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New York Regents Comprehensive English August 2014

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DIRECTIONS FOR TEACHERS LISTENING SECTION COMPREHENSIVE EXAMINATION IN ENGLISH Wednesday, August 13, 2014 8:30 to 11:30 a.m., only BE SURE THAT THE LISTENING SECTION IS ADMINISTERED TO EVERY STUDENT. 1 Before the start of the examination period, say: Do not open the examination booklet until you are instructed to do so. 2 Distribute an answer sheet to each student. Then distribute one examination booklet, one essay booklet, and scrap paper to each student. 3 After each student has received an examination booklet, an essay booklet, scrap paper, and his or her answer sheet, say: A separate answer sheet has been provided for you. Follow the instructions for completing the student information on your answer sheet. You must also fill in the heading on each page of your essay booklet that has a space for it, and write your name at the top of each sheet of scrap paper. 4 After the students have filled in all headings on their essay booklets, say: You will listen to a passage and answer some multiple-choice questions. You will hear the passage twice. I will read the passage aloud to you once. Listen carefully. You may take notes on page 3 of your examination booklet. Then I will tell you to open your examination booklet to page 4. You will be given a chance to read the questions before the second reading. Then I will read the passage a second time. 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 your examination booklet to page 3. 5 Note the time you start reading the listening passage. The three-hour examination starts now. Read both the introduction and the passage aloud, including the attribution at the end. Read with appropriate expression, but without added comment. Listening Passage The following passage is from an article entitled Battling Heat Waves by Making the 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 the biggest blackout in the nation s history. In total, approximately 55 million people lost power all because of an overloaded power line in Ohio (it was a hot day) that made contact with some overgrown trees and shut down, creating a domino effect that ultimately shut down 100 power plants across neighboring regions. California faced similarly widespread blackouts 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 as temperatures rose to a record 103 degrees Fahrenheit. But, for the most part, the lights stayed on in spite of the heavy strain on the electrical grid created by millions of air conditioners on full blast. The reason? Utilities across the country are rapidly replacing the old, dumb power 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 energy mix. 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 utilities handle events like last week s heat wave. It wasn t easy for New York City s utility Con Edison to prevent brownouts and blackouts as the heat wave mounted. The utility went so far as to call individual customers, pleading with them to turn off nonessential appliances. But Con Ed had a backup weapon in its fight against blackouts: an initiative that lets the utility reprogram thermostats in 20,000 homes and businesses outfitted with central airconditioning systems. When the heat wave began, Con Ed sent radio signals to the thermostats, triggering them to cycle on and off every half hour. The initiative saved 25 megawatts of energy during peak demand last week enough to at least partially prevent the grid from collapsing. This type of program isn t unique to Con Edison. Depending on where you live, there are several similar programs of which you could take advantage. PG&E s [Pacific Gas & Electric Co.] voluntary (and free) Smart AC program, for example, allows the utility to send signals 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 of power use from the grid when necessary. As utilities roll out smart meters, demand-response programs will become even more common. Just last week, energy management startup EcoFactor partnered with Texas utility Oncor in a bid to shave three megawatts of power off the utility s load during times of peak electricity usage. EcoFactor manufactures software that turns thermostats into two-way programmable devices that can be controlled by an internet connection. The startup s software also keeps track of customer temperature preferences, adjusting thermostats based on past use, seasonal changes, and real-time weather conditions. EcoFactor s commercial deployment is limited to Texas for now, but rest assured that similar programs will 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 don t require smart meters. But the lucky few who already have the new meters installed have access to an array of energy-saving solutions. Smart meter-equipped customers of select utilities in the United States and Europe have automatic access to Google s PowerMeter software, which helps users track energy use over time and predict annual energy bills. And select Duke