a
summary/paraphrase of
secondary sources
Syntax:
Effective
Sentence
Constructions
Uses active voice
primarily; passive voice
used rarely and logically.4
No visible patterns of
sentence construction
errors
Uses active voice primarily;
passive voice used rarely
and logically. One pattern
(2-3 similar sentence
construction errors)
identified
Uses active voice primarily;
passive voice used rarely
and logically. Two patterns
(2-3 similar sentence
construction errors per
pattern identified
Uses active voice primarily;
passive voice used where
active more logical. Three
patterns (2-3 similar
sentence construction errors
per pattern) identified
Uses mix of active and
passive voice; loss of
subject (doer of action)
loses meaning. Three
patterns (2-3 similar errors
per pattern) identified
Paper fluctuates between
passive and active voice
throughout without
apparent reason or control;
Four or more patterns (2-3
similar
errors per pattern)
identified
Concision:
The Most
Information in
the Least Space
All written units (words,
sentences, bullet points or
paragraphs5) are lean6
One written unit exceeds
the proscribed
length
Two written units exceed
the proscribed length
Three written units exceed
the proscribed length
Four written units exceed
the proscribed length
Five or more written units
exceed the proscribed
length
Accuracy:
Reducing
Reader
Distractions
Facilitator Discretion: Serious errors in formatting or citation may result in an automatic
0 for accuracy. Consult assignment requirements and policies.
Uses standard written
English with correct
spelling, punctuation,
grammar, mechanics,
formatting, and citations
without visible mistakes
Uses standard written
English with no individual
errors; One pattern (2-3
similar errors) identified7
Uses standard written
English with few individual
errors in any area. Two
patterns (2-3 similar errors
per pattern) identified
Deviates from standard
written English, formatting,
or citations occasionally;
Three patterns (2-3 similar
errors per pattern)
identified
Show multiple, repetitive
errors in using standard
written English, formatting,
or citations; Four patterns
(2-3 similar errors per
pattern) identified
Shows multiple, repetitive
errors in using standard
written English, formatting,
or citations; Five or more
patterns (2-3 similar errors
per pattern) identified
5 – Advanced
In addition to the “Proficient” criteria, “Advanced” writing shows clear and consistent mastery of the standards and
techniques. Work product is high quality, completely error-free, and exceeds all requirements.
Behavioral indicators include:
80 – 100% of the document reflects the overall purpose, minus minimal deviations to display data.
Title incorporates the argument or report issue, using key words defined in the paper.
4 – Proficient
Demonstrates the Army writing standard or technique accurately and efficiently. Work product is high quality, nearly
error-free except for minor or debatable stylistic mistakes. Addresses the issues of the assignment.
Behavioral indicators include:
Strong analytical reasoning or organization; for arguments, this demonstrates a thorough understanding of all sides
of an issue without losing focus of the paper’s argument.
Varied word choice, grammatical constructions, and sentence structure (as appropriate).
Vocabulary appropriate for audience and technical information.
3 – Competent
Fully qualified in the Army writing standard or technique with reliable execution. Work product achieves requirements
suitable for the training environment with few patterns of error.
Behavioral indicators include:
Establishes a single, sustained focus throughout with logical flow and transitions.
All of the information supports the main idea
Vocabulary appropriate for audience and technical information
2 – Developing
Demonstrates the Army writing standard or technique, though performance may be inconsistent throughout the
document. Has several, repeated patterns of error that would be unacceptable in the field.
Behavioral indicators include:
Commits several stylistic, rather than grammatical errors (e.g. sentences are grammatically correct, but could be
more concise; author uses passive voice correctly, but could rewrite the sentence more clearly in active voice).
A pattern of sloppy execution – usually no more than 2-3 errors executed correctly in parts of the assignment and
incorrectly in others.
1 – Learning
Attempts, but does not correctly demonstrate the Army writing standard or technique. Work product shows deviation
from the assignment requirements or inability to achieve them between 50-75% of the paper content.
Behavioral indicators include:
Excessive — but consistent — errors in spelling, punctuation, grammar, formatting or citation.
Missing or does not execute key concepts; for example, relying on opinion and summary rather than analysis in an
argument.
