Regents Essay Review

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Regents Essay Review

• Table of Contents
• History of Regents Test
• What Is the Regents Test?
• How Is the Regents Essay Rated?
• Frequently Unasked Questions (FUAQ)
• Analyze the Topic
• Write the Essay
• Edit the Essay
• Manage Time
• Regents Testing Website

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• Table ofContents

History
How is Test Rated?
FUAQ
Analyze theTopic
Write theEssay
Edit theEssay
ManageTime
What isRegents?
FUAQ 2
Analyze 2
Write 2
Edit 2
Rated 2
FUAQ 3
Write 3
Edit 3
Analyze 3
Rated 3
FUAQ 4
Write 4
Edit 4
Analyze 4
Rated 4
FUAQ 5
Write 5
Edit 5
Analyze 5
Rated 5
FUAQ 6
Write 6
Edit 6
FUAQ 7
Write 7
FUAQ 8
Click a first level link
FUAQ 9
FUAQ 10
FUAQ 11
FUAQ 12
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History of Regents Test

• By a policy statement issued in 1972, the Board
  of Regents of the University System of Georgia
  instituted the Regents Testing Program. As
  described in this statement, the Program serves
  as one means by which each institution in the
  University System can ensure that students
  receiving degrees from the institution possess
  certain minimum skills of reading and writing.

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What is the Regents Test ?

• The Board of Regents identified two specific
  objectives for
• the Testing Program
• 1. to provide System-wide information on the
  status of student competence in the areas of
  reading and writing.
• 2. to provide a uniform means of identifying
  those students who fail to attain the minimum
  levels of competence in the areas of reading and
  writing.
• It has two parts a Reading Test and an Essay
  Test. Students
• scores on the tests are used to determine whether
  they have
• the minimum levels of reading and writing skills
  required for
• graduation. Scores on SAT/ACT and AP English Exam
  may
• be used to fulfill Regents' Test requirements.

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How Is the Essay Rated?

• The essays are rated on a four-point scale in
  which "1" is the lowest score and "4" is the
  highest score. The essays are not rated in terms
  of the usual grading standards or any type of
  abstract standard. The Regents Essay ratings are
  not associated with the traditional grades A,
  B,C, D, F.more info

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The 4 Essay

• has a clear central idea/directly related to
  assigned topic.
• develops major points logically.
• supports points with concrete, specific
  evidence/details.
• arouses the reader's interest/ fresh and vivid
  ideas.
• uses effective, appropriate words/ phrases.
• has sophisticated sentences/effective
  transitional devices.
• maintains a consistent, appropriate tone.
• is free from mechanical errors.
• contains no serious grammatical errors.

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The 3 Essay

• has a clear central idea/relates directly to
  assigned topic.
• contains most of the qualities of good writing
  4" essay.
• shows definite competence, but lacks distinction.
  
• has pertinent examples and details, not
  particularly vivid or sharp.
• has accurate word choice.
• adopts an appropriate, consistent tone.
• contains a few errors in grammar and mechanics.

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The 2 Essay

• meets only the basic criteria in a minimal way.
• has a central idea that relates directly to
  assigned topic.
• is organized clearly enough/reader perceives
  writer's plan.
• presents some evidence and details coherently.
• uses ordinary,everyday words accurately/idiomatica
  lly.
• avoids series of choppy, simple sentences.
• may contain a few serious grammatical errors.
• may contain several mechanical errors, but not
  severe or frequent.

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The 1 Essay

• has one problem(extraordinarily) or several
  (limited)
• lacks a central idea.
• lacks a clear organizational plan.
• develops points repetitiously, incoherently, or
  illogically.
• does not relate directly to the assigned topic.
• contains several serious grammatical errors.
• contains numerous mechanical errors.
• uses ordinary, everyday words/inaccurately.
• contains a limited vocabulary.
• contains rudimentary or tangled sentence
  structure.
• is so brief/rater cannot make an accurate
  judgment.

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FUAQs Do they count off for messiness?

• YES NO

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• You answered YES to do they count off for
  messiness? You are incorrect because
• you get one test and its in ink, not pencil.
• you may decide to delete a paragraph.
• you may find an error and correct it.
• you cannot use white out.
• Warning illegibly written essays will not be
  graded.

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• You answered NO to do they count off for
  messiness? You are correct.
• You are allowed to
• cross-out errors.
• draw arrows to direct where to read next.
• squeeze-in words/letters to correct an error.
• change to no lines skipped for more space.
• Warning if your handwriting is illegible, your
  essay will not be be graded.

