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New York Regents ELA (Common Core) August 2014

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REGENTS IN ELA (Common Core) The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION REGENTS EXAMINATION IN ENGLISH LANGUAGE ARTS (Common Core) Thursday, August 14, 2014 12:30 to 3:30 p.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 three parts. For Part 1, you are to read the texts and answer all 24 multiple-choice questions. For Part 2, you are to read the texts and write one source-based argument. For Part 3, you are to read the text and write a text-analysis response. The source-based argument and text-analysis response should be written in pen. Keep in mind that the language and perspectives in a text may reflect the historical and/or cultural context of the time or place in which it was written. 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. REGENTS IN ELA (Common Core) Part 1 Directions (1 24): Closely read each of the three passages below. After each passage, there are several multiplechoice questions. Select the best suggested answer to each question and record your answer on the separate answer sheet provided for you. You may use the margins to take notes as you read. Reading Comprehension Passage A 5 10 15 20 25 30 35 Against the clamor of the city, who could hear the prayers being uttered in Peace Lane? Who would notice people whose dearest wish in life is not to be praised for merit but only to avoid making mistakes? Here a lean-to shed has been added on to the terrace and the courtyard roofed over to make a kitchen. If you were to look down upon the rooftops of the city, you would find them in utter disarray, worn and dilapidated, structures built on top of structures, taking up every bit of free space. This was especially true of the older longtang,1 like Peace Lane it s a miracle that they haven t collapsed yet. About a third of the tiles were broken, patched over in places with bits of felt, the wooden frames on the doors and windows were blackened and rotting, with everything in view a uniform ash gray. But though it was falling apart on the outside, the spirit of the place remained; its inner voice, though stifled, was still audible. But amid all the noises of this city, just what did this voice amount to? There was never a moment of peace and quiet in the city; the day had its sounds, as did the night, and between them they drowned that voice out. But it was still there it couldn t be silenced because it was the foundation upon which the hubbub and commotion fed; without it all of those noises would have been nothing but an empty echo. But what did this voice say? Two words: to live. No matter how loud the noise became, no matter what a rumpus it made, or how long it carried on, it could never find those two words. Those two little words weighed a ton, so they sank, and sank all the way down, to the very bottom; only immaterial things like smoke and mist could float up to the surface. It was impossible to listen to this voice without crying. The prayers whispered in Peace Lane went on day and night, like an ever-burning alter [sic] lamp, but they weren t burning on oil: inch by inch, they were burning thoughts. In contrast, the chaotic noises echoing in the city s air were nothing but the scraps and leftovers of life, which is why they could be so liberally strewn about. The prayers concealed throughout those thousands of Shanghai longtang rang out louder and clearer than all the church bells in Europe: they created a rumbling thunder that seemed to emerge from the earth itself, the sound of mountains crumbling. A shame we had no way of participating in this ourselves, but just looking at the abyss they created was enough to make the heart grow cold. See what they have done to this place! It is hard to say whether this was a form of construction or destruction, but whatever it was, it was massive. What Peace Lane prayed for was peace itself. You could hear it even from the bell that was rung every night to warn people to mind their kitchen fires. Peace is not something ordinary, but Peace Lane had an ordinary heart and its prayers were quite humble as well; these modest requests, however, were not easily granted. No major disaster had befallen Peace Lane in many years, but little things kept coming up, such as someone falling off the balcony while bringing in their laundry, another getting electrocuted when he turned off a light switch with a wet hand, pressure cooker explosions, rat poison accidentally ingested. If all these, who died wrongful deaths, had cried out, their howls would have been deafening. So how could one not pray for peace and security? 1 longtang vast neighborhoods inside enclosed alleys Regents Exam in ELA (Common Core) Aug. 14 [2] 40 45 50 55 60 65 70 75 In the early evening, when the lights came on, you could see in all the windows the watchful eyes of frightened people looking out for signs of trouble. But whenever something bad did happen, no one ever saw it coming. This was where Peace Lane had gone numb and where it displayed its pragmatism. The residents were never prepared for the closest dangers. Yes, they understood the dangers of fire and electricity, but beyond that they had no imagination. And so if you were to see the people of Peace Lane praying, they would be like idiots reciting a book from memory, chanting with their lips but not their minds, repeating the same incantations over and over again. Meanwhile the flowerpot sitting on the windowsill was just an inch away from falling down, but no one ever bothered to move it; the termites had already done their work on the floors, but no one ever seemed to care; illegal structures kept being added one on top of the other, causing the foundation to sink, yet another one was about to be built. During the typhoon season, when Peace Lane shook and rattled and it appeared as if the entire neighborhood was going to pieces, people curled up in their rooms, complacently enjoying the cool breeze brought by the storm. What people in Peace Lane prayed for was to be able to live in a fool s paradise they would rather turn a blind eye and never ask questions. The pigeon whistles sounding in the morning sang of peace, announcing the good but never the bad; but even if they had, would that have made a difference? You might be able to escape it in the first round, but would you escape in the second? Put that way, those prayers must imply an acceptance, a sort of Daoist resignation to reality. For want of anything else to pray for, night after night they pray for peace, but that was just wishful thinking. ... But now the story seems to be coming to an end. Even those who attempt brazen acts with a smiling fa ade are met with sober, straight faces: the time for equivocation2 was over. The tide was receding and the rocks would soon be exposed. Counting on one s fingers, one finds that the Shanghai longtang have quite a few years on them a few more and they ll be treading on thin ice. Going up again to the highest point in the city and looking down, one sees that the crisscrossing longtang neighborhoods are already beginning to look desolate. If these had been large imposing building[s], that desolation might be mitigated by their grand proportions. But longtang buildings all have low walls and narrow courtyards, filled with ordinary people carrying out their mundane tasks: could places like these be thought of as desolate? Desolation takes on a comical aspect in such places, and that only makes the people living there all the more dejected. Putting it in harsher terms: the whole place bore a certain resemblance to a heap of rubble. With the leaves falling in early winter, all we see are broken bricks and shattered tiles. Like an aging beauty who retains her alluring profile, it can no longer bear scrutiny. Should you insist on searching for a trace of her former charm after all, not everything is erased you would have to look for it in the turn of the alley. Left here, right there, as if glancing coquettishly3 from side to side, but the eyes that are so flirtatious are also getting on in years, they have lost their luster and are incapable of grabbing hold of your attention. Soon, sleet began to come down that was the frigid past accumulated over generations turning to water before it even hit the ground. ... Wang Anyi excerpted and adapted from The Song of Everlasting Sorrow: A Novel of Shanghai, 1995 Columbia University Press 2 equivocation avoiding the truth 3 coquettishly flirtatiously Regents Exam in ELA (Common Core) Aug. 14 [3] [OVER] 5 Lines 40 through 53 suggest that the longtang people (1) make the best of their situation (2) survive difficult challenges (3) band together in times of need (4) ignore impending danger 1 The sentence, But it was still there ... an empty echo (lines 13 through 15) contributes to a central theme by (1) connecting the people s inner feelings and outer lives (2) suggesting a reason for the longtang s crumbling structure (3) emphasizing the people s quiet and calming activities (4) reflecting a shift in the longtang s character 6 The comparison in lines 73 through 78 emphasizes the longtang s (1) former vitality (3) past importance (2) enduring strength (4) lasting beauty 2 The author s use of figurative language in lines 18 and 19 serves to emphasize a sense of (1) community spirit (3) emotional burden (2) societal unrest (4) material value 7 The reference to the seasons in the final paragraph conveys a sense of (1) anticipation (3) hope (2) loss (4) worthlessness 3 As used in line 19, the phrase immaterial things means that the things are (1) unimportant (3) frightening (2) unforeseen (4) difficult 8 The author s description of the people s prayers and the longtang stresses the (1) futility of the people s situation (2) security of the people s future (3) importance of the people s traditions (4) complexity of the people s needs 4 According to lines 31 through 39, a person living in the longtang would most probably pray for (1) protection from neighborhood conflict (2) a quiet and uneventful life (3) wealth and good fortune (4) an end to the current war Regents Exam in ELA (Common Core) Aug. 14 9 Overall, the author s view of the people of the longtang could best be described as (1) intolerant (3) sympathetic (2) objective (4) ambiguous [4] Reading Comprehension Passage B Money Musk 5 10 15 20 25 30 35 Listen, you upstate hillsides (nothing Like the herb-strewn fields of Provence1) Which I have loved So loyally, your wood lots And trailers and old farmhouses, Your satellite dishes Haven t I driven Past the strip malls and country airports, The National Guard armories and even That abandoned missile depot Clutched in the lake s fingers Past the tattered billboards. The barns spray-painted with praise, Past the farm tools, fiddles, And