0 – Nonperformer
Beginner-level writing struggles to demonstrate the Army writing standards and techniques. Writing may show serious
deviations in standard formatting, frequent patterns of error in sentence construction, spelling, grammar, and mechanics
consistent with a raw draft.
Behavioral indicators include:
Disorganized, erratic errors in spelling, punctuation, grammar, formatting or citation.
Internal paragraph or sentence structures lack coherence (for example, switching topics or interjecting new
information mid-paragraph, or changing from plural to singular subjects in a sentence)
- STUDENTS NAME:
- FACILITATORS NAME:
- 5ADVANCEDRANGE:
- 4PROFICIENTRANGE:
- 3COMPETENTRANGE:
- 2DEVELOPINGRANGE:
- 1LEARNINGRANGE:
- 0NONPERFORMERRANGE:
- 5ADVANCEDEARNED:
- 4PROFICIENTEARNED:
- 3COMPETENTEARNED:
- 2DEVELOPINGEARNED:
- 1LEARNINGEARNED:
- 0NONPERFORMEREARNED:
- WRITING ASSIGNMENT DESCRIPTIONRow1:
- Facilitators Comments:
- Students Comments:
- AdvancedPurpose The specific reason explaining why the document correspondence or report is necessary:
- ProficientPurpose The specific reason explaining why the document correspondence or report is necessary:
- CompetentPurpose The specific reason explaining why the document correspondence or report is necessary:
- DevelopingPurpose The specific reason explaining why the document correspondence or report is necessary:
- LearningPurpose The specific reason explaining why the document correspondence or report is necessary:
- NonperformerPurpose The specific reason explaining why the document correspondence or report is necessary:
- AdvancedAnalysis Breaking down a situation concept or argument into its individual parts to examine how they relate to one another:
- ProficientAnalysis Breaking down a situation concept or argument into its individual parts to examine how they relate to one another:
- CompetentAnalysis Breaking down a situation concept or argument into its individual parts to examine how they relate to one another:
- DevelopingAnalysis Breaking down a situation concept or argument into its individual parts to examine how they relate to one another:
- LearningAnalysis Breaking down a situation concept or argument into its individual parts to examine how they relate to one another:
- NonperformerAnalysis Breaking down a situation concept or argument into its individual parts to examine how they relate to one another:
- AdvancedSyntax Clear sentence structure using all parts of speech especially the use of active voice constructions instead of passive voice:
- ProficientSyntax Clear sentence structure using all parts of speech especially the use of active voice constructions instead of passive voice:
- CompetentSyntax Clear sentence structure using all parts of speech especially the use of active voice constructions instead of passive voice:
- DevelopingSyntax Clear sentence structure using all parts of speech especially the use of active voice constructions instead of passive voice:
- LearningSyntax Clear sentence structure using all parts of speech especially the use of active voice constructions instead of passive voice:
- NonperformerSyntax Clear sentence structure using all parts of speech especially the use of active voice constructions instead of passive voice:
- AdvancedConcision The ability to infuse the greatest amount of information into the least amount of words:
- ProficientConcision The ability to infuse the greatest amount of information into the least amount of words:
- CompetentConcision The ability to infuse the greatest amount of information into the least amount of words:
- DevelopingConcision The ability to infuse the greatest amount of information into the least amount of words:
- LearningConcision The ability to infuse the greatest amount of information into the least amount of words:
- NonperformerConcision The ability to infuse the greatest amount of information into the least amount of words:
- AdvancedAccuracy 1 Using flawless spelling punctuation grammar and mechanics 2 fairly representing credible sources using course requirements:
- ProficientAccuracy 1 Using flawless spelling punctuation grammar and mechanics 2 fairly representing credible sources using course requirements:
- CompetentAccuracy 1 Using flawless spelling punctuation grammar and mechanics 2 fairly representing credible sources using course requirements:
- DevelopingAccuracy 1 Using flawless spelling punctuation grammar and mechanics 2 fairly representing credible sources using course requirements:
- LearningAccuracy 1 Using flawless spelling punctuation grammar and mechanics 2 fairly representing credible sources using course requirements:
- NonperformerAccuracy 1 Using flawless spelling punctuation grammar and mechanics 2 fairly representing credible sources using course requirements:
- Date16_af_date:
Total:
Average:
Facilitator Comments: