0814 ex amen

8/9/2019 0814 Ex Amen

1/98

DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN.

The University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

COMPREHENSIVE EXAMINATION

IN

ENGLISH

Wednesday, August 13, 2014 8:30 to 11:30 a.m., only

COMPREHENSIVE ENGLISH

COMPREHENSIVEENGLISH

The possession or use of any communications device is strictly prohibitedwhen taking this examination. If you have or use any communications device,no matter how briefly, your examination will be invalidated and no score will becalculated for you.

A separate answer sheet has been provided for you. Follow the instructionsfor completing the student information on your answer sheet. You must also fill inthe heading on each page of your essay booklet that has a space for it, and writeyour name at the top of each sheet of scrap paper.

The examination has four parts. Part 1 tests listening skills; you are toanswer all eight multiple-choice questions. For Part 2, you are to answer all twelvemultiple-choice questions. For Part 3, you are to answer all five multiple-choicequestions and the two short constructed-response questions. For Part 4, you areto write one essay response. The two short constructed-response questions and theessay response should be written in pen.

When you have completed the examination, you must sign the statementprinted at the bottom of the front of the answer sheet, indicating that you had nounlawful knowledge of the questions or answers prior to the examination and thatyou have neither given nor received assistance in answering any of the questions

during the examination. Your answer sheet cannot be accepted if you fail to signthis declaration.

8/9/2019 0814 Ex Amen

2/98

8/9/2019 0814 Ex Amen

3/98

Comp. Eng. Aug. 14 [3] [OVER]

NOTES

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.

8/9/2019 0814 Ex Amen

4/98

1 The opening description of the 2003 blackout isincluded to provide a

(1) reassurance of national power safety(2) warning of the present grids vulnerability(3) prediction of uncontrolled power industry

prices(4) compliment to the grids versatility

2 The phrase domino effect provides the listenerwith

(1) a sense of the grids power(2) the sound of the grids constant activity(3) a visual image of the grids interconnection(4) the design of the grids future expansion

3 As revealed in the account, power grids arestrained significantly by

(1) transportation systems(2) construction regulations(3) political constraints(4) weather conditions

4 Con Edison limited the occurrence of blackoutsduring the 2010 heat wave in New York Citythrough the use of

(1) door-to-door warnings(2) radio signals(3) television advertisements(4) billboard signs

5 Through voluntary programs, smart grid technologyallows power companies to

(1) regulate home power usage(2) service home appliances(3) schedule equipment replacement(4) increase commercial electrical costs

6 New methods are being developed in Texas thatwould allow power usage to be managed through

(1) economic incentives

(2) online control(3) microwave technology(4) megawatt sharing

7 According to the speaker, the availability of smartmeters is limited because the technology is

(1) expensive (3) confusing(2) new (4) unreliable

8 As a result of the smart energy solutionsdescribed in the account, future customers willhave the ability to

(1) choose various power sources(2) bypass public power companies(3) purchase power company stocks(4) predict annual power bills

Part 1 (Questions 18)

Multiple-Choice Questions

Directions (18): Use your notes to answer the following questions about the passage read to you. Select thebest suggested answer to each question and record your answer on the separate answer sheet provided for you.

Comp. Eng. Aug. 14 [4]

8/9/2019 0814 Ex Amen

5/98

Reading Comprehension Passage A

Skippy was the least important occupant of the house. He was loved, but he was neverconsulted. It was taken for granted that the familys will was his will, and that he wouldfollow blindly. He was their dog.

When the family decided to move, Skippy was not invited to voice his views. Theydecided quite suddenly, on a day when everything seemed to go wrong. Mrs. Adamswatched the first prize go to Mrs. Cranston at the flower show. Mr. Adams came home fromthe publishing house with a book to read and report on, and Mrs. Adams followed him upto their bedroom, where he had retired to escape the sounds of banging doors, telephones,and dinner preparations.

Buzz Adams stormed in cross as sticks because Sally, who lived next door, had given himback his class ring. Chottie Adams drifted in dreamily from her first meeting with a tall, darkand handsome young man. When the Adamses sat down to dinner, they began a round ofgrievances.

Mrs. Adams said, with her mouth beginning to waver again, It isnt that Lila Cranstonhas a better growing hand than I have. Its because she has a bigger garden. She doesnthave to crowd things and let them run riot. I dont know what I wouldnt give to move to ahouse with extensive grounds.

Mr. Adams said vehemently, Id like to move, too. Id like a house big enough to allow methe luxury of a room of my own.

I wish we lived in a stately house, said Chottie wistfully. Every corner in this house iscrammed with Daddys old books. We live so informally.

If I may put my two cents in, Buzz offered miserably, I hate this whole neighborhood.Thats it! said Mr. Adams excitedly. We will move tomorrow, not get out actually, but

tomorrow Ill see the agent for the Thayer place. Its quite an estate, but I can swing it andthe peace is worth the price.

Having arrived at this hasty decision to move within a matter of days, the Adamsessettled down to their excellent dinner, which they all ate with relish, for each thought thatthe major problem in his life had just been solved.

Except Skippy, who, until this moment, had had no problems. He lay under the table inhis accustomed place by Buzz feet. Usually his head was up, his ears pointing forward, hismouth ajar to release his eager panting, his tongue extended, and his expression one ofsublime expectancy. But as the human voices grew impassioned, Skippys keen perceptionnoted the shades of discontent expressed in each. He cocked his head and began to listenintently.

Skippy loved the house. He had lived in it practically all his life. Actually, you mightalmost say it was his. For the thing was, the Adamses had bought it because of him. He had beengiven to Buzz as a birthday surprise when he, Skippy, was three months old. Until then he hadlived in a kennel which could not be considered home life. He and Buzz had recognizedeach other instantly as dog lover and boy worshiper. Two days later the apartment houseagent came over to register the complaint of the people downstairs, who could not accustomtheir ears to the overwhelming sounds of a boy and his dog. The dog, the agent explainedregretfully, must go.


Directions (920): Below each passage, there are several multiple-choice questions. Select the best suggestedanswer to each question and record your answer on the separate answer sheet provided for you.

5

10

15

20

25

30

35

40


8/9/2019 0814 Ex Amen

6/98

9 As revealed in lines 1 through 4, the familysattitude toward Skippys desires is one of

(1) indifference (3) inclusion(2) dislike (4) respect

10 The phrase round of grievances (lines 12 and 13)refers to the family

(1) telling stories(2) revealing hopes(3) sharing complaints(4) planning entertainment

11 What bothers Mrs. Adams so much about hercurrent home?

(1) the number of bedrooms(2) the size of the property

(3) the shabbiness of the house(4) the location of the neighborhood

12 The reasons for each family members urge tomove reflect

(1) individual desires(2) economic concerns(3) family goals(4) political opinions

13 Mr. Adams decision to move the family tomorrowis best described as

(1) selfish (3) spontaneous(2) sensible (4) sympathetic

14 When did the Adams family buy their first home?

(1) when they got married(2) before Chottie was born(3) when they were set financially

(4) after Skippy was purchased


They moved to a house in the suburbs as soon as a suitable one could be found. It wasa move the elder Adamses had been meaning to make ever since Chottie was born, but onething and another kept them chained to the city. And 14 years later a little dog led them tothe charming white house that might have emerged from their dreams.

Now, after five years, as if they had slyly waited until he reached the age when the mostobliging dog balks at change and views the moving of his basket from one corner to anotheras a complete upheaval of his lifetime habits, the Family was preparing to depart.