fishing lures, the sprung bellows Of accordions on the tables of flea markets, Just to catch a glimpse of you as you once were, Like the brass showing, raw and dull, Where the silver plate has worn off The frame around this mirror, and the silver Gone too, the only reflection as faint As light on dusty glass, And beyond it, tarnished, dim, the rafters And beams of the attic where I climbed To take out my grandmother s mandolin And play on the three or four unbroken strings With a penny for a pick. Listen, Wasn t that offering enough, a life Of playing half-badly on an antique instrument, Trying to catch a tune you d long ago Forgotten even the name of, Money Musk Or Petronella.2 Wasn t it enough To take my vows of poverty of spirit Before the plain geometry of a 19th-century Farmhouse, and praise no other goods 1 Provence a region of southern France 2 Money Musk or Petronella classic old American dances GO RIGHT ON TO THE NEXT PAGE Regents Exam in ELA (Common Core) Aug. 14 [5] [OVER] 40 Than this rectitude,3 this stillness, This clarity you have spurned now, oh Landscape I have sung Despite my voice, despite the stubborn Silence behind your tawdry,4 best intentions. Jordan Smith from The Cortland Review Issue Eight, August 1999 3 rectitude honesty 4 tawdry cheap 10 The details presented in lines 4 through 13 emphasize the landscape s (1) historical significance (2) beauty (3) economic possibilities (4) transformation 12 What is the effect of the simile used in lines 21 and 22? (1) It suggests how the narrator has changed. (2) It conveys the narrator s lack of awareness. (3) It indicates the darkness of the setting. (4) It emphasizes the diminishing of the past. 11 What shift in focus occurs from lines 7 through 27? (1) from social conflict to personal conflict (2) from external description to childhood memory (3) from the narrator s feelings to his family s feelings (4) from the narrator s thoughts to the narrator s actions 13 Which word best describes the narrator s tone in lines 28 through 38 of the poem? (1) frustrated (3) contentment (2) embarrassed (4) respectful Regents Exam in ELA (Common Core) Aug. 14 14 Lines 33 through 37 contribute to a central theme in the poem by describing the narrator s (1) wish to live in a suburban setting (2) obligation to continue a past tradition (3) commitment to the values of a past era (4) reluctance to accept different points of view [6] Reading Comprehension Passage C This is an excerpt from a speech given by Red Jacket, Chief of the Seneca Nation, to the United States acting secretary of war in Washington, D.C., on February 10, 1801. 5 10 15 20 25 30 35 40 45 ...Brother, the business on which we are now come is to restore the friendship that has existed between the United States and the Six Nations, agreeably to the direction of the commissioner from the fifteen fires1 of the United States. He assured us that whensoever, by any grievances, the chain of friendship should become rusty, we might have it brightened by calling on you. We dispense with the usual formality of having your speech again read, as we fully comprehended it yesterday, and it would therefore be useless to waste time in a repetition of it. Brother, yesterday you wiped the tears from our eyes, that we might see clearly; you unstopped our ears that we might hear; and removed the obstructions from our throats that we might speak distinctly. You offered to join with us in tearing up the largest pine-tree in our forests, and under it to bury the tomahawk. We gladly join with you, brother, in this work, and let us heap rocks and stones on the root of this tree that the tomahawk may never again be found. ... Brother, we observe that the men now in office are new men, and, we fear, not fully informed of all that has befallen us. In 1791 a treaty was held by the commissioners of Congress with us at Tioga Point, on a similar occasion. We have lost seven of our warriors, murdered in cold blood by white men, since the conclusion of the war. We are tired of this mighty grievance and wish some general arrangement to prevent it in future. The first of these was murdered on the banks of the Ohio, near Fort Pitt. Shortly after two men belonging to our first families were murdered at Pine Creek; then one at Fort Franklin; another at Tioga Point; and now the two that occasion this visit, on the Big Beaver. These last two had families. The one was a Seneca; the other a Tuscarora. Their families are now destitute of support, and we think that the United States should do something toward their support, as it is to the United States they owe the loss of their heads. Brother, these offences are always committed in one place on the frontier of Pennsylvania. In the Genesee country we live happy and no one molests us. I must therefore beg that the President will exert all his influence with all officers, civil and military, in that quarter, to remedy this grievance, and trust that he will thus prevent a repetition of it and save our blood from being spilled in future. Brother, let me call to mind the treaty between the United States and the Six Nations, concluded at Canandaigua. At that treaty Colonel Pickering, who was commissioner on behalf of the United States, agreed that the United States should pay to the Six Nations four thousand five hundred dollars per annum, and that this should pass through the hands of the superintendent of the United States, to be appointed for that