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New York State Comprehensive English Regents Exam






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New York State Comprehensive English Regents Exam. Strategies for Success. Additional Resources . www.regentsreviewlive.net regentsreview2@ymail.com. The *NEW* English Regents . One day, three hour exam 25 multiple-choice questions 2 short-response questions
New York State Comprehensive English Regents Exam

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Slide 1

New York State Comprehensive English Regents Exam

Strategies for Success

Slide 2

Additional Resources

  • www.regentsreviewlive.net

  • regentsreview2@ymail.com

Slide 3

The *NEW* English Regents

  • One day, three hour exam

  • 25 multiple-choice questions

  • 2 short-response questions

  • 1 Critical Lens essay

Slide 4

On the day of the exam…

  • Arrive early for your exam!

  • Bring #2 pencils

  • Check with your school to see whether you need a pencil or pen for the writing sections

Slide 5

How will my exam be scored?

  • Listening for Comprehension

    • 8 multiple-choice questions

  • Reading for Comprehension

    • 12 multiple-choice questions, 6 for each passage

Slide 6

How will my exam be scored?

  • Reading & Writing for Critical Response

    • 5 multiple-choice questions, 2 short-response questions

  • Writing for Critical Analysis

    • Critical Lens Essay

Slide 7

How will my exam be scored?

  • Conversion Chart http://www.nysedregents.org/concht/111/english-cc111.pdf

Slide 8

How will my writing be scored?

  • Short-Response Questions

    • 4 total points, 2 for each question

    • 0 Points → incoherent, unfocused, or personal in nature

Slide 9

How will my writing be scored?

  • Short-Response Questions

    • 1 Point → partially developed, implied evidence, grammatical errors

    • 2 Points → well-developed and focused, may have errors that do not hinder comprehension

Slide 10

Read the Directions!

  • Question #26 requires you to refer directly to both provided passages

  • Question #27 requires you to choose one of the two passages to construct your response and make reference to a literary element or technique

Slide 11

Read the Directions!

  • Remember – your response doesn’t have to have sophisticated language or be error free to earn full credit

Slide 12

Critical Lens Essay Score

  • 0-6 Points, 4 or better is considered passing

  • Meaning

  • Development

  • Organization

  • Language Use

  • Conventions

Slide 13

Read the Directions!

  • Be sure to:

    • Interpret the quotation

    • Agree or disagree with the quotation as you’ve interpreted it

    • Choose two literary works to defend your interpretation of the critical lens

    • Make reference to literary elements that support your analysis of the quotation and literary works that you’ve selected

Slide 14

Meaning

  • Meaning is the extent to which your response exhibits sound understanding, interpretation, and analysis of the task and texts.

Slide 15

Meaning

  • Did you….

    • prove you understand the question and literary works you’ve selected?

    • provide a reasonable explanation of the Critical Lens quotation?

    • analyze the literary works effectively as they apply to your interpretation of the quotation?

Slide 16

Development

  • Development is the extent to which ideas are elaborated using specific and relevant evidence from the texts.

Slide 17

Development

  • Did you….

    • Use specific and appropriate evidence from the literary works you selected to defend your point?

    • Use specific and appropriate literary elements from the literary works you selected to further develop your argument?

      Be careful to avoid PLOT SUMMARY!!!

Slide 18

Organization

  • Organization is the extent to which the response exhibits direction, shape, and coherence.

Slide 19

Organization

  • Did you….

    • include an introduction, body paragraphs, and a conclusion?

    • ensure that your ideas flow logically from one sentence to the next?

    • remain focused in your analysis?

    • use transitional words and phrases in a way that unifies your essay?

Slide 20

Transition Words & Phrases

  • Transitions to show time

    before, after, first, second, eventually, finally, since, suddenly, to begin with

  • Transitions of agreement

    likewise, furthermore, additionally, similarly, moreover, in addition, by the same token

  • Transitions to contrast

    but, on the other hand, on the contrary, although, however, nevertheless, conversely

Slide 21

Transition Words & Phrases

  • Transitions to emphasize a point

    again, indeed, for this reason, in fact, notably, especially, significantly

  • Transitions to add information

    additionally, also, for example, for instance, such as

Slide 22

Transition Words & Phrases

  • Transitions to clarify

    in other words, that is to say, to clarify, put another way

  • Transitions to conclude/summarize

    As a result, finally, in conclusion, consequentially, therefore, accordingly, in essence

Slide 23

Language Use

  • Language Use is the extent to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure, and sentence variety.