SAMPLE
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FUAQs Do they grade harder in the morning
sessions and pass all the papers in the afternoon?

• Some raters are more alert in the morning and
  other raters are more alert in the afternoon.
• Three raters read and rate each essay.
• If two of the three raters pass your essay, you
  pass the writing portion of the test.
• If two of the three raters fail your essay, you
  do not pass the writing portion of the test.
• more info

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More Info on Rating Essays

• At each grading session, all raters participate
  in a calibration exercise each rater silently
  reads a set of 4 practice essays and scores them
  (1fail 2, 3, 4pass). After that, the raters
  are told the practice essays scores. Each rater
  then adjusts from being too lenient or being too
  harsh. Then the raters begin to read and score
  your essays.

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FUAQs How long do they take to read the paper?

• Most essays average between 350 and 500 words.
• Most experienced raters read each essay within
  two to three minutes.

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FUAQs What if my essay makes them mad do they
fail it?

• YES NO

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• You answered YES to what if my essay makes them
  mad do they fail it? You are incorrect.
• The topics are designed to elicit (draw out)
• a personal response.
• Appropriate personal examples are quite
• helpful in the development of your body
• paragraphs.

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• You answered NO to what if my essay makes them
  mad do they fail it? You are correct.
• The essay is judged based on its strength to
  logically, consistently, and specifically present
  its point.
• The raters personal opinions do not enter into
  the scoring. more info

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More Info on Raters

• Raters are chosen from the surrounding
  colleges/universities near your grading site.
• Both male and female raters participate.
• Both new and experienced raters are selected to
  participate.
• Each rater is judged on how well she meets the
  criteria for rating essays. If the rater does
  not score well, he is not invited again.

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FUAQs I heard they count off for every error.

• TRUE FALSE

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• You answered TRUE to I heard they count off for
  every error. You are incorrect.
• Raters do not use any abstract point systems to
  count off for each error.
• Raters do not grade in terms of their usual
  standards practiced with students in their
  classes.

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• You answered FALSE to I heard they count off for
  every error. You are correct.
• Raters rate the essays holistically, meaning they
  are
• concerned with the whole essay.
• concerned with whether the thesis is fully
  developed in the body.
• concerned with competent use of syntax, grammar,
  punctuation,and spelling.
• see Edit the Essay

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Edit the Essay-The Content

• Introduction-
• Did you write on the topic? Did you answer the
  question? Do you have a clear thesis statement?
• Body Paragraphs (at least two)-
• Are the topic sentences distinct, not
  overlapping? Are they fully developed and
  relevant to topic? Did you write specific
  details and vivid examples?
• Conclusion-
• Is it appropriate for the topic? Does it draw
  the essay together or is it too abrupt?

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FUAQs I heard they only count off for commas.

• TRUE? FALSE?

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• You answered TRUE to I heard they only count off
  for commas. You are incorrect because
• All marks of punctuation are just as important as
  appropriate comma use.
• The Regents essay is rated for clear thesis,
  development, logic, and organization, as well as
  appropriate punctuation .

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• You answered False to I heard they only count
  off for commas. You are correct.
• Appropriate use of other punctuation marks is
  just as pertinent.
• The Regents essay is rated holistically,
  punctuation included.

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FUAQs I heard that it is best to list your
points in the thesis statement.

• TRUE? FALSE?

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• You answered TRUE to I heard that it is best to
  list your points in the thesis statement because
  
• you wrote your high school graduation essay using
  this type of thesis statement.
• you fear getting off track and this is safe.
• You can write an enumerated thesis, just realize
  that it is a narrow list of points.
• more info

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• You answered FALSE to I heard that it is best
  to list your points in the thesis statement
  because
• There are 3 broad types of thesis statements.
• the enumerated thesis is usually the weakest.
• the general thesis is usually a single statement
  that names the general point.
• the unstated thesis in the essay eludes to the
  major point.
• more info

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More info on Thesis Statements

• A thesis statement is an explicit declaration of
  the main idea (usually one sentence). It
• will convey a single idea.
• is clearly focused.
• is specifically stated, usually.
• An explicit thesis statement identifies the
  topic, the approach, and (in some cases) the plan
  of development.

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FUAQs My teacher told me that they want 5
paragraphs in the essay.

• True? False?

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• You answered True to my teacher told me that
  they want 5 paragraphs in the essay. You are
  incorrect because
• you may have been taught this in high school.
• this is the format you used to write the Georgia
  High School Graduation Test.