purpose. This treaty was made in the name of the President of the United States, who was then General Washington; and, as he is now no more, perhaps the present President would wish to renew the treaty. But if he should think the old one valid and is willing to let it remain in force we are also willing. The sum above mentioned we wish to have part of in money, to expend in more agricultural tools and in purchasing a team, as we have some horses that will do for the purpose. We also wish to build a sawmill on the Buffalo creek. If the President, however, thinks proper to have it continue as heretofore, we shall not be very uneasy. Whatever he may do we agree to; we only suggest this for his consideration. Brother, I hand you the above-mentioned treaty, made by Colonel Pickering, in the name of General Washington, and the belt that accompanied it; as he is now dead we know not if it is still valid. If not, we wish it renewed if it is, we wish it copied on clean parchment. 1 fires fires refers to states Regents Exam in ELA (Common Core) Aug. 14 [7] [OVER] 50 55 Our money got loose in our trunk and tore it. We also show you the belt which is the path of peace between our Six Nations and the United States. ... Brother, the business that has caused this our long journey was occasioned by some of your bad men; the expense of it has been heavy on us. We beg that as so great a breach has been made on your part, the President will judge it proper that the United States should bear our expenses to and from home and whilst here. Brother, three horses belonging to the Tuscarora Nation were killed by some men under the command of Major Rivardi, on the plains of Niagara. They have made application to the superintendent and to Major Rivardi, but get no redress. You make us pay for our breaches of the peace, why should you not pay also? A white man has told us the horses were killed by Major Rivardi s orders, who said they should not be permitted to come there, although it was an open common on which they were killed. Mr. Chapin has the papers respecting these horses, which we request you to take into consideration. Red Jacket excerpted from Orations from Homer to William McKinley, Vol. VII, 1902 P.F. Collier and Son 15 The speaker s use of symbolism in lines 10 and 11 serves to represent the (1) achievement of peace (2) destruction of nature (3) loss of cultural identity (4) arrival of new leadership 19 Which statement best clarifies the sentence in lines 8 through 10? (1) We dispense with the usual formality of having your speech again read (line 5) (2) In the Genesee country we live happy and no one molests us (line 26) (3) But if he should think the old one valid ... we are also willing (lines 37 and 38) (4) If the President ... thinks proper to have it continue as heretofore, we shall not be very uneasy (lines 40 and 41) 16 The details in lines 16 and 17 contribute to the speaker s purpose by (1) presenting a resolution to the conflict (2) indicating the reason for the meeting (3) emphasizing the need for caution (4) explaining the terms of the treaty 20 The speaker s attitude in lines 37 through 42 can best be described as (1) uncertain (3) sarcastic (2) compassionate (4) cooperative 17 Lines 22 through 24 establish a (1) contrast between poverty and wealth (2) comparison between family and government (3) cause/effect relationship between power and crime (4) connection between responsibility and accountability 21 The speaker s request in lines 48 through 51 serves to emphasize the Six Nations (1) sense of growing confinement (2) adoption of traditional lifestyle (3) rejection of political influence (4) desire for fair treatment 18 In the speech, the Six Nations uncertainty regarding the status of the Canandaigua Treaty in lines 30 and 31 is based on the (1) loss of the Cayuga reservation (2) conclusion of a major conflict (3) recent changes in United States leadership (4) new hostilities along the frontier Regents Exam in ELA (Common Core) Aug. 14 [8] 24 The speaker repeats the word Brother throughout the speech in order to (1) convey a sense of superiority (2) establish a feeling of alliance (3) emphasize a common greeting (4) suggest a shared history 22 Which words from the speech help the reader understand the meaning of redress as used in line 54? (1) judge it proper (line 50) (2) They have made application (line 53) (3) why should you not pay also (line 55) (4) they should not be permitted to come (line 56) 23 Which purpose of the treaty between the United States and the Six Nations is not referenced in this 1801 speech? (1) the need to prevent unlawful acts (2) the preservation of the written agreement (3) the method of fiscal payments (4) the protection of Iroquois lands Regents Exam in ELA (Common Core) Aug. 14 [9] [OVER] Part 2 Argument Directions: Closely read each of the four texts provided on pages 11 through 18 and write a source-based argument on the topic below. You may use the margins to take notes as you read and scrap paper to plan your response. Write your argument beginning on page 1 of your essay booklet. Topic: Should the United States bid to host a future Olympic Games? Your Task: Carefully read each of the four texts provided. Then, using evidence from at least three of the texts, write a well-developed argument regarding the United States bidding to host future Olympic Games. Clearly establish your claim, distinguish your claim from alternate or opposing