Slide 24

Language Use

  • Did you….

    • demonstrate that you understand the audience and purpose of your essay?

    • use sophisticated language when appropriate?

    • construct sophisticated sentences when appropriate?

    • vary the length of your sentences as appropriate?

Slide 25

Conventions

  • Evaluation of conventions is the extent to which the response exhibits conventional spelling, punctuation, paragraphing, capitalization, grammar, and usage.

  • Did you…. PROOFREAD?????

Slide 26

Task 1: Listening for Understanding

The Directions:

  • You will hear a listening passage once.

  • You are permitted to take notes in your exam booklet.

  • You will have a few minutes to review your notes and the multiple-choice questions.

Slide 27

Task 1: Listening for Understanding

The Directions:

  • You will hear the listening passage a second time.

  • You may take notes during the second reading or answer the questions.

Slide 28

The Listening Passage

  • Is non-fiction

  • Is approximately a page and a half long

  • May take between five and ten minutes to readThe January 2011 and NYS Sample Listening Passages were:

    • Approximately 800 words long

    • Told from a 1st person point of view

Slide 29

Active Listening

  • An Active Listener will:

    • Remember why s/he is listening

    • Make a conscious effort by remaining focused

    • Listen for key words, ideas, and phrases

    • Think about information in the passage while listening to it

Slide 30

Active Listening

  • An Active Listener will:

    • Note important signals or verbal cues that indicate important information

      • Does the speaker slow down?

      • Does the speaker raise his or her voice?

      • Does the speaker change his or her tone?

      • Does the speaker gesture with his/her hands?

Slide 31

Strategies for Note Taking

  • Write only what seems important – key words and phrases, main ideas, important facts and details

  • Be concise – be as brief as possible without losing meaning – write words and short phrases, not entire sentences

Slide 32

Strategies for Note Taking

  • Organize your ideas – try to follow a simple outline format or put main ideas on the left and supporting details on the right; leave space for more notes during the 2nd reading

  • Use shortcuts – b4, bc, w/, w/o, &, info, ex, @, →, ?

  • Consider the “five Ws” – who, what, where, when, why…and also how

Slide 33

Test-taking Strategies

  • Multiple-Choice Questions

    • Read only the question first; try to think of a reasonable answer on your own.

    • Check to see if there is a choice close to the answer you imagined.

    • Use the process of elimination by crossing out answers you know are wrong.

Slide 34

Dissecting the MC Questions

  • Inference

  • Listening Comprehension

  • Tone

  • Point of View

Slide 35

Inference Questions

An inference question is a question that requires you draw a conclusion, or inference, based on the information presented and logical reasoning.

Slide 36

Inference Questions

By stating that Abigail Adams “reached beyond the kitchen and the nursery,” the speaker suggests that Abigail:

(1) suffered from boredom

(2) broke with tradition

(3) sought new friends

(4) Traveled the country

Slide 37

Which answers are wrong?

  • (1) – there is no evidence that Abigail Adams is bored

  • (3) – while this may be true, there is no evidence to prove it

  • (4) – this is the tricky choice!

  • The correct answer is (2).

Slide 38

Listening Comprehension

Listening comprehension questions are questions that require you to recall or recollect a fact or detail from the passage that was directly stated.

Slide 39

Listening Comprehension

As stated by the speaker, letter writing presented Abigail Adams with:

(1) an unexpected friendship

(2) a trivial pastime

(3) an emotional release

(4) a displeasing chore

Slide 40

Tone and Point of View

  • Tone is the attitude of a speaker, writer, or subject.

  • Point of View is the perspective of the speaker, writer, or subject.

  • Both tone and point of view questions often have adjectives as possible answers.

Slide 41

Strategies for Tone and POV

  • Read the question, cover the choices, and answer the question with your own adjective – is there a choice that is a synonym of the word you selected?

Slide 42

Strategies for Tone and POV

  • Ask yourself if the attitude or perspective is positive or negative – eliminate choices that don’t seem to match your determination – sometimes you can do this even if you don’t know the meaning of some of the choices!

