New York State Comprehensive English Regents Exam

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New York State Comprehensive English Regents Exam
English III Midterm

• Strategies for Success
• Ms. Green

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Additional Resources

• www.regentsreviewlive.net
• regentsreview2_at_ymail.com
• Synthia.green_at_rcsdk12.org

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The NEW English Regents

• One day, three hour exam
• 25 multiple-choice questions
• 2 short-response questions
• 1 Critical Lens essay

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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

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How will my exam be scored?

• Listening for Comprehension
• 8 multiple-choice questions
• Reading for Comprehension
• 12 multiple-choice questions, 6 for each passage

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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

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How will my exam be scored?

• Conversion Chart http//www.nysedregents.org/conc
  ht/111/english-cc111.pdf

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How will my writing be scored?

• Short-Response Questions
• 4 total points, 2 for each question
• 0 Points ? incoherent, unfocused, or personal in
  nature

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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

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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

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Read the Directions!

• Remember your response doesnt have to have
  sophisticated language or be error free to earn
  full credit

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Critical Lens Essay Score

• 0-6 Points, 4 or better is considered passing
• Meaning
• Development
• Organization
• Language Use
• Conventions

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Read the Directions!

• Be sure to
• Interpret the quotation
• Agree or disagree with the quotation as youve
  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 youve selected

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Meaning

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

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Meaning

• Did you.
• prove you understand the question and literary
  works youve selected?
• provide a reasonable explanation of the Critical
  Lens quotation?
• analyze the literary works effectively as they
  apply to your interpretation of the quotation?

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Development

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

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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!!!

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Organization

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

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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?

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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

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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

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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

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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.

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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?

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Conventions

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

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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.

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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.

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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

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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

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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?

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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

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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, _at_,
  ?, ?
• Consider the five Ws who, what, where, when,
  whyand also how

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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.

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Dissecting the MC Questions

• Inference
• Listening Comprehension
• Tone
• Point of View

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Inference Questions

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

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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

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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).

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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.

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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

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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.

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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?

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Strategies for Tone and POV

• Ask yourself if the attitude or perspective is
  positive or negative eliminate choices that
  dont seem to match your determination
  sometimes you can do this even if you dont know
  the meaning of some of the choices!

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What is the TONE?

• The speakers 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

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Task 2 Reading for Understanding

• 12 multiple-choice questions
• 6 questions on an informational, non-fiction
  passage
• 6 questions on a literary passage (fiction)

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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

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Part 2 The Informational Passage

• Reading Comprehension
• Inference
• Main Idea
• Vocabulary in Context
• Structure

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Vocabulary in Context

• The Passage
• Its an accessible sport. Its not just for
  racing its also for recreational riding. Its
  a barrier breaker that allows a disabled rider to
  participate in cycling with friends and families
  who may be riding conventional bicycles.

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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

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Structure Questions

• Anecdote the authors 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

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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

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Part 2 The Literary Passage

• Inference
• Vocabulary in Context
• Structure
• Literary Terms

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Part 2 The Literary Passage

• Special Cases
• Authors Purpose
• Punctuation dashes (emphasis), question marks
  (reflection), exclamation points (strong
  emotions)

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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

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Important Literary Terms

• Characterization
• Protagonist
• Antagonist
• Setting
• Flashback
• Foreshadowing

• Allusion
• Historical
• Literary
• Biblical
• Mythological

• Dialogue
• Irony
• Situational
• Verbal
• Dramatic

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Important Literary Terms

• Point of View
• Conflict
• Theme
• Tone
• Imagery
• Mood

• Sound Devices
• Alliteration
• Assonance
• Consonance
• Onomatopoeia
• Rhyme

• Repetition
• Figurative Language
• Symbolism
• Personification
• Simile
• Metaphor
• Hyperbole

• Point of View
• Conflict
• Theme
• Tone
• Imagery
• Mood

• Repetition
• Figurative Language
• Symbolism
• Personification
• Simile
• Metaphor
• Hyperbole

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Part 3 Reading for Critical Response

• Two literary passages
• Poem
• Short story
• Excerpt from a novel

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Part 3 Reading for Critical Response

• Five Multiple-choice Questions
• Inference
• Vocabulary in Context
• Structure/Form
• Mood/Tone
• Literary Terms

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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!

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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)

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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)

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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 themselveswho
  pull like water buffalo, who strain in the mud
  and the muck to move things forward.

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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 authors 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.

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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 authors hard work
  is crucial in his communities success. In both
  passage, hard work is rewarded with gratitude and
  respect.

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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 youve selected of the
  literary element or technique youve chosen try
  to find at least two or three! (2 sentences)

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How do I construct another well-developed
paragraph?

• A well-developed paragraph for Question 27 will
  include the following
• Analysis of HOW the authors 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)

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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.

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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!

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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.

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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.

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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

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Part 4 Writing for Critical Analysis

• Before your exam
• Its 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

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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

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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

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The Critical Lens Essay

• Interpret the Critical Lens Quotation
• Agree or disagree with the quote as youve
  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

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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
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.
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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 youre
discussing, and how the works youve selected
demonstrate your point.
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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.
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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.
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Sample Introduction
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Building a Body Paragraph

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

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Building a Body Paragraph

• Textual Evidence
• Minimize Plot Summary (no more than one
  sentence!)
• Analyze the example youve 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

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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!

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Sample Body Paragraph
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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.

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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.

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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.

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Time Management

• You have three hours to complete your exam.
• The reading of the listening passage will take
  about 15 minutes.

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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)

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Final Thoughts

• GOOD LUCK!