Energy customers in North Carolina and Ohio will have access later this summer to Cisco s sleek Home Energy Controller, a virtual command center for home energy management that allows [2] users to automate energy consumption based on the time of day, participate in utility pricing 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 your ears open. adapted from Battling Heat Waves by Making the Grid Smarter http://www.good.is, July 13, 2010 6 After reading the passage aloud once, say: You may take five minutes to read the questions on page 4 of your test booklet before I read the passage aloud the second time. 7 After the students have had five minutes to read the questions, say: As you listen to the second reading, you may take notes or answer the questions. You will be given an opportunity to complete the questions after the second reading. Now I will read the passage aloud a second time. 8 Read both the introduction and the passage a second time. 9 After the second reading, say: Now turn to page 4 of your test booklet, read the directions and answer the multiple-choice questions. You may look over your notes to answer the questions. [3] Printed on Recycled Paper COMPREHENSIVE ENGLISH 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 The possession or use of any communications device is strictly prohibited when taking this examination. If you have or use any communications device, no matter how briefly, your examination will be invalidated and no score will be calculated for you. A separate answer sheet has been provided for you. Follow the instructions for completing the student information on your answer sheet. You must also fill in the heading on each page of your essay booklet that has a space for it, and write your name at the top of each sheet of scrap paper. The examination has four parts. Part 1 tests listening skills; you are to answer all eight multiple-choice questions. For Part 2, you are to answer all twelve multiple-choice questions. For Part 3, you are to answer all five multiple-choice questions and the two short constructed-response questions. For Part 4, you are to write one essay response. The two short constructed-response questions and the essay response should be written in pen. When you have completed the examination, you must sign the statement printed at the bottom of the front of the answer sheet, indicating that you had no unlawful knowledge of the questions or answers prior to the examination and that you 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 sign this declaration. DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN. COMPREHENSIVE ENGLISH Comp. Eng. Aug. 14 [2] NOTES DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO. Comp. Eng. Aug. 14 [3] [OVER] Part 1 (Questions 1 8) Multiple-Choice Questions Directions (1 8): Use your notes to answer the following questions about the passage read to you. Select the best suggested answer to each question and record your answer on the separate answer sheet provided for you. 1 The opening description of the 2003 blackout is included to provide a (1) reassurance of national power safety (2) warning of the present grid s vulnerability (3) prediction of uncontrolled power industry prices (4) compliment to the grid s versatility 5 Through voluntary programs, smart grid technology allows 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 that would allow power usage to be managed through (1) economic incentives (2) online control (3) microwave technology (4) megawatt sharing 2 The phrase domino effect provides the listener with (1) a sense of the grid s power (2) the sound of the grid s constant activity (3) a visual image of the grid s interconnection (4) the design of the grid s future expansion 7 According to the speaker, the availability of smart meters is limited because the technology is (1) expensive (3) confusing (2) new (4) unreliable 3 As revealed in the account, power grids are strained significantly by (1) transportation systems (2) construction regulations (3) political constraints (4) weather conditions 8 As a result of the smart energy solutions described in the account, future customers will have the ability to (1) choose various power sources (2) bypass public power companies (3) purchase power company stocks (4) predict annual power bills 4 Con Edison limited the occurrence of blackouts during the 2010 heat wave in New York City through the use of (1) door-to-door warnings (2) radio signals (3) television advertisements (4) billboard signs Comp. Eng. Aug. 14 [4] Part 2 (Questions 9 20) Directions (9 20): Below each passage, there are several multiple-choice questions. Select the best suggested answer to each question and record your answer on the separate answer sheet provided for you. Reading Comprehension Passage A 5 10 15 20 25 30 35 40 Skippy was the least important occupant of the house. He was loved, but he was never consulted. It was taken for granted that the family s will was his will, and that he would follow blindly. He was their dog. When the family decided to move, Skippy