Dorothy Westexcerpted from Skippy

Daily News, April 29, 1946

45

8/9/2019 0814 Ex Amen

7/98

Reading Comprehension Passage B

Elizabeth Blake suspended three flint blades from a small wooden frame. Holding hercell phone in one hand, she took a piece of antler in the other and gently struck each bladeonce. Over a bad transatlantic connection, our phone conversation had been difficult, butthe tones from the four-inch-long blades came throughclear, sweet, and crystalline.1 Theysounded like hand bells or struck goblets. The blades are replicas of 30,000-year-oldartifacts from the sites of Isturitz in the French Pyrenees and Geienklsterle in

southwestern Germany.Blake, who is the granddaughter of an opera singer and the daughter of a pianist, is an

archaeology graduate student at Cambridge University. One of the newest members of adeveloping sub-discipline, the archaeology of music, she is basing her research on thehypothesis that our earliest ancestors discovered and enjoyed a peculiar property of somestone toolsthey rang.

The major difficulty that prehistoric musicologists face is that its so easy to make musicwithout leaving a trace. In addition to dancing and singing, hunter-gatherer cultures usednatural materials to create instruments. Native Americans shook rattles made from gourds.Australian aborigines played instruments called didgeridoos fashioned from huge tree limbsor bamboo. The San of southwest Africa plucked the gut strings of their wooden hunting

bows. What are the odds these would survive for thousands of years to be found (let alonecorrectly identified) by an archaeologist? The best anyone can expect to discover is whenhumans first began to create reliable and durable instruments.

Graeme Lawson, an independent archaeologist in England who heads a multidisciplinary2

organization known as Cambridge Music-Archaeological Research believes that someobjects now on display in museums may actually be misidentified musical artifacts. Onecase in point is a medieval garment clasp that was made from a pig knuckle. Lawsonanalyzed the wear patterns and polish around a hole that had been drilled through thecenter of the bone and showed they were consistent with the patterns found on buzzbones, a type of noise maker that was used as a childrens toy in some parts of Europe untila few decades ago. When the knuckle bone was tied to a string and whirled through the air,it would have made an eerie, ghostlike sound.

How many ancient objects now labeled as garment clasps were actually used as noisemakers? How many flint artifacts doubled as chimes? Theres plenty for an avid musicarchaeologist to do without ever touching a spade.

The oldest indisputably musical artifacts are flutes (experts call them pipes) madefrom the bones of birds. They come from two sites, Isturitz and Geienklsterle. The pipeswere found in excavation levels associated with Europes earliest modern humanpopulation, the Aurignacian culture. The people at these sites created jewelry, madepaintings, and crafted sculptures that represented human figures, showing that music wasjust one part of an artistic revolution that started in Africa more than 100,000 years ago andwas brought to Europe by anatomically modern humans around 40,000 years ago.

What does survive, of course, is stone. It may seem odd to think of stones as musical,

but [Ian] Cross [a Cambridge musicologist] points out that so-called lithophones have beendocumented in many cultures. Musicologists and anthropologists have recorded ordescribed ringing stones and rock gongs in India, the Americas, Europe, Southeast Asia,and Africa.

When Cross first began to explore the potential of flint blades as lithophones, heconsidered them as percussion instruments like primitive castanets.3 Touched together,

5

10

15

20

25

30

35

40

45


1crystalline bell-like; clear2multidisciplinary of or representing several fields of study3castanets small finger cymbals

8/9/2019 0814 Ex Amen

8/98


15 The tones Elizabeth Blake transmitted in herphone call (lines 1 through 5) served to

(1) emphasize the importance of music(2) introduce the passages main idea(3) identify cultural differences(4) present conflicting attitudes

16 It is difficult to identify artifacts used to makeprehistoric music because these artifacts

(1) are natural objects(2) have harsh sounds(3) are very durable(4) have religious meaning

17 The use of rhetorical questions in lines 30 and 31emphasizes that

(1) ancient instruments were often banned(2) scholars must examine more archaeological

evidence(3) instrument making requires great skill

(4) discovered artifacts may have beenmisinterpreted

18 As used in line 33, the word indisputably mostprobably means

(1) valuable (3) certain(2) popular (4) crafted

19 The use of the word resonated in line 50 suggeststhat the idea of stones creating music is now

(1) somewhat doubted (3) widely accepted(2) rarely considered (4) openly ridiculed

20 The passage strengthens the discussion ofprehistoric music through the use of

(1) quotations from musicians(2) research by archaeologists(3) claims by reporters(4) anecdotes from artists

they do make a dull click. It took an archaeologist and a skilled flint-knapper to point outthe larger possibilities. Ezra Zubrow of SUNY Buffalo and Frank Cowan of the CincinnatiMuseum of Natural History showed Cross that thin, elongated pieces of flint could producea tone like a chime. You could say that the idea resonated.

Lois Wingersonexcerpted and adapted from Rock Music

Archaeology, September/October 2008

50

8/9/2019 0814 Ex Amen

9/98



Directions: On the following pages read Passage I (an excerpt from a short story) and Passage II (a poem) aboutliberty. You may use the margins to take notes as you read. Answer the multiple-choice questions on the answersheet provided for you. Then write your response for question 26 on page 1 of your essay booklet and question27 on page 2 of your essay booklet.

Passage I

When Mrs. Willesdens parrot escaped it rocketed in a pale-green streak across the skyand settled in the chestnut tree at the foot of the garden, where it became invisible amongthe branches. Invisible, that is to say, to Maud Pemberty and Eleanor Fitch who stoodstaring up under their hands into the glare of the morning, until Maud located his head, avermilion1 blot borne up and down like a buoy,2 slowly, by the undulations3 of a lower layerof the foliage. The chestnut tree blazed all over in the sunshine with candles of waxblossom. The scent of the pollen gave Eleanor Fitch shivers; about the end of May shewould pass the tree on any pretext, sighing for something that she could not remember.Maud was in love, and chestnut flowers meant nothing to her; besides, as parlour-maid, shehad more to do in the house than Miss Fitch, who was only a companion.

Now they both stood looking up at the parrot piteously, fearfully; Maud who had left thewindow open and Eleanor who had been cleaning the cage. They advanced towards the treeunconsciously, step by lingering step, as though attracted; still with that mesmeric4 upwardstare.

The parrot took no notice of them. It wobbled along the branch, peevishly disentanglingits wing and tail feathers from the long-fingered leaves. Its tongue was in one corner of itsbeak; its head turned and its eyes rolled from side to side in a mixture of ecstasy andapprehension. Once or twice it lost its balance and tilted right forward with a muffledsquawk until it was hanging nearly upside down. It would recover itself, look reproachfullydown at its claws, and totter along further, till another clump of leaves swept down to assaultit. It wore an air of silly bravado, and looked what it was, thoroughly idiotic.

Mrs. Willesden loved the parrot and would sit beside it for hours in the afternoons. Itwas carried into the dining-room to meals, and its cage was placed beside her at the headof the table, on a butlers tray. Eleanor hated the parrot, and used to come down and cleanits cage early in the morning before breakfast, so as to get that over. Thus it was that theparrot had escaped at a quarter-past-eight, before Mrs. Willesden was awake, while yellowcotton blinds still unflickeringly sheathed her windows. Mrs. Willesden slept late to-day;one did not care, one did not dare to wake her. Eleanor and Maud stood sodden-footed outin the dew, with now and then a backward glance up at Mrs. Willesdens window, and theirhands burnt and their fingers twitched with the desire to grab the parrot by its scaly legsand its wings and thrust it shrieking back into its cage.

Well, its no good crying, Miss, said Maud. It doesnt get us out of anything, what I mean.Im not, said Eleanor quickly. Poll, pretty Polly-poll, come downsey!Come downsey! echoed Maud (Yah, get out of that, you dirty beast!) Well, he doesnt

understand, Miss. Hes just stupid.

5

10

15

20

25

30

35

1vermilion a vivid red2buoy a float, moored in water as a warning of danger or as a marker3undulations wavelike movements4mesmeric hypnotic

8/9/2019 0814 Ex Amen

10/98


Go into the house and get the cage, Maud. Stick a banana between the bars, sos hecan only get at it from the inside, and put it down on the grass with the door open. Goquickly and hush!