Slide 43

What is the TONE?

The speaker’s tone in the account can be described as

(1) harsh (3) sarcastic

(2) respectful (4) objective

Prefixes with Positive Connotation:

pro, syn, sym, ben

Prefixes with Negative Connotation:

de, dis, non, in, im, un, con, mal

Slide 44

Task 2: Reading for Understanding

  • 12 multiple-choice questions

    • 6 questions on an informational, non-fiction passage

    • 6 questions on a literary passage (fiction)

Slide 45

Task 2: Reading for Understanding

The January 2011 and NYS Sample Reading Passages were:

  • Informational

    • Between 500-600 words

    • Told from a 3rd person perspective

  • Literary

    • Approximately 600 words

    • Told from a 3rd person perspective

Slide 46

Part 2: The Informational Passage

  • Reading Comprehension

  • Inference

  • Main Idea

  • Vocabulary in Context

  • Structure

Slide 47

Vocabulary in Context

The Passage:

“It’s an accessible sport. It’s not just for racing; it’s also for recreational riding. It’s a barrier breaker that allows a disabled rider to participate in cycling with friends and families who may be riding conventional bicycles.”

Slide 48

Vocabulary in Context

The Question:

The passage includes the quotation about the handcycle being a “barrier breaker” (line 8) in order to stress its

(1) durability

(2) affordability

(3) portability

(4) accessibility

Slide 49

Structure Questions

  • Anecdote – the author’s use of personal stories to convey the main idea

  • Cause & Effect – the author presents a problem or idea, outlines causes of the problem or idea, and then presents the effects that the causes have on the problem or idea

  • Chronological Order – information is presented in the order it happens

Slide 50

Structure Questions

  • Comparison/Contrast– the author introduces two or more events, people, places, or ideas and then identifies their similarities and differences

  • Problem & Solution – the author presents a dilemma and a possible solution or solutions

  • Process/Listing – an author might use this style if the information presented involves a series of steps

Slide 51

Part 2: The Literary Passage

  • Inference

  • Vocabulary in Context

  • Structure

  • Literary Terms

Slide 52

Part 2: The Literary Passage

Special Cases:

Author’s Purpose

Punctuation – dashes (emphasis), question marks (reflection), exclamation points (strong emotions)

Slide 53

Literary Term Questions

  • Identify

    For example, “Line 27 contains an example of…”

  • Apply

    For example, “The repetition used in line 16 emphasizes the…” or “The water jug (line 42) becomes a symbol of…”

Slide 54

Important Literary Terms

  • Characterization

    • Protagonist

    • Antagonist

  • Setting

    • Flashback

    • Foreshadowing

  • Allusion

    • Historical

    • Literary

    • Biblical

    • Mythological

  • Dialogue

  • Irony

    • Situational

    • Verbal

    • Dramatic

Slide 55

Important Literary Terms

  • Point of View

  • Conflict

  • Theme

  • Tone

  • Imagery

  • Mood

  • Point of View

  • Conflict

  • Theme

  • Tone

  • Imagery

  • Mood

  • Sound Devices

    • Alliteration

    • Assonance

    • Consonance

    • Onomatopoeia

    • Rhyme

  • Repetition

  • Figurative Language

    • Symbolism

    • Personification

    • Simile

    • Metaphor

    • Hyperbole

  • Repetition

  • Figurative Language

    • Symbolism

    • Personification

    • Simile

    • Metaphor

    • Hyperbole

Slide 56

Part 3: Reading for Critical Response

  • Two literary passages

    • Poem

    • Short story

    • Excerpt from a novel

Slide 57

Part 3: Reading for Critical Response

  • Five Multiple-choice Questions

    • Inference

    • Vocabulary in Context

    • Structure/Form

    • Mood/Tone

    • Literary Terms

Slide 58

Writing for Critical Response

  • Two Short-Response Questions

    • #26 – Controlling Idea/Both passages

    • #27 – Literary Element or Technique/One Passage

      Short response does NOT mean short!

Slide 59

How do I construct a well-developed paragraph?

A well-developed paragraph for Question #26 will include the following:

  • Introduction of the topic sentence and controlling idea (1-2 sentences)

  • Development of the controlling idea (1-2 sentences)

  • Examples or details from the 1st passage that support your controlling idea and a description of how they prove your point (2-3 sentences)

Slide 60

How do I construct a well-developed paragraph?