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• You answered False to my teacher told me that
  they want 5 paragraphs in the essay. You are
  correct because you know that
• depending on the topic, you develop as many
  paragraphs as needed.
• two well-developed body paragraphs are
  sufficient.
• you may not know a third point that you can fully
  develop.

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FUAQs My teacher said the introductionand
conclusion must be at least 5 sentences.

• Introductions and Conclusions can be brief
• because there is no limit to the number of
  sentences.
• because one sentence can be sufficient.
• The introduction answers the question/gives
  reasons.
• The conclusion discusses the points raised in
  body.

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FUAQs What if I dont finish?

• Dont panic.
• Determine if you have a clear thesis, at least
  two, fully developed body paragraphs- lots of
  specifics- and relatively free of major errors.
• Then write these words where you stopped I did
  not finish.
• This only works if you have sufficient and
  quality work to score.

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FUAQs What does the test booklet look like and
what do I bring?

• Currently, its a 4-sided booklet, front and
  back. The front side is divided in half the top
  half has 4 randomly selected topics to choose
  from. The bottom half is the space to plan your
  essay.
• Bring a blue/black ink pen for the essay, not a
  pencil (essay will not be graded) and no
  white-out.
• Arrive early and schedule a 3-hour block for both
  parts of the test. Bring your student ID.

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SAMPLE
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Analyze the Topic

• Briefly review the questions before you choose.
• Is romantic love a good basis for marriage?
  Discuss.
• Is there any job that you would absolutely refuse
  to take? Explain.
• Should children be disciplined by physical
  punishment? Discuss
• Explain why you do or do not vote.

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Analyze the Topic

• These titles ask for an I response.
• Is there any job that you would absolutely refuse
  to take? Explain.
• Explain why you do or do not vote.
• See the you in each question? You are not being
  asked to write ABOUT other people. It means that
  you the writer, should respond appropriately
  with I.

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Analyze the Topic

• These titles ask for a person response.
• Should children be disciplined by physical
  punishment? Discuss
• Is romantic love a good basis for marriage?
  Discuss
• This means that you ARE being asked to write
• about other persons. Use related words that fit
  the topic men, women, person, child parents,
  authoritarians, couples, partner, spouses.

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Analyze the TopicBriefly outline the topic prior
to writing the essayin order to form a clear
thesis and stay on track.Sample Topic
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Analyze the TopicAnswer the question and give
reasons as the thesis.Decide two age groups and
appropriate types of punishments for those groups
because of time limit.
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Write the Essay-Introduction

• Write a brief 2 or 3 sentence- introduction, if
  getting started is difficult for you. Choose a
  suggestion
• a brief example or anecdote
• remind reader of popular concerns
• define the word(s) in topic
• ask a series of related questions
• present REALISTIC facts, evidence, or statistics
• Keep in mind that your thesis must be clear and
• specific. more info

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Write the Essay-sample introductionShould
children be disciplined by physical punishment?

• Brief anecdote
• I remember the times I was sent outside to get
  my own switch. Once I got a small, green, thin
  twig from a bush. I figured the twig from our oak
  or sycamore tree would do more damage than the
  twig from the shrub. Needless to say that was a
  major mistake. The twig stung like a whole hive
  of bees. Like me, children need discipline to
  learn boundaries. (thesis)

• Popular concerns
• Many books on raising a child suggest spanking a
  child is cruel and unnecessary (I am sure the
  child would agree). Instead the child should be
  talked to, reasoned with. As a kid all I heard
  was blah, blah, blah when Mom talked to me, but
  I did hear the switch. I probably would have
  killed myself by age 10 because I tried more
  stupid stuff than most kids. (thesis)

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Write the Essay-Topic Sentences Should children
be disciplined by physical punishment?

• The leading sentence (or two) in a body paragraph
  is the topic sentence, which is similar a thesis.
• Like me, children need discipline to learn
  boundaries.
• Write a main point for each body paragraph.
• TP1- The least-liked boundary that children need
  to learn is that they can neither have every-
  thing they want nor have things right now!
• TP2- Children also need to learn to respect
  people and animals.

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Write the Essay-Body ParagraphsSample topic
sentence The least-liked boundary that children
need to learn is that they can neither have
everything they want nor have things right
now!

• Complete the body paragraph by writing strong,
  relevant specific details and/or one long example.