Maud went, and Eleanor stood staring, still mesmerically, up at the parrot while theimagined eyes of Mrs. Willesden burnt into her back. She stared up at the parrot, but Pollywas preoccupied with his feat of balance and was perpetually in profile. He was not to bemesmerised and, just as Maud emerged from the house with the cage held at arms length

and the door invitingly open, he toppled forward urgently, beat for a moment with hiswings, then flopped into the air. He did not rise very high this time, but after describing oneor two lopsided circles, as though with wings unevenly weighted, he skimmed the top of thegarden wall, glittered for a second above it in poised uncertainty, and vanished.

Elizabeth Bowenexcerpted from The Parrot

The London Mercury, July 1925

40

45

8/9/2019 0814 Ex Amen

11/98


Passage II

Freedom of the Mind

High walls and huge the BODY may confine,And iron grates obstruct the prisoners gaze,

And massive bolts may baffle his design,And vigilant keepers watch his devious ways:

Yet scorns th immortal MIND this base control!No chains can bind it, and no cell enclose:

Swifter than light, it flies from pole to pole,And, in a flash, from earth to heaven it goes!

It leaps from mount to mount from vale to valeIt wanders, plucking honeyed fruits and flowers;

It visits home, to hear the fireside tale,Or in sweet converse pass the joyous hours.

T is up before the sun, roaming afar,And, in its watches, wearies every star!

William Lloyd Garrisonfrom Sonnets and Other Poems

Oliver Johnson, 1843

5

10

8/9/2019 0814 Ex Amen

12/98


Passage I (the short story excerpt) Questions2123 refer to Passage I.

21 As used in the passage, rocketed (line 1) mostnearly means

(1) signaled (3) sped(2) scattered (4) splashed

22 Maud and Eleanor look at the parrot piteously,fearfully (line 11) indicating that they are

(1) afraid of its temperament(2) responsible for its release

(3) unaccustomed to its noises(4) surprised by its actions

23 How did Mrs. Willesden show affection for her pet?

(1) She bought it expensive treats.(2) She taught it to speak.(3) She showed it to her friends.(4) She kept it near her.

Passage II (the poem) Questions 2425 refer toPassage II.

24 References to the prisoners design (line 3) anddevious ways (line 4) imply that he

(1) thinks about escape(2) has committed a crime(3) enjoys playing games(4) has confused the guards

25 The most likely purpose of the word Yet (line 5)is to

(1) begin a quotation(2) signal a contrast(3) evoke a flashback(4) define a term

Multiple-Choice Questions

Directions (2125): Select the best suggested answer to each question and record your answer on the separateanswer sheet provided for you.

8/9/2019 0814 Ex Amen

13/98


Short-Response Questions

Directions (2627): Write your responses to question 26 on page 1 of your essay booklet and question 27 onpage 2 of your essay booklet. Be sure to answer both questions.

27 Choose a specific literary element (e.g., theme, characterization, structure, pointof view, etc.) or literary technique (e.g., symbolism, irony, figurative language,etc.) used by one of the authors. Using specific details from either Passage I (theshort story excerpt) or Passage II (the poem), in a well-developed paragraph,show how the author uses that element or technique to develop the passage.

26 Write a well-developed paragraph in which you use ideas from both Passage I

(the short story excerpt) and Passage II (the poem) to establish a controlling ideaabout liberty. Develop your controlling idea using specific examples and detailsfrom both Passage I and Passage II.

8/9/2019 0814 Ex Amen

14/98


Part 4 (Question 28)

Your Task:

Write a critical essay in which you discuss twoworks of literature you have read from the particular perspectiveof the statement that is provided for you in the Critical Lens. In your essay, provide a valid interpretation ofthe statement, agree or disagree with the statement as you have interpreted it, and support your opinion usingspecific references to appropriate literary elements from the two works. You may use scrap paper to plan your

response. Write your essay beginning on page 3 of the essay booklet.

Critical Lens:

Guidelines:

Be sure to Provide a valid interpretation of the critical lens that clearly establishes the

criteria for analysis

Indicate whether you agree or disagree with the statement as you haveinterpreted it

Choose twoworks you have read that you believe best support your opinion

Use the criteria suggested by the critical lens to analyze the works you have chosen

Avoid plot summary. Instead, use specific references to appropriate literary elements(for example: theme, characterization, setting, point of view) to develop youranalysis

Organize your ideas in a unified and coherent manner

Specify the titles and authors of the literature you choose

Follow the conventions of standard written English

ignorance is never better than knowledge. Laura Fermi

Atoms in the Family, 1954

8/9/2019 0814 Ex Amen

15/98

8/9/2019 0814 Ex Amen

16/98

COMPREHENSIVE ENGLISH

COMPREHENSIVEENGLISH

Printed on Recycled Pape

8/9/2019 0814 Ex Amen

17/98

BE SURE THAT THE LISTENING SECTION IS ADMINISTERED TO EVERY STUDENT.

1 Before the start of the examination period, say:

2 Distribute an answer sheet to each student. Then distribute one examination booklet, one essay booklet, andscrap paper to each student.

3 After each student has received an examination booklet, an essay booklet, scrap paper, and his or her answersheet, say:

4 After the students have filled in all headings on their essay booklets, say:

5 Note the time you start reading the listening passage. The three-hour examination starts now. Read both theintroduction and the passage aloud, including the attribution at the end. Read with appropriate expression,but without added comment.

A separate answer sheet has been provided for you. Follow the instructions forcompleting the student information on your answer sheet. You must also fill inthe heading on each page of your essay booklet that has a space for it, andwrite your name at the top of each sheet of scrap paper.

Do not open the examination booklet until you are instructed to do so.

You will listen to a passage and answer some multiple-choice questions. Youwill hear the passage twice.

I will read the passage aloud to you once. Listen carefully. You may take noteson page 3 of your examination booklet. Then I will tell you to open yourexamination booklet to page 4. You will be given a chance to read thequestions before the second reading. Then I will read the passage a secondtime. You may also take notes during the second reading or answer the

questions.Now I will read the passage aloud to you for the first time. Open yourexamination booklet to page 3.

DIRECTIONS FOR TEACHERSLISTENING SECTION

COMPREHENSIVE EXAMINATION IN ENGLISH

Wednesday, August 13, 2014 8:30 to 11:30 a.m., only

8/9/2019 0814 Ex Amen

18/98

[2]

Listening Passage

The following passage is from an article entitled Battling Heat Waves by Makingthe Grid Smarter by Ariel Schwartz, published on www.good.is on July 13, 2010.In this article, Schwartz discusses how future power grids will improve life.

On August 14, 2003, the Northeastern and Midwestern United States were hit by thebiggest blackout in the nations history. In total, approximately 55 million people lostpowerall because of an overloaded power line in Ohio (it was a hot day) that made contactwith some overgrown trees and shut down, creating a domino effect that ultimately shutdown 100 power plants across neighboring regions. California faced similarly widespreadblackouts in 2000 and 2001, triggered in part by an energy supply shortage.

Flash-forward to July 6, 2010. New York City turned into a veritable pressure cooker astemperatures rose to a record 103 degrees Fahrenheit. But, for the most part, the lights stayedon in spite of the heavy strain on the electrical grid created by millions of air conditionerson full blast. The reason? Utilities across the country are rapidly replacing the old, dumbpower grid, with smart grids that use two-way digital technology to keep track of power use,help customers monitor electricity costs, and integrate renewable sources into the energymix. While many utilities are still in the early stages of rolling out smart meters (electrical

meters with real-time sensors), the smart grid is already beginning to affect the way utilitieshandle events like last weeks heat wave.It wasnt easy for New York Citys utility Con Edison to prevent brownouts and blackouts

as the heat wave mounted. The utility went so far as to call individual customers, pleadingwith them to turn off nonessential appliances.