was not invited to voice his views. They decided quite suddenly, on a day when everything seemed to go wrong. Mrs. Adams watched the first prize go to Mrs. Cranston at the flower show. Mr. Adams came home from the publishing house with a book to read and report on, and Mrs. Adams followed him up to 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 him back his class ring. Chottie Adams drifted in dreamily from her first meeting with a tall, dark and handsome young man. When the Adamses sat down to dinner, they began a round of grievances. Mrs. Adams said, with her mouth beginning to waver again, It isn t that Lila Cranston has a better growing hand than I have. It s because she has a bigger garden. She doesn t have to crowd things and let them run riot. I don t know what I wouldn t give to move to a house with extensive grounds. Mr. Adams said vehemently, I d like to move, too. I d like a house big enough to allow me the luxury of a room of my own. I wish we lived in a stately house, said Chottie wistfully. Every corner in this house is crammed with Daddy s old books. We live so informally. If I may put my two cents in, Buzz offered miserably, I hate this whole neighborhood. That s it! said Mr. Adams excitedly. We will move tomorrow, not get out actually, but tomorrow I ll see the agent for the Thayer place. It s quite an estate, but I can swing it and the peace is worth the price. Having arrived at this hasty decision to move within a matter of days, the Adamses settled down to their excellent dinner, which they all ate with relish, for each thought that the major problem in his life had just been solved. Except Skippy, who, until this moment, had had no problems. He lay under the table in his accustomed place by Buzz feet. Usually his head was up, his ears pointing forward, his mouth ajar to release his eager panting, his tongue extended, and his expression one of sublime expectancy. But as the human voices grew impassioned, Skippy s keen perception noted the shades of discontent expressed in each. He cocked his head and began to listen intently. Skippy loved the house. He had lived in it practically all his life. Actually, you might almost say it was his. For the thing was, the Adamses had bought it because of him. He had been given to Buzz as a birthday surprise when he, Skippy, was three months old. Until then he had lived in a kennel which could not be considered home life. He and Buzz had recognized each other instantly as dog lover and boy worshiper. Two days later the apartment house agent came over to register the complaint of the people downstairs, who could not accustom their ears to the overwhelming sounds of a boy and his dog. The dog, the agent explained regretfully, must go. Comp. Eng. Aug. 14 [5] [OVER] They moved to a house in the suburbs as soon as a suitable one could be found. It was a move the elder Adamses had been meaning to make ever since Chottie was born, but one 45 thing and another kept them chained to the city. And 14 years later a little dog led them to the 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 most obliging dog balks at change and views the moving of his basket from one corner to another as a complete upheaval of his lifetime habits, the Family was preparing to depart. Dorothy West excerpted from Skippy Daily News, April 29, 1946 12 The reasons for each family member s urge to move reflect (1) individual desires (2) economic concerns (3) family goals (4) political opinions 9 As revealed in lines 1 through 4, the family s attitude toward Skippy s 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 13 Mr. Adams decision to move the family tomorrow is 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 11 What bothers Mrs. Adams so much about her current home? (1) the number of bedrooms (2) the size of the property (3) the shabbiness of the house (4) the location of the neighborhood Comp. Eng. Aug. 14 [6] Reading Comprehension Passage B 5 10 15 20 25 30 35 40 45 Elizabeth Blake suspended three flint blades from a small wooden frame. Holding her cell phone in one hand, she took a piece of antler in the other and gently struck each blade once. Over a bad transatlantic connection, our phone conversation had been difficult, but the tones from the four-inch-long blades came through clear, sweet, and crystalline.1 They sounded like hand bells or struck goblets. The blades are replicas of 30,000-year-old artifacts from the sites of Isturitz in the French Pyrenees and Gei enkl sterle 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 a developing sub-discipline, the archaeology of music, she is basing her research on the hypothesis that our earliest ancestors discovered and enjoyed a peculiar property of some stone tools they rang. The major difficulty that prehistoric musicologists face is that it s so easy to make music without leaving a trace. In addition to dancing and singing, hunter-gatherer cultures used natural materials to create instruments. Native Americans shook rattles made from gourds. Australian aborigines played instruments