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NYS Comprehensive English Regents Examination: Session One, Part B

NYS Comprehensive English Regents Examination: Session One, Part B. Meaning, Development, Organization, Language Use, and Conventions. Meaning: THE EXTENT TO WHICH THE ESSAY ESTABLISHES THE CONTROLLING IDEA AND FOLLOWS UP THE POINTS THE CONTROLLING IDEA ESTABLISHES. RESPONSES AT THIS LEVEL:

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NYS Comprehensive English Regents Examination: Session One, Part B

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  1. NYS Comprehensive English Regents Examination:Session One, Part B Meaning, Development, Organization, Language Use, and Conventions

  2. Meaning:THE EXTENT TO WHICH THE ESSAY ESTABLISHES THE CONTROLLING IDEA AND FOLLOWS UP THE POINTS THE CONTROLLING IDEA ESTABLISHES. RESPONSES AT THIS LEVEL: • 6 - REVEAL AN IN-DEPTH ANALYSIS OF THE DOCUMENTS - MAKE INSIGHTFUL CONNECTIONS BETWEEN INFORMATION AND THE IDEAS IN THE DOCUMENTS AND THE ASSIGNED TASK • 5 - CONVEY A THOROUGH UNDERSTANDING OF THE DOCUMENTS - MAKE CLEAR AND EXPLICIT CONNECTIONS BETWEEN INFORMATION AND THE IDEAS IN THE DOCUMENTS AND THE ASSIGNED TASK • 4 - CONVEY A BASIC UNDERSTANDING OF THE TEXT - MAKE IMPLICIT CONNECTIONS BETWEEN INFORMATION AND THE IDEAS IN THE DOCUMENTS AND THE ASSIGNED TASK • 3 - CONVEY A BASIC UNDERSTANDING OF THE DOCUMENTS - MAKE FEW OR SUPERFICIAL CONNECTIONS BETWEEN INFORMATION AND THE IDEAS IN THE DOCUMENTS AND THE ASSIGNED TASK • 2 - CONVEY A CONFUSED OR INACCURATE UNDERSTANDING OF THE DOCUMENTS - ALLUDE TO THE DOCUMENTS BUT MAKE UNCLEAR OR UNWARRANTED CONNECTIONS TO THE ASSIGNED TASK • 1 - PROVIDE MINIMAL OR NO EVIDENCE OF UNDERSTANDING - MAKE NO CONNECTIONS BETWEEN INFORMATION IN THE DOCUMENTS AND THE ASSIGNEDTASK

  3. Development:USE OF SUPPORTING DETAILS TO DISCUSS AND DEVELOP THE CONTROLLING IDEA (STATE POINT, EXPLAIN POINT, EXAMPLE OF POINT). RESPONSES AT THIS LEVEL: • 6 - DEVELOP IDEAS CLEARLY AND FULLY, MAKING EFFECTIVE USE OF A WIDE RANGE OF RELEVANT AND SPECIFIC IDEAS FROM THE DOCUMENTS • 5 - DEVELOP IDEAS CLEARLY AND CONSISTENTLY USING RELEVANT AND SPECIFIC DETAILS FROM THE DOCUMENTS • 4 - DEVELOP SOME IDEAS MORE FULLY THAN OTHERS, USING RELEVANT AND SPECIFIC DETAILS FROM THE DOCUMENTS • 3 - DEVELOP IDEAS BRIEFLY, USING SOME DETAILS FROM THE DOCUMENTS • 2 - ARE INCOMPLETE OR LARGELY UNDEVELOPED HINTING AT IDEAS, BUT REFERENCES TO THE DOCUMENTS ARE VAGUE, IRRELEVANT, REPETITIVE, OR UNJUSTIFIED • 1 - ARE MINIMAL WITH NO EVIDENCE OF DEVELOPMENT

  4. OrganizationLOGICAL PRESENTATION OF THE CONTROLLING IDEA. LOGICAL SEQUENCE OF IDEAS TO BUILD CONTROLLING IDEA (ONE POINT PER PARAGRAPH). RESPONSES AT THIS LEVEL: • 6 - MAINTAIN A CLEAR AND APPROPRIATE FOCUS - EXHIBIT A LOGICAL AND COHERENT STRUCTURE THROUGH SKILLFUL USE OF APPROPRIATE DEVICES AND TRANSITIONS • 5 - MAINTAIN A CLEAR AND APPROPRIATE FOCUS - EXHIBIT A LOGICAL SEQUENCE OF IDEAS THROUGH USE OF APPROPRIATE DEVICES AND TRANSITIONS • 4 - MAINTAIN A CLEAR AND APPROPRIATE FOCUS - EXHIBIT A LOGICAL SEQUENCE OF IDEAS, BUT MAY LACK INTERNAL CONSISTENCY • 3 - ESTABLISH BUT FAIL TO MAINTAIN AN APPROPRIATE FOCUS -EXHIBIT A RUDIMENTARY STRUCTURE BUT MAY INCLUDE SOME INCONSISTENCIES OR IRRELEVANCIES • 2 - LACK AN APPROPRIATE FOCUS BUT SUGGEST SOME ORGANIZATION, OR SUGGEST A FOCUS BUT LACK ORGANIZATION • 1 - SHOW NO FOCUS OR ORGANIZATION