claims, and use specific, relevant, and sufficient evidence from at least three of the texts to develop your argument. Do not simply summarize each text. Guidelines: Be sure to: Establish your claim regarding the United States bidding to host a future Olympic Games Distinguish your claim from alternate or opposing claims Use specific, relevant, and sufficient evidence from at least three of the texts to develop your argument Identify each source that you reference by text number and line number(s) or graphic (for example: Text 1, line 4 or Text 2, graphic) Organize your ideas in a cohesive and coherent manner Maintain a formal style of writing Follow the conventions of standard written English Texts: Text 1 Impact of the Games on Olympic Host Cities Text 2 When the Games Come to Town: Host Cities and the Local Impacts of the Olympics Text 3 3 Reasons Why Hosting the Olympics Is a Loser s Game Text 4 Factsheet: Legacies of the Games Regents Exam in ELA (Common Core) Aug. 14 [10] Text 1 Impact of the Games on Olympic Host Cities Introduction 5 10 15 20 ...Staging an Olympic Games represents a long and expensive commitment of a city to this mega event. The impact can be divided into four separate periods: 1. the preparation of a bid and the winning of the right to host the Games; 2. the seven year period of preparation for the staging of the Games; 3. the short period (16 days in 2000) when the Olympic Games are staged followed by the Paralympic Games; 4. the much longer post-Games era. There are also many types of impact to consider: alterations in design of the city; changes to the physical and the built environment; the representation of a city and country and its culture; improvements in air, road and rail transport; increased costs and taxes; changes in governance and public decision-making; innovations in politics and political relationships; potential increased tourism and business activity; the creation of new sporting venues which have potential for post-Games community use; the potential of greater community consultation, involvement and even protest; the involvement of the community as volunteers and torch-bearers. Debates and controversies The impact of an Olympic Games on host cities is a matter of continuing debate and controversy. There are many continuing issues and questions and [sic] about the impact of the Games. Below are six areas of continuing debate. 1. The decision to bid for the games does it represent manufactured consent ? 25 30 While an Olympic bid is made on behalf of all the people of a city, the majority are only indirectly consulted as to whether they want their city to bid for an Olympic Games and what they want to achieve in the process. A bid is usually framed in terms of some community benefit such as urban renewal, improved transport or better sporting facilities which it is claimed will counter the potential costs and burdens to the community. Public opinion polls are usually cited by the bid proposers as proof of public support for a bid. ... 2. Community consultation about the impact of the games 35 This is a related issue about the degree of community consultation during the preparations for the staging of an Olympic Games. Fast-tracking of venues and other Olympic projects are common practices because of the enormity of the task of preparing for the Games in a short time frame. As a result there is usually limited community consultation and the over-riding of local concerns are justified as being in the city and national interest. ... Regents Exam in ELA (Common Core) Aug. 14 [11] [OVER] 3. Positive versus negative impacts on host cities weighing the balance The costs and benefits of an Olympic Games are matters of continuing debate before, during and after the Games. It is virtually impossible to know the true cost to a city of hosting an Olympic Games because there is no accepted way of assessing expenditure. Olympic budgets are both political, contentious1 and notoriously unreliable. To present Olympic expenditure in the best possible light host cities often hide certain items or shift them to other budgets. Olympic infrastructure2 costs may appear in the government s public works budget rather than the Olympic budget. Presumably there is a fear that the disclosure of the full costs of staging an Olympic Games might diminish the degree of public support for this event. ... 40 45 4. Spreading the costs and benefits of the games There has been much discussion about who benefits most from the Games in the host city and the host country for that matter and whether the costs and burdens are shared equally. While it is clear that the Games can produce tangible benefits for government and business, and the tourism industry in particular, the non-tangible benefits for the community are less self-evident, other than the privilege of participating in the Games in one way or another. A lot depends, in this instance, on whether the promises to the community at the time of the bid better sports facilities and urban infrastructure are actually kept. ... 50 5. Community anti-Olympic lobbies ...While there has been a proliferation of community anti-Olympic and watchdog groups, there is very limited empirical3 evidence of their support base. It is difficult to assess their significance and whether they speak for anyone other than radical fringe groups. 