But Con Ed had a backup weapon in its fight against blackouts: an initiative that lets theutility reprogram thermostats in 20,000 homes and businesses outfitted with central air-conditioning systems. When the heat wave began, Con Ed sent radio signals to thethermostats, triggering them to cycle on and off every half hour. The initiative saved25 megawatts of energy during peak demand last weekenough to at least partially preventthe grid from collapsing.

This type of program isnt unique to Con Edison. Depending on where you live, there

are several similar programs of which you could take advantage. PG&Es [Pacific Gas &Electric Co.] voluntary (and free) Smart AC program, for example, allows the utility to sendsignals to customers air-conditioners to use less power than normal on hot days. So far,120,000 customers have signed up, giving PG&E the flexibility to cut 63 megawatts ofpower use from the grid when necessary.

As utilities roll out smart meters, demand-response programs will become even morecommon. Just last week, energy management startup EcoFactor partnered with Texasutility Oncor in a bid to shave three megawatts of power off the utilitys load during timesof peak electricity usage. EcoFactor manufactures software that turns thermostats intotwo-way programmable devices that can be controlled by an internet connection. The startupssoftware also keeps track of customer temperature preferences, adjusting thermostatsbased on past use, seasonal changes, and real-time weather conditions. EcoFactors

commercial deployment is limited to Texas for now, but rest assured that similar programswill pop up in other regions as utilities search for new ways to micro-manage the grid.

All of the smart energy solutions mentioned thus far dont require smart meters. But thelucky few who already have the new meters installed have access to an array of energy-savingsolutions. Smart meter-equipped customers of select utilities in the United States andEurope have automatic access to Googles PowerMeter software, which helps users trackenergy use over time and predict annual energy bills. And select Duke Energy customersin North Carolina and Ohio will have access later this summer to Ciscos sleek HomeEnergy Controller, a virtual command center for home energy management that allows

8/9/2019 0814 Ex Amen

19/98

[3]

users to automate energy consumption based on the time of day, participate in utilitypricing incentive programs, and monitor energy use of all networked devices in the home.As these test cases see results, smart meters should be more widely available. Keep yourears open.

adapted from Battling Heat Wavesby Making the Grid Smarter

http://www.good.is, July 13, 2010

6 After reading the passage aloud once, say:

7 After the students have had five minutes to read the questions, say:

8 Read both the introduction and the passage a second time.

9 After the second reading, say:

As you listen to the second reading, you may take notes or answer thequestions. You will be given an opportunity to complete thequestions after the second reading. Now I will read the passage aloud asecond time.

Now turn to page 4 of your test booklet, read the directions and answer themultiple-choice questions. You may look over your notes to answer thequestions.

You may take five minutes to read the questions on page 4 of your testbooklet before I read the passage aloud the second time.

8/9/2019 0814 Ex Amen

20/98

8/9/2019 0814 Ex Amen

21/98

FOR TEACHERS ONLYThe University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

ENGLISHWednesday, August 13, 20148:30 to 11:30 a.m., only

SCORING KEY AND RATING GUIDE

Mechanics of Rating

Updated information regarding the rating of this examination may be posted on theNew York State Education Departments web site during the rating period. Check this web siteat http://www.p12.nysed.gov/assessment/ and select the link Scoring Information for any recently postedinformation regarding this examination. This site should be checked before the rating process for thisexamination begins and several times throughout the Regents Examination period.

The following procedures are to be used for rating papers in the Regents Comprehensive

Examination in English. More detailed directions for the organization of the rating process andprocedures for rating the examination are included in the Information Booklet for Scoring the RegentsComprehensive Examination in English.

Scoring the Multiple-Choice Questions

For this exam all schools must use uniform scannable answer sheets provided by the regionalinformation center or large-city scanning center. The scoring key for this exam is provided below. If thestudents responses for the multiple-choice questions are being hand scored prior to beingscanned, the scorer must be careful not to make any marks on the answer sheet except torecord the scores in the designated score boxes. Marks elsewhere on the answer sheet willinterfere with the accuracy of the scanning.

Before scannable answer sheets are machine scored, several samples must be both machine andmanually scored to ensure the accuracy of the machine-scoring process. All discrepancies must beresolved before student answer sheets are machine scored. When machine scoring is completed, a sampleof the scored answer sheets must be scored manually to verify the accuracy of the machine-scoringprocess.

The University of the State of New York THE STATE EDUCATION DEPARTMENT Albany, New York 12234

E

1 . . . . . . 2 . . . . . . 9 . . . . . . 1 . . . . . . 15 . . . . . . 2 . . . . . . 21 . . . . . . 3 . . . . . .

2 . . . . . . 3 . . . . . . 10 . . . . . . 3 . . . . . . 16 . . . . . . 1 . . . . . . 22 . . . . . . 2 . . . . . .

3 . . . . . . 4 . . . . . . 11 . . . . . . 2 . . . . . . 17 . . . . . . 4 . . . . . . 23 . . . . . . 4 . . . . . .

4 . . . . . . 2 . . . . . . 12 . . . . . . 1 . . . . . . 18 . . . . . . 3 . . . . . . 24 . . . . . . 1 . . . . . .

5 . . . . . . 1 . . . . . . 13 . . . . . . 3 . . . . . . 19 . . . . . . 3 . . . . . . 25 . . . . . . 2 . . . . . .

6 . . . . . . 2 . . . . . . 14 . . . . . . 4 . . . . . . 20 . . . . . . 2 . . . . . .

7 . . . . . . 2 . . . . . .

8 . . . . . . 4 . . . . . .

Correct Answers

Part 1 Part 2 Part 3

8/9/2019 0814 Ex Amen

22/98

8/9/2019 0814 Ex Amen

23/98

Comp. Eng. Rating Guide Aug. 14 [3]

Question 26

(used for 2-credit responses that refer to two texts)

Score Point 2

presents a well-developed paragraph

demonstrates a basic understanding of the texts

establishes an appropriate controlling idea supports the controlling idea with clear and appropriate details from both texts

uses language that is appropriate

may exhibit errors in conventions that do not hinder comprehension

Score Point 1

has a controlling idea

or

implies a controlling idea

or

has an unclear controlling idea

AND

supports the controlling idea with partial and/or overly general information from the texts

uses language that may be imprecise or inappropriate

exhibits errors in conventions that may hinder comprehension

Score Point 0

is off topic, incoherent, a copy of the task/texts, or blank

demonstrates no understanding of the task/texts

is a personal response

8/9/2019 0814 Ex Amen

24/98


Anchor Paper Question 26 Level 2 A

Anchor Level 2A

The response presents a well-developed paragraph, demonstrating a basic understanding of the texts. An appropriate controlling idea

(each supports the idea that liberty is a precious thing, no matter what form it comes in) is supported with clear and appropriate details

from both texts (Passage I shows this in the parrots pleasure of being out of its confining cage, the ecstacy and apprehension of

being free of itandHow this person is able to in sweet converse pass the joyous hours demonstrates that the mind is free even if the

body is not, and shows the value of that). Language use is appropriate, and an error in conventions (is free even if) does not hinder

comprehension.

8/9/2019 0814 Ex Amen

25/98

Anchor Paper Question 26 Level 2 B


Anchor Level 2B


(no matter who or what it is that desires freedom, they always will take their chance to gain liberty ) is supported with clear and

appropriate details from both texts (even though she loved it it still took the first chance it could to fly out of its cage and hide itself

deep within the branches of the treeand they cannot control his mind The prisoner thinks of home, of picking flowers and

going between the heavens and Earth). Language use is appropriate, and errors in conventions (freedom, its a right; passage 1; its

cage; witheld) do not hinder comprehension.

8/9/2019 0814 Ex Amen

26/98



Anchor Level 1A

The response has a controlling idea (Liberty is a state of being free, free from being caged), supported with partial information from

the texts (Poll from Passage one free one it self from cageand The mind will keep on dreaming and will fly the sky in its mind).