While shopping for groceries, have you ever seen
a child fall on the floor, kick and flail her
legs and arms wildly, and scream loudly and long,
better than the best Hollywood actress? Well, you
witnessed a number one tantrum, not a screen test
being performed. There is the parent, trying to
calm or bribe the child with every treat on the
grocery aisle. Now I ask you, what is wrong with
that picture? Well, here is how one parent
handled a tantrum while shopping at a clothing
store. After the child had continued to aggravate
the mom while she shopped, the mom took a belt
from the rack, spanked the child and asked the
clerk, How much do I owe you? The clerk smiled
and said, Nothing. I wish more parents would
teach their children not to destroy the store.
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Write the Essay- ConclusionThesis Like me,
children need discipline to learn boundaries.

• Avoid these practices in your conclusion
• Do not repeat the thesis word for word.
• Do not turn the introduction upside down.
• Do not necessarily announce the conclusion-
• in conclusion, to conclude, to end my paper
• Do not be fancy or elaborate.
• Do not add new information not discussed in the
• body of the essay.

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Write the Essay- ConclusionThesis Like me,
children need discipline to learn boundaries.

• Follow these suggested practices in your
  conclusion
• Signal the reader that you have completed your
  points.
• Be brief. Like the introduction, write 1 to 3
  sentences.
• Write an effective, not repetitive set of
  comments.
• Let the type of conclusion fit the thesis and
  points developed
• Implication (suggestion) what do your ideas lead
  to
• Call to action what ought to be done
• Solution what is the answer to the problem
• Quotation what someone else has said (if
  appropriate)

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Write the Essay- ConclusionLike me, children
need discipline to learn boundaries.

• Sample conclusion
• If the parents dont teach their little girl
  early in her young life that she must live within
  limits, then when she gets older, she will most
  likely experience disappointments and will not be
  able to handle them, like being dumped by Mr.
  Right or being betrayed by a friend. As an
  adult, her tantrums could lead to serious
  consequences because she has no self-discipline.

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Edit the Essay-The Content

• Introduction-
• Did you write on the topic? Did you answer the
  question? Do you have a clear thesis statement?
• Body Paragraphs (at least two)-
• Are the topic sentences distinct, not
  overlapping? Are they fully developed and
  relevant to topic? Did you write specific
  details and vivid examples?
• Conclusion-
• Is it appropriate for the topic? Does it draw
  the essay together or is it too abrupt?

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Edit the Essay- Grammar

• Sentence Level-
• Did you write a fragment, an incomplete thought?
  (phrase or dependent clause)
• Did you arrange the words logically in the
  sentence?
• Word Level-
• Do your subjects and verbs agree?
• Do your pronouns and antecedents agree?
• Did you shift persons, from I to you
  unnecessarily?
• Did you write the noun and verb endings
  accurately?
• Did you write (would play) for simple past
  (played)

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Edit the Essay- Punctuation

• Did you use (, conjunction) between two related
  full thoughts?
• Did you use () between two related full
  thoughts?
• Did you put (,) and you should write (that)
• Did you use (,) between introductory dependent
  clause and an independent clause?
• Did you put an () to mark a possessive noun?
• Did you use (?) for a question?

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Edit the Essay- Usage

• Practice these instead
• period
• because
• wouldve/ couldve (have)
• about
• now
• the reason that or why
• is that
• Today

• Avoid awkward elements
• time period
• being as/ being that
• would of/should of
• as to
• at this point in time
• reason why/is because
• is when/ is where
• in this world today

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Edit the Essay- Spelling

• Avoid wrong word
• their, there, theyre
• then, than
• woman, women
• where, were
• too, to
• lose, loose
• used to/supposed to

• Avoid wrong word
• theirselves, themselves
• your, youre
• whether, weather
• sight, site, cite
• number, amount
• passed, past
• idea, ideal

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Edit the Essay- Spelling

• Dont forget these easy tips
• i before e chief, priest, yield
• except after c receive, conceit OR neighbor,
  weigh
• spelled as two words or one word changes the
  meaning
• everyday-often, every day-each day
• all right and a lot are two words
• add -ly to words that are really adverbs- really,
  badly
• use hyphens to your create compound words
  half-baked idea, glass-half-filled dilemma, a
  brick-house body

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Manage Time

• 5 minutes-Write a plan in space underneath
  topics.
• 5 minutes- Write the introduction (clear thesis).
• 10-15 minutes- Write 1st body paragraph.
• 10-15 minutes- Write 2nd body paragraph.
• 5 minutes- Write the conclusion (dont repeat
  intro).
• 15 minutes- Edit the entire essay.
• Use all remaining minutes to revise sharpen
  details
• and examples and carefully, carefully proofread.