  5. Language UseSOPHISTICATION AND VARIATION OF VOCABULARY RESPONSES AT THIS LEVEL: • 6 - STYLISTICALLY SOPHISTICATED. AWARE OF AUDIENCE AND PURPOSE • 5 - FLUENT AND ORIGINAL. AWARE OF AUDIENCE AND PURPOSE • 4 - APPROPRIATE LANGUAGE WITH SOME AWARENESS OF AUDIENCE AND PURPOSE • 3 - RELY ON LANGUAGE FROM THE TEXT OR BASIC VOCABULARY WITH LITTLE AWARENESS OF AUDIENCE AND PURPOSE • 2 - IMPRECISE OR UNSUITABLE LANGUAGE WITH LIMITED AWARENESS OF AUDIENCE AND PURPOSE • 1 - INCOHERENT OR INAPPROPRIATE WITH NO AWARENESS OF AUDIENCE AND PURPOSE

  6. Conventions:RULES OF WRITING - SPELLING, GRAMMAR, SYNTAX, CAPITALIZATION, PUNCTUATION RESPONSES AT THIS LEVEL: • 6 - NO ERRORS • 5 - ERRORS ONLY WHEN USING SOPHISTICATED LANGUAGE • 4 - PARTIAL CONTROL OF CONVENTIONS. OCCASIONAL ERRORS THAT DO NOT HINDER COMPREHENSION • 3 - EMERGING CONTROL OF CONVENTIONS. OCCASIONAL ERRORS THAT HINDER COMPREHENSION • 2 - LACK OF CONTROL. FREQUENT ERRORS THAT MAKE COMPREHENSION DIFFICULT • 1 - MINIMAL. ILLEGIBLE. NOT RECOGNIZABLE AS ENGLISH

  7. Rubric • Each category is given a level response from 1-6: Meaning Development Organization Language Use Conventions • All level scores are added and divided by 5. • The quotient is the overall holistic score for the essay, a possible 1 through 6. • Address only one text and the response can be scored no higher than a 3. • A personal response with no reference to the documents can be scored no higher than a 1. • Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. • Responses totally copied from the documents with no original student writing should be scored 0. • Multiple choice answers are graded as right or wrong. • Blank answers are considered wrong! This is the NYS Comprehensive English Regents Examination, not the PSAT OR SAT. • The same strategies for multiple choice from the PSAT applies to the Regents Exam. • Usually the multiple choice questions direct to information that should be included in the essay.

  8. Graphic Organizers and Models • Graphic organizers are no more than pre-writing to develop and organize an essay. • Use whatever method works best for you: Webbing Clustering Branching Listing • Do not use full sentences for pre-writing. Instead, use words or phrases just enough to clearly state your ideas. • Pre-writing easily allows for development and organization preventing a rewrite after starting the essay. • Models are just that, a model, it does not mean that you use the exact wording, but understand how to compose and organize your essay and what to include. • The model generically gives a format. Make the essay your own.

  9. Use Information from the Article and the Visual Aid • This part of the Regents require using information from text and visual aids. • The visual aid may be a timeline, bar graph, or photographs with captions. • Regardless of the visual aid, information must be included from both or the score can be no higher than a 3. • Label the information from each source to provide easier identification of the information for the scorer. • Personal knowledge does not belong in the essay. Use what you are given in the booklet even if you disagree or know differently.

  10. Elevating Your Language Use • It is an essay regardless of the TASK instructions for a letter or report. Do not use an opening or a salutation for a letter, just the body. • Do not begin the essay stating your name or “In this essay, I will tell you” or “In this report, I will prove.” • Neither is appropriate for Regents essays. • Avoiding all use of first or second person elevates language use. • Your name is on the essay, who else would be making the claims? • If they are not your ideas, then you stole them and that is plagiarism. • Plagiarism requires mandatory destruction of the essay and failure of the exam.

  11. Be Prepared • Bring your ID and your Regents ticket. • Bring pencils for the multiple choice questions and extra pencils or pens for the essay. • You may bring highlighters and sharpeners, but make sure you have a contained sharpener. • Do not depend on Hillcrest for your supplies. • You cannot bring paper to the Regents. • Scrap paper for notes will be provided. • A booklet for your essay also will be provided. Two essays will go into the booklet. Make sure you write the appropriate essay in the proper place. • Do not waste time making the essay pretty. Legible is the key. Time does not allow for a complete rewrite for one misspelled word. • Draw a line through a mistake and move on. • Better yet, double-space the essay to allow room for revisions upon proofreading. • Yes, proofreading, the last step, polishes the essay. This is where language use and convention mistakes are corrected and meaning made clear. • Organization and development happened during the prewriting phase. • Should mistakes be found. Draw an asterisk (*) or number with instructions to the scorer to find any omissions, if you did not double space and have room within the essay. • Do not, again, repeat, do not try to rewrite the essay for one sentence or paragraph omission. You do not have the time.

  12. Be Comfortable • Classrooms at Hillcrest vary in temperature. • Wear layers. • Wear loose comfortable clothing. • Do not bring luggage just the required writing instruments. • You may bring liquids. • You will not have a break. • You will be escorted to the bathroom carrying nothing. • Do not bring candy or food. Rattling paper distracts other students. • Be considerate of others as you will want them to be considerate of you. • Wear a watch, no cell phones allowed, to manage your time well. • No one can leave the room unescorted or before the designated time. • The proctor should place the time on the board, but the less distractions the better you will do.

  13. Preparation • Read!!! Literature assignments, of course! Magazines Newspapers Non-fiction Poetry • Improve your vocabulary!!! • The more you know the more likely you will recognize the references on all parts of the Regents. • Practice!!! • Get a good night’s sleep and eat breakfast before arriving.

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