called didgeridoos fashioned from huge tree limbs or 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 alone correctly identified) by an archaeologist? The best anyone can expect to discover is when humans 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 some objects now on display in museums may actually be misidentified musical artifacts. One case in point is a medieval garment clasp that was made from a pig knuckle. Lawson analyzed the wear patterns and polish around a hole that had been drilled through the center of the bone and showed they were consistent with the patterns found on buzz bones, a type of noise maker that was used as a children s toy in some parts of Europe until a 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 noise makers? How many flint artifacts doubled as chimes? There s plenty for an avid music archaeologist to do without ever touching a spade. The oldest indisputably musical artifacts are flutes (experts call them pipes ) made from the bones of birds. They come from two sites, Isturitz and Gei enkl sterle. The pipes were found in excavation levels associated with Europe s earliest modern human population, the Aurignacian culture. The people at these sites created jewelry, made paintings, and crafted sculptures that represented human figures, showing that music was just one part of an artistic revolution that started in Africa more than 100,000 years ago and was 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 been documented in many cultures. Musicologists and anthropologists have recorded or described 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, he considered them as percussion instruments like primitive castanets.3 Touched together, 1 crystalline bell-like; clear multidisciplinary of or representing several fields of study 3 castanets small finger cymbals 2 Comp. Eng. Aug. 14 [7] [OVER] they do make a dull click. It took an archaeologist and a skilled flint-knapper to point out the larger possibilities. Ezra Zubrow of SUNY Buffalo and Frank Cowan of the Cincinnati Museum of Natural History showed Cross that thin, elongated pieces of flint could produce 50 a tone like a chime. You could say that the idea resonated. Lois Wingerson excerpted and adapted from Rock Music Archaeology, September/October 2008 15 The tones Elizabeth Blake transmitted in her phone call (lines 1 through 5) served to (1) emphasize the importance of music (2) introduce the passage s main idea (3) identify cultural differences (4) present conflicting attitudes 18 As used in line 33, the word indisputably most probably means (1) valuable (3) certain (2) popular (4) crafted 19 The use of the word resonated in line 50 suggests that the idea of stones creating music is now (1) somewhat doubted (3) widely accepted (2) rarely considered (4) openly ridiculed 16 It is difficult to identify artifacts used to make prehistoric music because these artifacts (1) are natural objects (2) have harsh sounds (3) are very durable (4) have religious meaning 20 The passage strengthens the discussion of prehistoric music through the use of (1) quotations from musicians (2) research by archaeologists (3) claims by reporters (4) anecdotes from artists 17 The use of rhetorical questions in lines 30 and 31 emphasizes 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 been misinterpreted Comp. Eng. Aug. 14 [8] Part 3 (Questions 21 27) Directions: On the following pages read Passage I (an excerpt from a short story) and Passage II (a poem) about liberty. You may use the margins to take notes as you read. Answer the multiple-choice questions on the answer sheet provided for you. Then write your response for question 26 on page 1 of your essay booklet and question 27 on page 2 of your essay booklet. Passage I 5 10 15 20 25 30 35 When Mrs. Willesden s parrot escaped it rocketed in a pale-green streak across the sky and settled in the chestnut tree at the foot of the garden, where it became invisible among the branches. Invisible, that is to say, to Maud Pemberty and Eleanor Fitch who stood staring up under their hands into the glare of the morning, until Maud located his head, a vermilion1 blot borne up and down like a buoy,2 slowly, by the undulations3 of a lower layer of the foliage. The chestnut tree blazed all over in the sunshine with candles of wax blossom. The scent of the pollen gave Eleanor Fitch shivers; about the end of May she would 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, she had 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 the window open and Eleanor who had been cleaning the cage. They advanced towards the tree unconsciously, step by lingering step, as though attracted; still with that mesmeric4 upward stare. The parrot took no notice of them. It wobbled along the branch, peevishly disentangling its wing and tail feathers from the long-fingered leaves. Its tongue was in one corner of its beak; its head turned and its eyes rolled from side to side in a mixture of ecstasy and apprehension. Once or twice it lost its balance and tilted right forward with a muffled squawk until it was hanging nearly upside down. It would recover itself, look reproachfully down at its claws, and totter along further, till another clump of leaves swept down to assault it. 