Language use is imprecise (leaping out and advance to wide and unknown world), and errors in conventions (antigonist, fathers

whom, in its mind, charish) may hinder comprehension.

8/9/2019 0814 Ex Amen

27/98



Anchor Level 1B

The response implies a controlling idea (There really isnt anything that can control rights and liberty from someone), supported with

partial and overly general information from the texts (The parrot uses his liberty when getting away from the houseand the prisoner

loses his liberty while in jail). Language use is sometimes imprecise (uses his liberty), and errors in conventions (how even the

parrot he andpassage II) may hinder comprehension.

8/9/2019 0814 Ex Amen

28/98


Anchor Paper Question 26 Level 0

Anchor Level 0

The response is a personal response. There is no reference to either text.

8/9/2019 0814 Ex Amen

29/98


Question 26 Practice Paper A

8/9/2019 0814 Ex Amen

30/98


Question 26 Practice Paper B

8/9/2019 0814 Ex Amen

31/98


Question 26 Practice Paper C

8/9/2019 0814 Ex Amen

32/98


Question 26 Practice Paper D

8/9/2019 0814 Ex Amen

33/98


Question 26 Practice Paper E

8/9/2019 0814 Ex Amen

34/98


QUESTION 26

PRACTICE SET ANNOTATIONS

Practice Paper A Score Level 2


(Liberty is an essential and untangible thing that we cannot simply live without) is supported with clear and appropriate details from

both texts (the parrot has been cooped up for so long in the house, that when presented with the chance, he takes off like a rocketand

the prisoner has zero to no chance of escaping No chains can bind it, and no cell enclose Shows us how the Prisoner can stillobtain liberty through his mind). Language use is appropriate, and errors in conventions (Eventually said and house, that when) do not

hinder comprehension.

Practice Paper E Score Level 2


(Freedom is important to the caged human and animal alike) is supported with clear and appropriate details from both texts (In the end

of the passage, the bird takes his liberty and flys away with it triumphitly, if uncertainly and While his body is confined in the prison,

his mind is free to wander anywhere, and he dreams of the things he would do if freed). Language use is appropriate, and errors in

conventions (passage 1, the Parrot, excaped) do not hinder comprehension.

Practice Paper B Score Level 1

The response implies a controlling idea (When sone people hear liberly they think freedom), supported with partial and overly general

information from the texts (a bird escapes its home and sit in a tree and he wants freedom and will do whatever it takes). Language use

is imprecise (It speaks and says), and errors in conventions (sone, a bird sit, accidenlly, Everyone your) may hinder

comprehension.

Practice Paper C Score Level 0

The response is copied from the text, demonstrating no understanding of the task or text.

Practice Paper D Score Level 1

The response has a controlling idea (Liberty is a priviledge, not a right), supported with partial and overly general information from the

texts (he lost the opportunity to be free when he committed whatever crime to end up in prison and Mrs. Willesdens parrot from

passage 1 was stricken his/her liberty when being stuck in that cage). Language use is imprecise (committed whatever crimeand to for

too), and errors in conventions (priviledge, passage 2, one of humans greatest accomplishment) may hinder comprehension.

8/9/2019 0814 Ex Amen

35/98


Question 27

(used for 2-credit responses that refer only to one text)

Score Point 2

presents a well-developed paragraph

provides an appropriate explanation of the literary element or technique chosen

supports the explanation with clear and appropriate evidence from the text

uses language that is appropriate

may exhibit errors in conventions that do not hinder comprehension

Score Point 1

provides an explanation of the literary element or technique

or

implies an explanation of the literary element or technique

or

has an unclear explanation of the literary element or technique

AND supports the explanation with partial and/or overly general information from the text

uses language that may be imprecise or inappropriate

exhibits errors in conventions that may hinder comprehension

Score Point 0

is off topic, incoherent, a copy of the task/text, or blank

demonstrates no understanding of the task/text

is a personal response

Note: Since the question specifies choosing one of the authors, if the student responds using bothpassages, score the portion of the response that would give the student the higher score.

8/9/2019 0814 Ex Amen

36/98

8/9/2019 0814 Ex Amen

37/98



Anchor Level 2B

The response presents a well-developed paragraph that provides an appropriate explanation of characterization in Passage I (Each

character has their own personality), supported with clear and appropriate evidence from the text (In this statement, the bird is almost

described as quirky and This statement was said by Maud. This shows that her character is more practical). Language use is

appropriate, and errors in conventions (passage oneandEach their) do not hinder comprehension.

8/9/2019 0814 Ex Amen

38/98



Anchor Level 1A

The response implies an explanation of point of view in Passage II (the prisoner explains the way he sees things), supported with

partial and overly general information from the text (he talks as if he is the one in that position and The poet wants to be free).

Language use is imprecise (using a point of viewand writes as such), and errors in conventions (sees; to be free, escape; to be free,

have Freedom) may hinder comprehension.

8/9/2019 0814 Ex Amen

39/98



Anchor Level 1B

The response provides an explanation of plot in Passage I (Plot is when the author tells what happens first, second, third and so on),

supported with partial and overly general information from the text (the author was tell us what happened from the start to right where

to bird try to fly away but later succeed at it). Language use is imprecise (was tell us what, right where to bird, it also outline ), and

errors in conventions (to bird) may hinder comprehension.

8/9/2019 0814 Ex Amen

40/98


Anchor Paper Question 27 Level 0

Anchor Level 0

The response is incoherent, demonstrating no understanding of the task or text.

8/9/2019 0814 Ex Amen

41/98



8/9/2019 0814 Ex Amen

42/98


Question 27 Practice Paper B

8/9/2019 0814 Ex Amen

43/98



8/9/2019 0814 Ex Amen

44/98



8/9/2019 0814 Ex Amen

45/98



8/9/2019 0814 Ex Amen

46/98


QUESTION 27

PRACTICE SET ANNOTATIONS

Practice Paper B Score Level 1

The response implies an explanation of characterization in Passage I (characterization is used in this paragragh when the author

describes the parrot and discribing the parrots actions), supported with partial information from the text (Such as When the parrot Seem

to be moving Side to Side on the tree and the parrot is being described to be peevishly disentangling its wing and tail feather).

Language use is imprecise (It seen and characterization played a part of telling of the parrots movement), and errors in conventions

(paragragh, the author describes and discribing, the parrot Seem to be) may hinder comprehension.

Practice Paper E Score Level 1

The response implies an explanation of irony in Passage II (It talks about how the prisoner being enclosed but how his spirit cannot be

contained), supported with partial and overly general information from the text (the prisoner being enclosed and the prison gaurds try to

contain him). Language use is imprecise (from his evil ways but immoraly captivate him), and errors in conventions (enclosed but,

gaurds, ways but, immoraly) may hinder comprehension.

Practice Paper A Score Level 2

The response presents a well-developed paragraph that provides an appropriate explanation of alliteration in Passage II (The repeating

sounds emphasize key words and phrases in the text), supported with clear and appropriate evidence from the text (the author says

High walls and huge to emphasize the hopelessness of the prisoners situation and The author also repeats words to show how

much the inmates mind is wandering). Language use is appropriate, and errors in conventions (says Highand prisoners situation) donot hinder comprehension.

Practice Paper D Score Level 0

The response is off topic, demonstrating no understanding of the task or text.

Practice Paper C Score Level 2

The response presents a well-developed paragraph that provides an appropriate explanation of third person point of view in Passage I

(This is why a third person view is most successful, as one is able to see the story from multiple angles and perspectives ), supported with

clear and appropriate evidence from the text (If the point of view had been from the bird, the reader would clearly see the desire for

freedom however, the passage would lack reaction from the girlsand They also can not be the point of view, as the sense of liberty

would be lost entirely). Language use is appropriate, and the one error in conventions (success. however) does not hinder

comprehension.