A well-developed paragraph for Question #26 will include the following:

  • Examples or details from the 2nd passage that support your controlling idea and a description of how they prove your point (2-3 sentences)

  • A conclusive statement that reiterates your controlling idea (1 sentence)

Slide 61

Exemplar – Question #26

“Successful and efficient communities cannot be built on laziness. In this era,in which hard work is rewarded and lathargy punished, communities must have a solid core of hard workers. In Passage II, the author expresses his gratitude torward these people. In fact, he states,“I love people who harness themselves…who pull like water buffalo, who strain in the mud and the muck to move things forward.”

Slide 62

Exemplar – Question #26

“The author compares these hard workers to oxen and water buffalo, who are some of the hardest working animals. In Passage I, the author clearly admires his grandfather, who worked extremely hard to take care of his farm. Now it is the author’s turn to work, shoveling the sidewalks on his street corner. Since there is a high school and elementary school nearby, it is imperative that the author do his job.”

Slide 63

Exemplar – Question #26

“Children often walk by his house on their way to school and back and it is his “obligation” to keep those streets clear. The author’s hard work is crucial in his communities’ success. In both passage, hard work is rewarded with gratitude and respect.”

Slide 64

How do I construct another well-developed paragraph?

A well-developed paragraph for Question #27 will include the following:

  • An introductory thesis statement (1-2 sentences)

  • Introduction and explanation of the literary element or technique (1 sentence)

  • Examples from the passage you’ve selected of the literary element or technique you’ve chosen; try to find at least two or three! (2 sentences)

Slide 65

How do I construct another well-developed paragraph?

A well-developed paragraph for Question #27 will include the following:

  • Analysis of HOW the author’s use of that literary element or technique help the author to develop the passage, and specifically, the controlling idea (2-3 sentences)

  • A conclusive statement that reiterates your analysis of how the literary technique conveys meaning (1 sentence)

Slide 66

WARNING!!!

The directions for Question #27 do not say you must define the literary element or technique you select.

HOWEVER, the January 2011 scoring materials provided to teachers say that a score of 2 “provides an appropriate explanation of the literary element or technique chosen”.

Slide 67

WARNING!!!

Remember, this is a new exam and the test-makers are still ironing out problems with the exam. Perhaps this will be corrected for the June exam, but to be safe, please provide an explanation or definition of the literary element or technique that you choose! It certainly will not hurt your score!

Slide 68

Exemplar – Question #27

“In Passage I the author uses the literary element of point of view to help develop his passage. The story is narrated by the author. This allows the reader to gain a deeper understanding of the narrator because the reader is given a direct window into the mind of the author. This window gives the reader an opportunity to understand his thought process.”

Slide 69

Exemplar – Question #27

“When the narrator starts discussing how his obligation to shovel his sidewalk was passed onto him by his grandfather the reader has an easier time understanding and connecting to it than they would if the narrator was someone other than the author.”

Slide 70

Part 4: Writing for Critical Analysis

Before your exam:

  • Choose 4 or 5 novels or plays that you have read at some point in high school about which you feel you can write well

  • Take time to review the titles, authors, main characters, setting, conflicts, symbols, and themes

Slide 71

Part 4: Writing for Critical Analysis

Before your exam:

  • It’s generally not a good idea to choose a book that you read on your own, as you will likely find yourself writing about plot as opposed to conducting literary analysis

Slide 72

Possible Choices

  • August Wilson

    • The Piano Lesson

    • Fences

  • John Steinbeck

    • Of Mice and Men

    • The Grapes of Wrath

  • William Golding

    • Lord of the Flies

  • F. Scott Fitzgerald

    • The Great Gatsby

  • Charles Dickens

    • A Tale of Two Cities

  • Harper Lee

    • To Kill a Mockingbird

  • Elie Wiesel

    • Night

Slide 73

Possible Choices

  • William Shakespeare

    • Romeo and Juliet

    • Julius Caesar

    • Hamlet

    • MacBeth

    • Othello: The Moor of Venice

  • John Knowles

    • A Separate Peace

  • Sue Monk Kidd

    • The Secret Life of Bees

  • Chinua Achebe

    • Things Fall Apart

  • Toni Morrison

    • Beloved

  • Alice Walker

    • The Color Purple

  • Arthur Miller

    • The Crucible

Slide 74

The Critical Lens Essay

  • Interpret the Critical Lens Quotation

  • Agree or disagree with the quote as you’ve interpreted it

  • Select two literary works that you will use to defend your analysis

  • Include specific evidence and literary elements or techniques from the selected works to validate your interpretation

Slide 75

Analyzing the Quote

“…although the world is full of suffering, it is full also of the overcoming of it.”