55 6. An erosion in human rights in the host city? Because so much is at stake when an Olympic Games are held the city and the country needs to look its best the staging of an Olympic Games can lead to an erosion of human rights for the citizens of that city and country. The demands of tighter security also provide the justification for an organising committee or a government to introduce laws to restrict individual liberties particularly during the Games so as to eliminate any negativities that might be seized upon by the international media. ... There is the danger that this erosion of civil liberties, during an Olympic Games, may be extended and provide the excuse for temporary measures to remain in place for the longer term. ... 60 65 Richard Cashman excerpted and adapted from Impact of the Games on Olympic Host Cities Barcelona: Centre d Estudis Olimpics (UAB), 2002 1 contentious likely to cause arguments 2 infrastructure the basic facilities, services, and installations needed for the functioning of a community 3 empirical based on experience Regents Exam in ELA (Common Core) Aug. 14 [12] Text 2 When the Games Come to Town: Host Cities and the Local Impacts of the Olympics Employment and the Olympics 5 ...Most of the employment growth related to the Olympics happens before the Games, in the preparation stage. As we might expect, there have been some steep losses in employment immediately after the Games, once construction is over and supporting services are not needed (LERI 2007:27). These losses almost stand against the intention to regenerate the locale or host city, as the ability to maintain the momentum of economic growth is important. ... Employment opportunities? 15 Although the Olympics do create employment, the majority of Olympic-related work is temporary (Miguelez 1995:157). As a result analysts suggest we should strongly question the value of the employment created (Horne & Whitson 2006:79). It will mostly be short and sweet and low-skilled. LA Games 1984: 16,520 people for 30 days Seoul Games 1988: 33,500 people for 30 days The main form of job creation in the Olympics relates to the creation of infrastructure, what is built to accommodate the hosting of the Olympics. Here the major source of employment pre-event is in construction. 20 CONSTRUCTION Major work creation is in construction, where jobs will broadly fit into two skill levels highly skilled specialist labour and low skilled labour (Crookston 2004:57). As a result there is potential for polarisation in the job market (Poynter 2006:26), especially because the Olympics has to be built to a very tight schedule and it is unlikely contractors will train unskilled workers, instead recruiting more widely (Evans 2007:315). 10 25 30 SERVICES & TOURISM Some of the indirect jobs provided will be in services and especially those related to tourists and visitors. This will refer to economic activities and roles in support of the Games. As above, we should question the value of this work, as much of it could be low-skilled, badly compensated and usually temporary. The services sector will benefit from the Games, but for a limited amount of time (Crookston 2004:56). There will be temporary opportunities, pre-, during and after the event in: Catering, accommodation, retail, interpreting, security and general administration (Poynter 2006). For example, the media interest in the Games means that there will be additional visitors before the Games. Atlanta had an estimated extra 18,000 overnight stays as a result of the Olympics before the Games. Temporary work in this sector in the run up to the Sydney Games is estimated to have generated in the region of 100,000 jobs specific to the event itself. ... Winners and losers? 35 It is unfortunate but generally agreed that each host city has its winners and losers. Middle classes, political elites and tourists may gain from infrastructural reforms, economic investment and social activities and interest in the city as a result of the Games. By comparison, the city s poor tend to suffer and sometimes become poorer as a result of the Olympics (Preuss 2004:23; Short 2004:107). ... Regents Exam in ELA (Common Core) Aug. 14 [13] [OVER] 40 The following chart sets out some outcomes both positive and negative that might be expected amongst the host population, with particular attention to psychological and social outcomes: Type of Impact Social/Cultural Positive Negative Increase in permanent level of local interest and participation in types of activity associated with event Commercialization of activities which may be of a personal or private nature Strengthening of regional values and traditions Modification of nature of event or activity to accommodate tourism Potential increase in crime Changes in community structure Social dislocation Psychological Tendency towards defensive attitudes concerning host region Increased awareness of non-local perceptions Culture shock Festival atmosphere during event Misunderstandings leading to varying degrees of host/visitor hostility Increased awareness of the region as a travel/ tourism destination Acquisition of poor reputation as a result of inadequate facilities, crime, improper practices or inflated prices Increased knowledge concerning the potential for investment and commercial activity in the region Tourism Increased local pride and community spirit Negative reactions from existing local enterprises due to possibility of new competition for local manpower and government assistance (Preuss & Solberg 