8/9/2019 0814 Ex Amen

47/98

8/9/2019 0814 Ex Amen

48/98



8/9/2019 0814 Ex Amen

49/98



8/9/2019 0814 Ex Amen

50/98



8/9/2019 0814 Ex Amen

51/98

Anchor Level 6 A

Quality Commentary

The response:Meaning Provides an interpretation of the critical lens that is faithful to the complexity of the statement and

clearly establishes the criteria for analysis (learning the truth about the world and its inhabitants is

superior to remaining ignorant and sheltered from the real world). The response uses the criteria to

make insightful analysis of The Adventures of Huckleberry Finn (we may understand the true and

real superiority of knowledge over ignorance, as knowledge is what sets people free from prejudice

as it did for Huck) and Candide (Candide discovers happiness because of the knowledge he

gained in his tumultuous journey).Development Develops ideas clearly and fully, making effective use of a wide range of relevant and specific

evidence in both The Adventures of Huckleberry Finn(Throughout Jim and Hucks journey on the

Mississippi River, Hucks eyes are pried open to the racist South and its pretensions) and Candide

(Adversities, such as the Lisbon Earthquake and the Inquisition, finally give him knowledge of the

world in its natural and quintessential form) to support the value of truth. The response uses the

appropriate literary elements of setting (the South 19th Century world) in Huckleberry Finn and

of characterization and internal conflict in both texts (he decided to do anything for his friend and

accept any fate that befell him and Candide endures hardship after hardship, each one leading to his

loss of faith in his optimistic philosophy).Organization Maintains the focus established by the critical lens on the superiority of knowledge to ignorance, as

knowledge begets happiness and discovery of the true world. The response exhibits a logical and

coherent structure, first interpreting and agreeing with the lens, then presenting information

demonstrating how both Huck and Candide were changed for the better after experiencing the

adverse realities of the world, and concluding with a paragraph that reinforces agreement with thelens. Coherence is strengthened through the skillful use of transitions (At one point, Upon realizing

the dangers, Had Candide remained).

Language Use Is stylistically sophisticated, using language that is precise and engaging (He even resigns himself to

eternal damnation), with a notable sense of voice and awareness of audience and purpose (Huck was

purged not only of his innocence, but likewise of the values society began to embed in him). The

response varies structure and length of sentences to enhance meaning (Huck is but a boy, ignorant of

the world and free of the racist prejudices that plague both Southern and Northern society).

Conventions Demonstrates control of the conventions with essentially no errors, even with sophisticated language.

Conclusion:Overall, the response best fits the criteria for Level 6 in all qualities.


8/9/2019 0814 Ex Amen

52/98



8/9/2019 0814 Ex Amen

53/98



8/9/2019 0814 Ex Amen

54/98


8/9/2019 0814 Ex Amen

55/98



8/9/2019 0814 Ex Amen

56/98



8/9/2019 0814 Ex Amen

57/98



8/9/2019 0814 Ex Amen

58/98


8/9/2019 0814 Ex Amen

59/98



8/9/2019 0814 Ex Amen

60/98



8/9/2019 0814 Ex Amen

61/98

Anchor Level 5 B

Quality Commentary

The response:Meaning Provides a thoughtful interpretation of the critical lens that clearly establishes the criteria for analysis

(When individuals lack essential knowledge in this world, they cannot live to their fullest potential).

The response uses the criteria to make a clear and reasoned analysis of The Color Purple

(Eventually, after obtaining proper beliefs about her own existence, Celie is able to live to her

fullest potential) and The Scarlet Letter (This new knowledge helped them overcome their prejudice).

Development Develops ideas clearly and consistently, with reference to relevant and specific evidence in both The

Color Purple (However, these mentors break through Celies ignorance and Celie is able tochange and move to Memphis and opens up a sewing shop ) and The Scarlet Letter (Eventually,

Hester starts to gain respect from the townspeople for her charity and character). The response

incorporates the literary elements of setting (a stereotypical southern setting in the fist half of the

1900s and this Puritan time period) and character (She never questioned and she practices

humility) into the discussion of both texts.

Organization Maintains the focus established by the critical lens onwhy ignorance is never better than knowledge.

The response exhibits a logical sequence of ideas, moving from an interpretation of the critical lens

to explanations of how both Celie and Hester Prynne worked to overcome ignorance to achieve their

goals, and concluding with a summation. Appropriate transitions are used (However, In response to

her conviction, This new knowledge).

Language Use Uses language that is fluent and original ( limited by the scrutiny of her ignorant community), with

evident awareness of audience and purpose (we see an example of a character). The response varies

structure and length of sentences to control rhythm and pacing (Although her sister Nettie had the

opportunity to escape, Celie has been trapped).Conventions Demonstrates control of the conventions, exhibiting occasional errors in spelling (aggresive and

enviroment) and punctuation (Sophie another and self respect but) only when using sophisticated

language.

Conclusion: Overall, the response best fits the criteria for Level 5 in all qualities.


8/9/2019 0814 Ex Amen

62/98


Anchor Paper Question 28 Level 5 C

8/9/2019 0814 Ex Amen

63/98



8/9/2019 0814 Ex Amen

64/98


Anchor Level 5 C

Quality Commentary


(this quote means that even though it is easier to ignore the truth, having a full understanding is

often critical). The response uses the criteria to make a clear and reasoned analysis of Fitzgeralds

The Great Gatsby (His ignorance throughout the novel led to a strain on his marriage and later to

tragedy) and Othello(This lack of knowledge led to the downfall of the protagonist and his wife ).

Development Develops some ideas more fully than others. The response uses specific and relevant evidence from

Othello (Desdemonas ignorance of Iagos jealousy led to her acceptance of this plan) andincludes references to theme in the discussion (trusting someone without attempting to find the real

facts can be tragic). The discussion of The Great Gatsby is less accurately developed (He was

unaware of the affair between Daisy and Gatsby causing Tom to become overconfident about

Daisys fidelity) and the characterization of Tom Buchanan is mainly inferred.

Organization Maintains the focus established by the critical lens (it is always safer to have a full understanding of

the world around you). The response exhibits a logical sequence of ideas, first interpreting the lens,

then presenting information from each work to show the consequences of ignoring the truth, and

ending with a conclusion that refocuses on the interpretation of the lens (disasters could have easily

been prevented if the characters were more knowledgeable). The response uses appropriate

transitions (Another example, Instead, Therefore).

Language Use Uses language that is fluent and original (provide evidence that this assertion is validandstarted to

doubt his doting wife), with evident awareness of audience and purpose. The response varies

structure and length of sentences to control rhythm and pacing ( Clearly, ignorance can sometimes be

dangerous).Conventions Demonstrates control of the conventions, exhibiting occasional errors in spelling (verasity, disern,

distraugt) only when using sophisticated language.

Conclusion: Overall, the response best fits the criteria for Level 5, although it is somewhat weaker in

development.

8/9/2019 0814 Ex Amen

65/98



8/9/2019 0814 Ex Amen

66/98



8/9/2019 0814 Ex Amen

67/98


Anchor Level 4 A

Quality Commentary


(it is better to know and accept the complete truth of a situation rather than acting on ignorant

understandings alone because the characters who act on ignorance end up getting hurt). The

response uses the criteria to make clear and reasoned connections between the interpretation and Of

Mice and Men(If Curly had bothered to learn this information he wouldve spent more time with his

wife)andDeath of a Salesman (This endless ignorance andinability to accept the truth prove to be

Willys downfall).


Of Mice and Men to discuss Curlys characterization (stubborn and short tempered, Curlys

ignorance of his wifes loneliness, Curly acts enraged). The discussion of Willys character inDeath

of a Salesmanis more general (Willys ignorance toward his unmatchable skills as a craftsman lead

him to become a failure of a salesman).