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. It was carried into the dining-room to meals, and its cage was placed beside her at the head of the table, on a butler s tray. Eleanor hated the parrot, and used to come down and clean its cage early in the morning before breakfast, so as to get that over. Thus it was that the parrot had escaped at a quarter-past-eight, before Mrs. Willesden was awake, while yellow cotton 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 out in the dew, with now and then a backward glance up at Mrs. Willesden s window, and their hands burnt and their fingers twitched with the desire to grab the parrot by its scaly legs and its wings and thrust it shrieking back into its cage. Well, it s no good crying, Miss, said Maud. It doesn t get us out of anything, what I mean. I m not, said Eleanor quickly. Poll, pretty Polly-poll, come downsey! Come downsey! echoed Maud (Yah, get out of that, you dirty beast!) Well, he doesn t understand, Miss. He s just stupid. 1 vermilion a vivid red buoy a float, moored in water as a warning of danger or as a marker 3 undulations wavelike movements 4 mesmeric hypnotic 2 Comp. Eng. Aug. 14 [9] [OVER] 40 45 Go into the house and get the cage, Maud. Stick a banana between the bars, so s he can only get at it from the inside, and put it down on the grass with the door open. Go quickly and hush! Maud went, and Eleanor stood staring, still mesmerically, up at the parrot while the imagined eyes of Mrs. Willesden burnt into her back. She stared up at the parrot, but Polly was preoccupied with his feat of balance and was perpetually in profile. He was not to be mesmerised and, just as Maud emerged from the house with the cage held at arm s length and the door invitingly open, he toppled forward urgently, beat for a moment with his wings, then flopped into the air. He did not rise very high this time, but after describing one or two lopsided circles, as though with wings unevenly weighted, he skimmed the top of the garden wall, glittered for a second above it in poised uncertainty, and vanished. Elizabeth Bowen excerpted from The Parrot The London Mercury, July 1925 Comp. Eng. Aug. 14 [10] Passage II Freedom of the Mind 5 10 High walls and huge the BODY may confine, And iron grates obstruct the prisoner s 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 vale It 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 Garrison from Sonnets and Other Poems Oliver Johnson, 1843 Comp. Eng. Aug. 14 [11] [OVER] Multiple-Choice Questions Directions (21 25): Select the best suggested answer to each question and record your answer on the separate answer sheet provided for you. Passage I (the short story excerpt) Questions 21 23 refer to Passage I. Passage II (the poem) Questions 24 25 refer to Passage II. 21 As used in the passage, rocketed (line 1) most nearly means (1) signaled (3) sped (2) scattered (4) splashed 24 References to the prisoner s design (line 3) and devious ways (line 4) imply that he (1) thinks about escape (2) has committed a crime (3) enjoys playing games (4) has confused the guards 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 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 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. Comp. Eng. Aug. 14 [12] Short-Response Questions Directions (26 27): Write your responses to question 26 on page 1 of your essay booklet and question 27 on page 2 of your essay booklet. Be sure to answer both questions. 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 idea about liberty. Develop your controlling idea using specific examples and details from both Passage I and Passage II. 27 Choose a specific literary element (e.g., theme, characterization, structure, point of 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 (the short 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. Comp. Eng. Aug. 14 [13] [OVER] Part 4 (Question 28) Your Task: Write a critical essay in which you discuss two works of literature you have read from the particular perspective of the statement that is provided for you in the Critical Lens. In your essay, provide a valid interpretation of the statement, agree or disagree with the statement as you have interpreted it, and support your opinion using specific 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: ignorance is never better than knowledge. Laura Fermi Atoms in the Family, 1954 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 have interpreted it Choose two works 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 your analysis 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 Comp. Eng. Aug. 14 [14] COMPREHENSIVE ENGLISH Printed on Recycled Paper COMPREHENSIVE ENGLISH FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION ENGLISH E Wednesday, August 13, 2014 8:30 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 