—Helen Keller

Optimism, 1903

Essentially, this means that while the world is indisputablyplagued with challenge, obstacle, and strife, there are people who, through perseverance, determination, and courage, are able to conquer the difficulties they face and thrive as a result.

Slide 76

Framing an Introduction

Introduce the Topic

Connect the Topic to Literature

The introduction of the topic has nothing to do with the books you will discuss

Introduce the specific literary works you will use to support your interpretation of the topic

THESIS STATEMENT

This is the first time you should mention the books you will discuss

  • Your thesis statement is the most important sentence in your essay. It should connect the topic, literary works, and the authors’ use of literary elements. Make sure your thesis makes clear what you will discuss, why you’re discussing, and how the works you’ve selected demonstrate your point.

Slide 77

Sample Introduction

It is undeniable that the world is full of widespread

anguish and grief, but it is heartening to trust that it is

also full of individuals who strive to overcome that struggle in a way that yields happiness, accomplishment, or simply, peace. In literature, authors often craft characters that struggle with such sorrow, but in the end, they emerge victorious. Helen Keller once said, “…although the world is full of suffering, it is full also of the overcoming of it.”

Slide 78

Sample Introduction

Essentially, this means that while the world is indisputably plagued with challenge, obstacle, and strife, there are people who, through perseverance, determination, and courage, are able to conquer the difficulties they face and thrive as a result. For example, in the works Night by Elie Wiesel and The Color Purple by Alice Walker, both protagonists overcome great struggle in worlds filled with obstacle. Through characterization and setting, both authors convey the triumph of the protagonists, which simultaneously proves the aforementioned interpretation valid.

Slide 79

Sample Introduction

Slide 80

Building a Body Paragraph

  • Topic Sentence

    • This sentence should re-introduce the topic for this particular paragraph and narrow your focus of discussion

Slide 81

Building a Body Paragraph

  • Textual Evidence

    • Minimize Plot Summary (no more than one sentence!)

    • Analyze the example you’ve provided, connecting it back to the original question (at least three sentences)

    • Be clear about how your example supports your point (literary techniques)

    • Repeat this process for each example

    • Be sure to integrate text evidence and if possible, direct quotes into your example

    • Each body should be a minimum of twelve sentences, no more than two of which should be plot summary

Slide 82

Building a Body Paragraph

  • Concluding Sentence

    • End each body paragraph with an original statement that ties back to the question.

    • NEVER, EVER, EVER end a body paragraph with plot summary!

Slide 83

Sample Body Paragraph

Slide 84

Crafting a Conclusion

  • Restate your original thesis, preferably in new, original language.

  • Reemphasize the important points you made in your essay in a creative fashion.

  • This paragraph should be 3-5 sentences.

Slide 85

Writing Tips

  • Titles of novels get underlined; plays, short stories, and poems should be in quotation marks

  • Use present tense verbs to discuss literature

    • Wrong: Celie eventually found happiness.

    • Right: Celie eventually finds happiness.

Slide 86

Writing Tips

  • Explicitly reference literary terms such as characterization or symbolism

  • Avoid personal pronouns

    • Wrong: The quote means you can overcome dark times.

    • Right: The quote means that one can overcome dark times.

Slide 87

Time Management

You have three hours to complete your exam.

The reading of the listening passage will take about 15 minutes.

Slide 88

Time Management

Recommendations:

  • 1st: Listening Passage MC Questions (15-20 minutes)

  • 2nd: Part 4: Critical Lens Essay (1 hour)

  • 3rd: Part 3: Paired Passages

    • MC Questions: 10-20 minutes

    • #26: 20 minutes

    • #27: 20 minutes

  • 4th: Part 2: MC Questions : (20-30 minutes)

Slide 89

Final Thoughts

GOOD LUCK!


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