Organization Maintains a clear and appropriate focus on the idea that one should always know and understand the

whole truth before acting recklessly. The response exhibits a logical sequence of ideas, first

interpreting the lens, then presenting information from each work to prove the validity of the

interpretation, and ending with a brief summary conclusion. The response lacks internal consistency

by switching discussion from WillytoBiffnear the end of paragraph 3.

Language Use Uses appropriate language, with some awareness of audience and purpose (Laura Fermis quote is

proved true). The response occasionally makes effective use of sentence structure or length ( Curlys

ignorance of his wifes loneliness leads him to believe that what he has done is perfectly acceptable).

Conventions Demonstrates partial control, exhibiting occasional errors in spelling (self centered and desparate),punctuation (a woman, who him, to marry; although Curly is upset he; considered, moving), and

grammar (behavior cause and Willy kills himself rather than tries) that do not hinder

comprehension.Conclusion: Overall, the response best fits the criteria for Level 4, although it is somewhat stronger in

meaning.

8/9/2019 0814 Ex Amen

68/98



8/9/2019 0814 Ex Amen

69/98



8/9/2019 0814 Ex Amen

70/98


Anchor Level 4 B

Quality Commentary

The response:Meaning Provides a reasonable interpretation of the critical lens that establishes the criteria for analysis ( it is

important for people to know information about things rather than to be unaware of them as

people who are ignorant fail at many things they attempt to accomplish). The response makes

implicit connections between the criteria and A Separate Peace (Phineas falls as a victim of

ignorance) andFahrenheit 451 (Guy Montags world has fallen to ignorance through the censorship

of books.)


A Separate Peace to discuss Phineass characterization as a weak individual who is heavily

influenced by his lack of knowledge and his acceptance of ignorance (the war; his best friend, Gene;

his leg injury; his untimely death). The discussion of Fahrenheit 451 is more general and relies

primarily on plot summary. While appropriate literary elements of theme and symbol are mentioned,

discussion is restricted to a single unintegrated statement at the end of each separate argument.

Organization Maintains a clear and appropriate focus (Knowledge has and always will triumph over ignorance).

The response exhibits a logical sequence of ideas, beginning with an interpretation of the lens,

moving to textual support, and ending with a summary conclusion. The response lacks internal

consistency in the discussion of Fahrenheit 451 by shifting focus from Guy Montag, to his wife

Mildred, and then back to Montag.

Language Use Uses appropriate language, with some awareness of audience and purpose ( ignorance is never

better than knowledge, is a quote that applies to many works of literature ). The response

occasionally makes effective use of sentence structure or length (Eventually, Phineass ignorance

leads to his untimely death).Conventions Demonstrates partial control, exhibiting occasional errors in punctuation (true as; ignorance as;

knowledge, is) and grammar (knowledge beat; individual, which; refusal lead) that do not hinder

comprehension.


8/9/2019 0814 Ex Amen

71/98



8/9/2019 0814 Ex Amen

72/98



8/9/2019 0814 Ex Amen

73/98



8/9/2019 0814 Ex Amen

74/98



8/9/2019 0814 Ex Amen

75/98



8/9/2019 0814 Ex Amen

76/98



Anchor Level 3 B

Quality Commentary

The response:Meaning Provides a simple interpretation of the critical lens that suggests some criteria for analysis ( when one

doesnt know or understand a situation, they will not come out as well as some others could who

have knowledge about it). The response makes superficial connections between the criteria and TheGreat Gatsby(If he took into account others lives around him he may have been able to win Daisy

over) and The Things They Carried (If you are not this, they your life is highly at risk).

Development Develops ideas briefly, using some evidence from The Great Gatsby(He is ignorant to what is going

on around him)and The Things They Carried (life in war is so difficult and you must be aware of

what is going on) to support the idea that characters must know about the factors involved. The

response relies on abbreviated plot summaries.Organization Establishes, but fails to maintain, an appropriate focus on the idea that when someone in a situation

is ignorant and doesnt know or understand the situation they will not come out of it beneficial. The

response exhibits a rudimentary structure, presenting an introduction, two body paragraphs, and a

brief conclusion.

Language Use Relies on basic vocabulary (He thinks that she will just fall back into his arms) that is sometimes

imprecise (than it is better), with little awareness of audience or purpose. The response exhibits

some attempt to vary sentence structure for effect, but with uneven success (However if they are not

than they have a step up in the situation).

Conventions Demonstrates emerging control, exhibiting occasional errors in punctuation (doesnt, others lives,

situation they), grammar (one they, he took he may have been, you them), and usage

(ignorant toand come out of it beneficial) that hinder comprehension.


8/9/2019 0814 Ex Amen

77/98



8/9/2019 0814 Ex Amen

78/98


Anchor Level 3 C

Quality Commentary

The response:Meaning Provides a simple interpretation of the critical lens that suggests some criteria for analysis (Never

ignore what you already know). The response makes superficial connections between the criteria and

To Kill a Mockingbird(That shows that Atticus should not ignore what he already knows) andEthan

Frome (Zeba should have said something at the beganing when she knew for sure).

Development Is incomplete, hinting at ideas, but references to the texts are vague (They are all racistand The girls

dad did it) and unjustified (Atticus kids help him to beat the town). The response does not address

literary elements.Organization Establishes, but fails to maintain, an appropriate focus. The response exhibits a rudimentary

structure, consisting of an introduction and two body paragraphs, but lacks a formal conclusion.

Language Use Relies on basic vocabulary (But they only got hurt) that is sometimes imprecise (someone was wrong

of what happened), with little awareness of audience or purpose. The response exhibits some attempt

to vary sentence structure for effect, but with uneven success (But they only got hurt but did not die).

Conventions Demonstrates emerging control, exhibiting errors in spelling (town people, them selfs, beganing),

punctuation (Atticus kids, girls dad, got hurt but), and usage (right by how andwas wrong of) that

hinder comprehension.

Conclusion: Overall, the response best fits the criteria for Level 3, although it is somewhat weaker in

development.

8/9/2019 0814 Ex Amen

79/98



8/9/2019 0814 Ex Amen

80/98



8/9/2019 0814 Ex Amen

81/98


Anchor Level 2 A

Quality Commentary

The response:Meaning Provides a confused interpretation of the critical lens (I disagree with this quote because you could

be easily overcome by your own knowledge Ignorance can be over come iF you just Follow your

knowledge and heart). The response alludes to the critical lens but does not use it to analyze Death

of a Salesman orA View from the Bridge.

Development Develops ideas briefly, relying primarily on plot summary statements from Death of a Salesman to

describe Willys character (willy ignored the Fact that he wasnt a good salesman, He tries to make

his Family proud, willy is trying to kill himself). The discussion ofA View From the Bridgeis moregeneral and vague (Eddie ignored the fact that it wasnt a good relationship cause He taught that

Rudolpho was only trying to get his Right).

Organization Establishes a focus on the critical lens by disagreeing with it ( They reason why you ignored

something cause you know that its going to AFFect you), but fails to maintain an appropriate focus in

both discussions by only briefly mentioning what characters ignored, with no discussion of

motivation. The response exhibits a rudimentary structure, but includes irrelevancies (At the end oF

the play, he tried to get katherine to see other peopleandHe tried to live the liFe his brother did).

Language Use Uses language that is imprecise (Your for Youre, causefor because, taught for thought, get

his Right, the for there, he mind). The response reveals little awareness of how to use sentences to

achieve an effect (He knew what Rudolpho wants but the was no stopping for katherine to get marry

to Rudolpho).

Conventions Demonstrates a lack of control, exhibiting frequent errors in spelling (over come, litary, every thing,

martage), punctuation (wants but, deported He, its going to), capitalization (A View From the bridge,

willy, it. people), grammar (Two work, one connect, get marry), and usage (knowledge towardsthat person) that make comprehension difficult.

Conclusion: Overall, the response best fits the criteria for Level 2, although it is somewhat stronger in

development and organization.