2006:398) Regents Exam in ELA (Common Core) Aug. 14 [14] 45 However, research also suggests that some of the community are more likely than others to take a socially altruistic approach, coping with the changes positively believing that they are in the interests of the greater good. A social impacts study carried out in Sydney showed that: Those more likely to accept any inconveniences with equanimity included: younger people, families and ethnic minorities who took up and enjoyed the sense of inclusion and community spirit the Games offered (Waitt 2003). ... Dr. Mary Smith excerpted from When the Games Come to Town: Host Cities and the Local Impacts of the Olympics London East Research Institute Working Papers, December 2008 References Crookston, M. 2004. Making the Games Work: A Sustainable Employment Legacy . In After the Gold Rush: A Sustainable Olympics for London. London: IPPR & DEMOS. Pp. 51 68. Evans, G 2008 London 2012 in Olympic Cities: City Agendas, Planning, and the World s Games. (Eds.) J. Gold & M. Gold. London & New York: Routledge: 298 318. Horne, J & Whitson, D 2006 Comparing the outcomes of Sports mega-events in Canada and Japan in Sports Mega Events: Social Scientific Analyses of Global Phenomenon. W. Manzenreiter & J. Horne (eds.) London: Blackwell Publishing Ltd. Pp: 73 89. LERI 2007 A Lasting Legacy for London? Assessing the Legacy of the Olympic Games and Paralympic Games. London East Research Institute & London Assembly. Miguelez, F & Pilar, C 1995 The Repercussion of the Olympic Games on Labour . In The Keys to Success: The Social, Sporting, Economic and Communications Impact of Barcelona 92. M de Moragas (ed.) Barcelona: Centre d Estudis Olimpics i de 1 Esport. Pp. 149 64 Poynter, G 2006 From Beijing to Bow Bells : Working Papers in Urban Studies. London East Research Institute. Preuss, H 2004 The Economics of Staging the Olympics: A Comparison of the Games 1972 2008. UK & US: Edward Elgar. Preuss, H & Solberg, H 2006 Attracting Major Sporting Events: The Role of Local Residents European Sport Management Quarterly 6(4): 391 411 Short, J 2004 Global Metropolitan: Globalizing Cities in a Capitalist World. London & New York: Routledge. Waitt, G 2003 Social Impacts of the Sydney Olympics Annals of Tourism Research 30 (1): 194 215 Regents Exam in ELA (Common Core) Aug. 14 [15] [OVER] Text 3 3 Reasons Why Hosting the Olympics Is a Loser s Game THE OLYMPIC STIMULUS 5 10 15 20 These days the summer Games might generate $5-to-6 billion in total revenue (nearly half of which goes to the International Olympic Committee). In contrast, the costs of the games rose to an estimated $16 billion in Athens, $40 billion in Beijing, and reportedly nearly $20 billion in London. Only some of this investment is tied up in infrastructure projects that may be useful going forward. The high costs are bound to make hosting the Olympics a bad deal in the short-run. Promoters, however, claim that there is a strong benefit that accrues over time connected to the advertising effect of hosting the games. The idea is that the hundreds of hours of television exposure to hundreds of millions of viewers around the globe will generate increased tourism and business for the city. ... It should be added that there is little evidence that tourism increases during the Games. Rather, Olympic tourists replace normal tourists who want to stay away to avoid the congestion and greater expense during the Games. Finally, it would appear that most of the positive developmental functions that could be associated with the Olympics, could also occur absent the Olympics. The needed infrastructural investments could be made, the national airline could offer reduced rates for stays of over one week, trade missions could multiply their efforts, and so on. Of course, it is always possible that a proactive, efficient government in a potential-laden, burgeoning city could use the Olympics to boost its fortunes. Barcelona ran up a reported $6 billion debt to host the 1992 Games, but the city s image gained enormously and tourism has since flourished. The stars all aligned and Barcelona is arguably a case in point for Olympics promoters. Whether or not Barcelona would have experienced its favorable development without the Games, we ll never know. Andrew Zimbalist excerpted from 3 Reasons Why Hosting the Olympics Is a Loser s Game http://www.theatlantic.com, July 23, 2012 Regents Exam in ELA (Common Core) Aug. 14 [16] Text 4 Factsheet: Legacies of the Games IOC [International Olympic Committee] SUPPORT 5 As the Olympic Games have grown to become the world s foremost sporting event, their impact on a host city and country has also increased. This has meant that cities interested in hosting the Games are now placing increasing emphasis on the legacies that such an event can create for their citizens and, in many cases, they are using the Games as a catalyst for urban renewal. ... GAMES OF THE OLYMPIAD BEIJING 2008 10 15 20 Education: 400 million children in 400,000 Chinese schools were exposed to the Olympic values, and 550 Chinese schools partnered with schools in other countries to conduct cultural sports and educational exchanges. ... Transport Infrastructure: Beijing s Capital Airport saw its capacity increased by 24 million passengers; a new express way and high speed rail link was built to Tianjin; and three new subway lines were constructed, as well as a new ring road and airport express road. Public