New York State Comprehensive English

Regents Exam

Strategies for Success

Additional Resources

• www.regentsreviewlive.net

The *NEW* English Regents

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

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

How will my exam be scored?

• Listening for Comprehension– 8 multiple-choice questions

• Reading for Comprehension– 12 multiple-choice questions,

6 for each passage

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

How will my exam be scored?• Conversion Chart

How will my writing be scored?

• Short-Response Questions– 4 total points, 2 for each question– 0 Points → incoherent, unfocused,

or personal in nature

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

• 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

Read the Directions!

Read the Directions!• Remember – your response doesn’t have

to have sophisticated language or be error free to earn full credit ! Just remember to include all of the “ingredients” we discussed in class!

Critical Lens Essay Score

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

Read the Directions!• Be sure to:

– Interpret the quotation– Agree or disagree with the quotation as

you’ve interpreted it– Choose two literary works to defend your

interpretation of the critical lens– Make reference to literary elements that

support your analysis of the quotation and literary works that you’ve selected

Meaning

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

• Did you…. – prove you understand the question and

literary works you’ve selected?– provide a reasonable explanation of the

Critical Lens quotation?– analyze the literary works effectively as

they apply to your interpretation of the quotation?

Meaning

Development

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

• 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!!!

Development

Organization• Organization is the extent to which the

response exhibits direction, shape, and coherence.

• 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?

Organization

Transition Words & Phrases

• Transitions to show timebefore, after, first, second, eventually, finally, since, suddenly, to begin with

• Transitions of agreementlikewise, furthermore, additionally, similarly, moreover, in addition, by the same token

• Transitions to contrastbut, on the other hand, on the contrary, although, however, nevertheless, conversely

• Transitions to emphasize a pointagain, indeed, for this reason, in fact, notably, especially, significantly

• Transitions to add informationadditionally, also, for example, for instance, such as

Transition Words & Phrases

• Transitions to clarifyin other words, that is to say, to clarify, put another way

• Transitions to conclude/summarizeAs a result, finally, in conclusion, consequentially, therefore, accordingly, in essence

Transition Words & Phrases

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.

• 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?

Language Use

Conventions• Evaluation of conventions is the extent

to which the response exhibits conventional spelling, punctuation, paragraphing, capitalization, grammar, and usage.

• Did you….

PROOFREAD?????

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.

The Directions:• You will hear the listening passage a

second time.• You may take notes during the second

reading or answer the questions.

Task 1: Listening for Understanding

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

Listening Strategies• Make a T-chart in the “notes” section of your test booklet.• Jot down notes as the proctor reads the passage.• Listen for names, dates, places, events, and the main topic of

the passage. • For the second reading, you may take more notes OR answer

the 8 multiple choice questions as the Proctor reads.• Your level of comfort with the passage will be your deciding

factor at the time.

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

• 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?

Active Listening

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

Strategies for Note Taking

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

• Use shortcuts – b4, bc, w/, w/o, &, info, ex, @, →, ?• Consider the “five Ws” – who, what, where, when, why…and

also how• do NOT NOT NOT use these shortcuts in your written

responses!

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.

Dissecting the MC Questions

• Inference• Listening Comprehension• Tone• Point of View

Inference Questions

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

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

Inference Questions

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).

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.

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

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.

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?

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!

What is the TONE?The speaker’s tone in the account can be described as(1) harsh (3) sarcastic (2) respectful (4) objective

Prefixes with Positive Connotation:pro, syn, sym, ben

Prefixes with Negative Connotation:

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

• 12 multiple-choice questions– 6 questions on an informational, non-fiction

passage– 6 questions on a literary passage (fiction)

Task 2: Reading for Understanding

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

Part 2: The Informational Passage

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

Vocabulary in Context

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

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

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

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

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

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

Structure Questions

Part 2: The Literary Passage• Inference• Vocabulary in Context• Structure• Literary Terms

Special Cases:Author’s Purpose Punctuation – dashes (emphasis), question marks (reflection), exclamation points (strong emotions)

Part 2: The Literary Passage

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…”

Important Literary Terms

• Characterization• Protagonist• Antagonist

• Setting• Flashback• Foreshadowing

• Allusion• Historical• Literary• Biblical• Mythological

• Dialogue• Irony

• Situational• Verbal• Dramatic

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

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

Part 3: Reading for Critical Response

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

Part 3: Reading for Critical Response

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!

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)

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)

How do I construct a well-developed paragraph?

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.”

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.”

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.”

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)

A well-developed paragraph for Question #27 will include the following:• Analysis of HOW the author’s use of that

literary element or technique help the author to develop the passage, and specifically, the controlling idea (2-3 sentences)

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

How do I construct another well-developed paragraph?

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”.

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!

WARNING!!!

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.”

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.”

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

Part 4: Writing for Critical Analysis

Before your exam: • It’s generally not a good idea to choose a book

that you read on your own, as you will likely find yourself writing about plot as opposed to conducting literary analysis

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

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

The Critical Lens Essay

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

you’ve interpreted it• Select two literary works that you will use

to defend your analysis• Include specific evidence and literary elements

or techniques from the selected works to validate your interpretation

Analyzing the Quote

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

—Helen KellerOptimism, 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.

Framing an IntroductionIntroduce the Topic

Connect the Topic to Literature Introduce the specific literary works you will use to support

your interpretation of the topic

THESIS STATEMENT

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

This is the first time

you should mention the books you will discuss

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

discuss

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.”

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.

Sample Introduction

Sample Introduction

Building a Body Paragraph

Topic Sentenceo This sentence should re-introduce the topic for

this particular paragraph and narrow your focus of discussion

Building a Body Paragraph

Textual Evidence o Minimize Plot Summary (no more than one sentence!)o Analyze the example you’ve provided, connecting it back to

the original question (at least three sentences)o Be clear about how your example supports your point (literary

techniques)o Repeat this process for each exampleo Be sure to integrate text evidence and if possible, direct

quotes into your exampleo Each body should be a minimum of twelve sentences, no more

than two of which should be plot summary

Building a Body Paragraph

Concluding Sentenceo End each body paragraph with an original

statement that ties back to the question.o NEVER, EVER, EVER end a body paragraph with

plot summary!

Sample Body Paragraph

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.

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.

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.

Time Management

You have three hours to complete your exam.

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

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)

Time Management

Final Thoughts

GOOD LUCK!