the New York State Education Department s web site during the rating period. Check this web site at http://www.p12.nysed.gov/assessment/ and select the link Scoring Information for any recently posted information regarding this examination. This site should be checked before the rating process for this examination 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 and procedures for rating the examination are included in the Information Booklet for Scoring the Regents Comprehensive Examination in English. Scoring the Multiple-Choice Questions For this exam all schools must use uniform scannable answer sheets provided by the regional information center or large-city scanning center. The scoring key for this exam is provided below. If the student s responses for the multiple-choice questions are being hand scored prior to being scanned, the scorer must be careful not to make any marks on the answer sheet except to record the scores in the designated score boxes. Marks elsewhere on the answer sheet will interfere with the accuracy of the scanning. Before scannable answer sheets are machine scored, several samples must be both machine and manually scored to ensure the accuracy of the machine-scoring process. All discrepancies must be resolved before student answer sheets are machine scored. When machine scoring is completed, a sample of the scored answer sheets must be scored manually to verify the accuracy of the machine-scoring process. Correct Answers Part 2 Part 1 Part 3 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...... The University of the State of New York THE STATE EDUCATION DEPARTMENT Albany, New York 12234 COMPREHENSIVE ENGLISH Rating of Short-Constructed Responses and Essay (1) In training raters to score student responses for each part of the examination, follow the procedures outlined below: Introduction to the Tasks Raters read the task and summarize it. Raters read the passages (if applicable) and plan a response to the task. Raters share response plans and summarize expectations for student responses. Introduction to the Rubric and Anchor Papers Trainer reviews rubric with reference to the task. Trainer reviews procedures for assigning holistic scores (i.e., by matching evidence from the response to the language of the rubric and by weighing all qualities equally). Trainer leads review of each anchor paper and commentary. (Note: Anchor papers are ordered from high to low within each score level.) Practice Scoring Individually Raters score a set of five practice papers individually. Raters should score the five papers independently without looking at the scores provided after the five papers. Trainer records scores and leads discussion until raters feel comfortable enough to move on to actual scoring. (Practice papers for Questions 26 and 27 contain scores and commentaries. Practice papers for Question 28 only contain scores.) (2) When actual rating begins, each rater should record his or her individual rating for a student s shortconstructed responses and essay on the rating sheets provided, not directly on the student s essay or answer sheet. Do not correct the student s work by making insertions or changes of any kind. (3) The 2-credit short responses are to be rated by one qualified rater. Each essay must be rated by at least two raters; a third rater will be necessary to resolve scores that differ by more than one point. Teachers may not score their own students answer papers. The scoring coordinator will be responsible for coordinating the movement of papers, calculating a final score for each student s essay, and recording that information on the student s answer paper. Schools are not permitted to rescore any of the open-ended questions on any Regents Exam after each question has been rated the required number of times as specified in the rating guide, regardless of the final exam score. Schools are required to ensure that the raw scores have been added correctly and that the resulting scale score has been determined accurately. Comp. Eng. Rating Guide Aug. 14 [2] 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 Comp. Eng. Rating Guide Aug. 14 [3] Anchor Paper Question 26 Level 2 A Anchor Level 2 A 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 parrot s pleasure of being out of its confining cage, the ecstacy and apprehension of being free of it and How 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. Comp. Eng. Rating Guide Aug. 14 [4] Anchor Paper Question 26 Level 2 B Anchor Level 2 B The response presents a well-developed paragraph, demonstrating a basic understanding of the texts. An appropriate controlling idea (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 it s cage and hide itself deep within the branches of the tree and 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; it s cage; witheld) do not hinder comprehension. Comp. Eng. Rating Guide Aug. 14 [5] Anchor Paper Question 26 Level 1 A Anchor Level 1 A 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 cage and The mind will keep on dreaming and will fly