8/9/2019 0814 Ex Amen

82/98



8/9/2019 0814 Ex Amen

83/98


Anchor Level 2 B

Quality Commentary

The response:Meaning Provides a simple interpretation of the critical lens (knowledge is better or more helpful than

ignorance). The response alludes to A Simple Plan (in this case knowledge beat ignorance) and to

Rita Hayworth and the Shawshank Redemption (thinking smart Andy kept his self busy).

Development Is incomplete and largely undeveloped, hinting at ideas, but references to A Simple Plan are vague

(three men found a bag full of money that no one knew nothing about and being careful and

thinking smart) and references to Rita Hayward and the Shawshank are unjustified (In the year of

1916and could have got away with taking all the wadens dity money).Organization Suggests a focus on the critical lens and suggests organization through the use of some connecting

language (In the Simple Plan and I agree with Laura Fermi). The response consists mainly of

loosely related ideas.

Language Use Uses language that is imprecise (a statement given by Laura Fermi, no one knew nothing about,

killing his wife and also lover, the waden who didnt take ignorance ). The response reveals little

awareness of how to use sentences to achieve an effect (Hiding the money and leaving town being

careful and thinking Smart).

Conventions Demonstrates a lack of control, exhibiting frequent errors in spelling (novals, Shawsunk, Jaboub,

dity), punctuation (statement, in; rotting he; Knowledge ignorance), grammar (Andy he could have

got away), and a lack of paragraphing that make comprehension difficult.

Conclusion:Overall, the response best fits the criteria for Level 2, although it is somewhat stronger in

meaning.

8/9/2019 0814 Ex Amen

84/98



8/9/2019 0814 Ex Amen

85/98


Anchor Level 2 C

Quality Commentary

The response:Meaning Provides an incomplete interpretation of the critical lens (doing things your own way with out

knowing stuff is stupid). The response alludes to the critical lens but does not use it to analyze To Kill

a Mockingbird orRomeo and Juliet.

Development Is incomplete and largely undeveloped, but reference to both texts are vague and irrelevant. The

response hints at the idea of conflict, but doesnt develop it for either text.

Organization Suggests a focus on the lens by restating it. The response suggests an organization through

paragraphing, but information within paragraphs consists of a series of unrelated plot statements.

Language Use Uses language that is imprecise (In the quote means, stuff is stupid goes with, This quote supports

the story, In to Kill a Mockingbird it supports, ignorance never better than knowledge goes with this

STORY). The response reveals little awareness of how to use sentences to achieve an effect.

Conventions Demonstrates a lack of control, exhibiting frequent errors in spelling (Luara Ferni, Shakespear,

familyes, tword, eachother), punctuation (In the quote Ignorance, Bobs daughter, guilty but he

wasnt), capitalization (AND BOB EULL and STORY), and grammar (doing things goes) that

make comprehension difficult.


8/9/2019 0814 Ex Amen

86/98



Anchor Level 1 A

Quality Commentary

The response:Meaning Provides a confused interpretation of the critical lens by stating that if A person choose a wrong Path

He/She woulds never use what He/She knows to Succeed. The response does not use the critical lens

to analyze any texts.

Development Is incomplete and largely undeveloped. The response hints at an idea about judging others (weshould never compare ou rselves to another), but makes no reference to any texts.

Organization Suggests a focus on the critical lens (we should never judge) but lacks organization.

Language Use Uses language that is imprecise and unsuitable for the audience ( if a person choose woulds never

use and noone is better than another). The response reveals little awareness of how to use sentences

to achieve an effect (And never know The skills another person have).

Conventions Demonstrates a lack of control, exhibiting frequent errors in punctuation (Because, we andstatement,

Because), capitalization (if A person, Path, He/She), and grammar (person choose, He/She woulds,

person have) that make comprehension difficult.

Conclusion: Although the response fits the criteria for Level 2, it remains at Level 1 because the

response makes no reference to either text.

8/9/2019 0814 Ex Amen

87/98



8/9/2019 0814 Ex Amen

88/98

8/9/2019 0814 Ex Amen

89/98



8/9/2019 0814 Ex Amen

90/98

8/9/2019 0814 Ex Amen

91/98



8/9/2019 0814 Ex Amen

92/98



8/9/2019 0814 Ex Amen

93/98



8/9/2019 0814 Ex Amen

94/98



8/9/2019 0814 Ex Amen

95/98



8/9/2019 0814 Ex Amen

96/98


Regents Comprehensive Examination in English

August 2014

Map to Core Curriculum

The table below shows which core performance indicator or standard and key idea each item is aligned to.

The numbers in the table represent the question numbers of the examination.

Core Performance

IndicatorsStandard 1 Standard 2 Standard 3

Listening 2 1 4, 6, 8 3, 5, 7

Reading 10, 19, 21, 25 14, 16, 18 12, 17 9, 11, 13, 15, 20,

22, 23, 24

Writing 26, 27, 28 26, 27, 28 26, 27, 28 26, 28

8/9/2019 0814 Ex Amen

97/98


The Chart for Determining the Final Examination Score for the August 2014 RegentsComprehensive Examination in English will be posted on the Departments web siteat http://www.p12.nysed.gov/assessment/ on Wednesday, August 13, 2014. Conversioncharts provided for previous administrations of the Regents ComprehensiveExamination in English must NOT be used to determine students final scores for thisadministration.

Online Submission of Teacher Evaluations of the Test to the Department

Suggestions and feedback from teachers provide an important contribution to the test developmentprocess. The Department provides an online evaluation form for State assessments. It contains spaces forteachers to respond to several specific questions and to make suggestions. Instructions for completing theevaluation form are as follows:

1. Go to http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm.

2. Select the test title.

3. Complete the required demographic fields.

4. Complete each evaluation question and provide comments in the space provided.

5. Click the SUBMIT button at the bottom of the page to submit the completed form.

8/9/2019 0814 Ex Amen

98/98

0 1 2 3 4 5 6 7 8 9 10

0 0 5 9 15 20 25 31 36 42 47 53

1 1 6 11 16 22 27 33 38 44 49 55

2 3 8 13 18 23 29 34 40 46 51 57

3 5 9 15 20 25 31 36 42 47 53 58

4 6 11 16 22 27 33 38 44 49 55 60

5 8 13 18 23 29 34 40 46 51 57 62

6 9 15 20 25 31 36 42 47 53 58 65

7 11 16 22 27 33 38 44 49 55 60 66

8 13 18 23 29 34 40 46 51 57 62 67

9 15 20 25 31 36 42 47 53 58 65 69

10 16 22 27 33 38 44 49 55 60 66 71

11 18 23 29 34 40 46 51 57 62 67 73

12 20 25 31 36 42 47 53 58 65 69 75

13 22 27 33 38 44 49 55 60 66 71 77

14 23 29 34 40 46 51 57 62 67 73 79

15 25 31 36 42 47 53 58 65 69 75 80

16 27 33 38 44 49 55 60 66 71 77 82

17 29 34 40 46 51 57 62 67 73 79 85

18 31 36 42 47 53 58 65 69 75 80 86

19 33 38 44 49 55 60 66 71 77 82 88

20 34 40 46 51 57 62 67 73 79 85 90

21 36 42 47 53 58 65 69 75 80 86 9222 38 44 49 55 60 66 71 77 82 88 94

23 40 46 51 57 62 67 73 79 85 90 96

24 42 47 53 58 65 69 75 80 86 92 98

25 44 49 55 60 66 71 77 82 88 94 100

Regents Comprehensive Examination in English August 2014

The State Education Department / The University of the State of New York

TotalMultiple-Choice

Score

Total Score for Questions 26, 27, and 28

(Use for August 2014 examination only.)

Chart for Determining the Final Examination Score

To determine the students final examination score, locate the students total score for Questions

26 27 and 28* across the top of the chart and the students total multiple-choice score down the

0814 ex amen

Documents