Presentation on theme: "New York State Comprehensive English Regents Exam"— Presentation transcript:
1 New York State Comprehensive English Regents Exam
Strategies for Success
2 Additional Resources www.regentsreviewlive.net
3 The *NEW* English Regents
One day, three hour exam25 multiple-choice questions2 short-response questions1 Critical Lens essay
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
5 How will my exam be scored?
Listening for Comprehension8 multiple-choice questionsReading for Comprehension12 multiple-choice questions, 6 for each passage
6 How will my exam be scored?
Reading & Writing for Critical Response5 multiple-choice questions, 2 short-response questionsWriting for Critical AnalysisCritical Lens Essay
7 How will my exam be scored?
8 How will my writing be scored?
Short-Response Questions4 total points, 2 for each question0 Points → incoherent, unfocused, or personal in nature
9 How will my writing be scored?
Short-Response Questions1 Point → partially developed, implied evidence, grammatical errors2 Points → well-developed and focused, may have errors that do not hinder comprehension
10 Read the Directions!Question #26 requires you to refer directly to both provided passagesQuestion #27 requires you to choose one of the two passages to construct your response and make reference to a literary element or technique
11 Read the Directions!Remember – your response doesn’t have to have sophisticated language or be error free to earn full credit
12 Critical Lens Essay Score
0-6 Points, 4 or better is considered passingMeaningDevelopmentOrganizationLanguage UseConventions
13 Read the Directions! Be sure to: Interpret the quotation
Agree or disagree with the quotation as you’ve interpreted itChoose two literary works to defend your interpretation of the critical lensMake reference to literary elements that support your analysis of the quotation and literary works that you’ve selected
14 MeaningMeaning is the extent to which your response exhibits sound understanding, interpretation, and analysis of the task and texts.
15 MeaningDid 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?
16 DevelopmentDevelopment is the extent to which ideas are elaborated using specific and relevant evidence from the texts.
17 Be careful to avoid PLOT SUMMARY!!!
DevelopmentDid 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!!!
18 OrganizationOrganization is the extent to which the response exhibits direction, shape, and coherence.
19 OrganizationDid 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?
20 Transition Words & Phrases
Transitions to show timebefore, after, first, second, eventually, finally, since, suddenly, to begin withTransitions of agreementlikewise, furthermore, additionally, similarly, moreover, in addition, by the same tokenTransitions to contrastbut, on the other hand, on the contrary, although, however, nevertheless, conversely
21 Transition Words & Phrases
Transitions to emphasize a pointagain, indeed, for this reason, in fact, notably, especially, significantlyTransitions to add informationadditionally, also, for example, for instance, such as
22 Transition Words & Phrases
Transitions to clarifyin other words, that is to say, to clarify, put another wayTransitions to conclude/summarizeAs a result, finally, in conclusion, consequentially, therefore, accordingly, in essence
23 Language UseLanguage 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.
24 Language UseDid 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?
25 ConventionsEvaluation of conventions is the extent to which the response exhibits conventional spelling, punctuation, paragraphing, capitalization, grammar, and usage.Did you…. PROOFREAD?????
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.
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.
28 The Listening Passage Is non-fiction
Is approximately a page and a half longMay take between five and ten minutes to read The January 2011 and NYS Sample Listening Passages were:Approximately 800 words longTold from a 1st person point of view
29 Active Listening An Active Listener will:
Remember why s/he is listeningMake a conscious effort by remaining focusedListen for key words, ideas, and phrasesThink about information in the passage while listening to it
30 Active Listening An Active Listener will:
Note important signals or verbal cues that indicate important informationDoes 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?
31 Strategies for Note Taking
Write only what seems important – key words and phrases, main ideas, important facts and detailsBe concise – be as brief as possible without losing meaning – write words and short phrases, not entire sentences
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 readingUse shortcuts – b4, bc, w/, w/o, &, info, →, ?Consider the “five Ws” – who, what, where, when, why…and also how
33 Test-taking Strategies
Multiple-Choice QuestionsRead 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.
34 Dissecting the MC Questions
InferenceListening ComprehensionTonePoint of View
35 Inference QuestionsAn inference question is a question that requires you draw a conclusion, or inference, based on the information presented and logical reasoning.
36 Inference QuestionsBy 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
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).
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.
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
40 Tone and Point of ViewTone 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.
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?
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!
43 What is the TONE?The speaker’s tone in the account can be described as(1) harsh (3) sarcastic(2) respectful (4) objectivePrefixes with Positive Connotation:pro, syn, sym, benPrefixes with Negative Connotation:de, dis, non, in, im, un, con, mal
44 Task 2: Reading for Understanding
12 multiple-choice questions6 questions on an informational, non-fiction passage6 questions on a literary passage (fiction)
45 Task 2: Reading for Understanding
The January 2011 and NYS Sample Reading Passages were:InformationalBetween wordsTold from a 3rd person perspectiveLiteraryApproximately 600 words
46 Part 2: The Informational Passage
Reading ComprehensionInferenceMain IdeaVocabulary in ContextStructure
47 Vocabulary in ContextThe 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.”
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
49 Structure QuestionsAnecdote – the author’s use of personal stories to convey the main ideaCause & 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 ideaChronological Order – information is presented in the order it happens
50 Structure QuestionsComparison/Contrast – the author introduces two or more events, people, places, or ideas and then identifies their similarities and differencesProblem & Solution – the author presents a dilemma and a possible solution or solutionsProcess/Listing – an author might use this style if the information presented involves a series of steps
51 Part 2: The Literary Passage
InferenceVocabulary in ContextStructureLiterary Terms
52 Part 2: The Literary Passage
Special Cases:Author’s PurposePunctuation – dashes (emphasis), question marks (reflection), exclamation points (strong emotions)
53 Literary Term Questions
IdentifyFor example, “Line 27 contains an example of…”ApplyFor example, “The repetition used in line 16 emphasizes the…” or “The water jug (line 42) becomes a symbol of…”
54 Important Literary Terms
55 Important Literary Terms
Point of ViewConflictThemeToneImageryMoodPoint of ViewConflictThemeToneImageryMoodSound DevicesAlliterationAssonanceConsonanceOnomatopoeiaRhymeRepetitionFigurative LanguageSymbolismPersonificationSimileMetaphorHyperboleRepetitionFigurative LanguageSymbolismPersonificationSimileMetaphorHyperbole
56 Part 3: Reading for Critical Response
Two literary passagesPoemShort storyExcerpt from a novel
57 Part 3: Reading for Critical Response
Five Multiple-choice QuestionsInferenceVocabulary in ContextStructure/FormMood/ToneLiterary Terms
58 Writing for Critical Response
Two Short-Response Questions#26 – Controlling Idea/Both passages#27 – Literary Element or Technique/One PassageShort response does NOT mean short!
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)
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)
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.”
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.”
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.”
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)
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)
- Я думал, что… - Ладно, не в этом. В главном банке данных происходит нечто странное. Джабба взглянул на часы. - Странное? - Он начал беспокоиться.
- Можешь выражаться яснее.