the sky in it s mind). Language use is imprecise (leaping out and advance to wide and unknown world), and errors in conventions (antigonist, fathers whom, in it s mind, charish) may hinder comprehension. Comp. Eng. Rating Guide Aug. 14 [6] Anchor Paper Question 26 Level 1 B Anchor Level 1 B The response implies a controlling idea (There really isn t 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 house and 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 and passage II) may hinder comprehension. Comp. Eng. Rating Guide Aug. 14 [7] Anchor Paper Question 26 Level 0 Anchor Level 0 The response is a personal response. There is no reference to either text. Comp. Eng. Rating Guide Aug. 14 [8] Question 26 Practice Paper A Comp. Eng. Rating Guide Aug. 14 [9] Question 26 Practice Paper B Comp. Eng. Rating Guide Aug. 14 [10] Question 26 Practice Paper C Comp. Eng. Rating Guide Aug. 14 [11] Question 26 Practice Paper D Comp. Eng. Rating Guide Aug. 14 [12] Question 26 Practice Paper E Comp. Eng. Rating Guide Aug. 14 [13] QUESTION 26 PRACTICE SET ANNOTATIONS Practice Paper A Score Level 2 The response presents a well-developed paragraph, demonstrating a basic understanding of the texts. An appropriate controlling idea (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 rocket and the prisoner has zero to no chance of escaping No chains can bind it, and no cell enclose Shows us how the Prisoner can still obtain liberty through his mind). Language use is appropriate, and errors in conventions (Eventually said and house, that when) 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. Willesden s parrot from passage 1 was stricken his/her liberty when being stuck in that cage). Language use is imprecise (committed whatever crime and to for too ), and errors in conventions (priviledge, passage 2, one of human s greatest accomplishment) may hinder comprehension. Practice Paper E Score Level 2 The response presents a well-developed paragraph, demonstrating a basic understanding of the texts. An appropriate controlling idea (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. Comp. Eng. Rating Guide Aug. 14 [14] 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 both passages, score the portion of the response that would give the student the higher score. Comp. Eng. Rating Guide Aug. 14 [15] Anchor Paper Question 27 Level 2 A Anchor Level 2 A The response presents a well-developed paragraph that provides an appropriate explanation of imagery in Passage II (In Passage II, the author freely uses the literary technique of imagery, a technique where the author uses descriptive words and phrases to paint a picture in the reader s mind), supported with clear and appropriate evidence from the text (the author describes the high walls, the iron grates, and massive bolts of a prison. These words help the reader envision a dark, gloomy place where people are trapped and In lines 10 and 11, the mind wanders, plucking honeyed fruits and flowers which can be interpreted as the nature of human memories). Language use is appropriate, and errors in conventions (high walls and the minds sense) do not hinder comprehension. Comp. Eng. Rating Guide Aug. 14 [16] Anchor Paper Question 27 Level 2 B Anchor Level 2 B 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 one and Each their) do not hinder comprehension. Comp. Eng. Rating Guide Aug. 14 [17] Anchor Paper Question 27 Level 1 A Anchor Level 1 A The response implies an explanation of point of view in Passage II (the prisoner explains the way he see s 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 view and writes as such), and errors in conventions (see s; to be free, escape; to be free, have Freedom) may hinder comprehension. Comp. Eng. Rating Guide Aug. 14 [18] Anchor Paper Question 27 Level 1 B Anchor Level 1 B 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. Comp. Eng. Rating Guide Aug. 14 [19] Anchor Paper Question 27 Level 0 Anchor Level 0 The response is incoherent, demonstrating no understanding of the task or text. Comp. Eng. Rating Guide Aug. 14 [20] Question 27 Practice Paper A Comp. Eng. Rating Guide Aug. 14 [21] Question 27 Practice Paper B Comp. Eng. Rating Guide Aug. 14 [22] Question 27 Practice Paper C Comp. Eng. Rating Guide Aug. 14 [23] Question 27 Practice Paper D Comp. Eng. Rating Guide Aug. 14 [24] Question 27 Practice Paper E Comp. Eng. Rating Guide Aug. 14 [25] QUESTION 27 PRACTICE SET ANNOTATIONS 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 inmate s mind is wandering). Language use is appropriate, and errors in conventions (says High and prisoners situation) do not hinder comprehension. 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 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 girls and 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. Practice Paper D Score Level 0 The response is off topic, demonstrating no understanding of the task or text. 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. Comp. Eng. Rating Guide Aug. 14 [26]

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