transport capacity was increased by 4.5 million people. Venues: Twenty-three of the Beijing 2008 venues will be used as sports facilities, conference centres and public event facilities; six venues were located on university campuses for use by students after the Games; and the International Broadcast Centre and Main Press Centre will serve conventions and tourism. ... Environment: Some 140 billion Yuan was invested in air quality improvements alone, with 60,000 coal-burning boilers being upgraded to reduce emissions; a number of public buses being converted to run on natural gas; and restrictions being put in place on private automobile use, a form of which is still in place today. There were also significant improvements in water treatment facilities. ATHENS 2004 25 30 Transport Infrastructure: Athens 2004 saw a new and renovated urban and underground system capable of carrying 1,000,000 passengers a day (20 per cent of the population of Athens); 90km of new roads were built and a further 120km widened, with a new computerised traffic management system installed to help manage traffic. A new airport was also constructed. ... Environment: Some 90 per cent of the Schinias rowing facility which is on reclaimed wetland was designated a wildlife preserve. Hundreds of thousands of trees and shrubs were planted. ... Education: One hundred thousand Greeks received technical, managerial or other Games-related training. ... Venues: Some Athens 2004 venues were converted for post-Games use, ranging from sports facilities to a local theatre, to shopping and convention centres, to Government offices and a new university campus. ... Regents Exam in ELA (Common Core) Aug. 14 [17] [OVER] SALT LAKE CITY 2002... 35 40 45 Venues: The Utah Athletic Foundation was created to manage the Olympic Oval and Park, allowing the local community to use the facilities, as well as host major events. Both the Park and Oval are USOC Olympic training sites. Fourteen venues in total continue to be used for events, elite training and recreational purposes. Education: The Salt Lake City Organising Committee provided Olympic-related experiences to 600,000 Utah school children and those experiences continue today with 5-10,000 students visiting Olympic facilities every year. Salt Lake also ran a One School, One Country programme partnering schools in Utah with schools in countries around the world, thus letting students learn about a variety of cultures, languages, customs, music and sport. Environment: Thanks to energy efficient designs, water conservation efforts, aquatic habitat restoration projects, recycling of Games waste, a worldwide tree planting programme and the encouragement of transit use, Salt Lake 2002 was certified as climate neutral by the Climate Neutral Network. ... LILLEHAMMER 1994 50 55 60 Environment: The Lillehammer Games were noteworthy for their focus on environmental conservation, which set the stage for the formation of the Green Olympics. Venues: Lillehammer Olympia Park AS was created to manage the legacy of five of the Olympic Venues. The Lillehammer Olympic venues are used for a host of purposes ranging from sporting to cultural and commercial events in both summer and winter. The venues are available for public use, as well as for elite athletes. In 2016, Lillehammer will host the Youth Olympic Games. ... Infrastructure: The Games allowed improvements to be made to the roads, the railway to Oslo, the local telecommunications system, and the water and sewage systems that would otherwise have taken 20 years. ... Education: The International Broadcast Centre allowed the Lillehammer College to increase enrolment from 600 to 3,000 students, thanks to the extra space it created. The local authority also developed an educational programme for local primary and secondary school students. ... International Olympic Committee excerpted and adapted from Factsheet: Legacies of the Games July 17, 2012 Regents Exam in ELA (Common Core) Aug. 14 [18] Part 3 Text-Analysis Response Your Task: Closely read the text provided on pages 20 and 21 and write a well-developed, text-based response of two to three paragraphs. In your response, identify a central idea in the text and analyze how the author s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Use strong and thorough evidence from the text to support your analysis. Do not simply summarize the text. You may use the margins to take notes as you read and scrap paper to plan your response. Write your response in the spaces provided on pages 7 through 9 of your essay booklet. Guidelines: Be sure to: Identify a central idea in the text Analyze how the author s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Examples include: characterization, conflict, denotation/connotation, metaphor, simile, irony, language use, point-of-view, setting, structure, symbolism, theme, tone, etc. Use strong and thorough evidence from the text to support your analysis Organize your ideas in a cohesive and coherent manner Maintain a formal style of writing Follow the conventions of standard written English Regents Exam in ELA (Common Core) Aug. 14 [19] [OVER] Text 5 10 15 20 25 30 35 40 45 50 ...It turned out to be true. The face of the water [Mississippi River], in time, became a wonderful book a book that was a dead language to the uneducated passenger, but which told its mind to me without reserve, delivering its most cherished secrets as clearly as if it uttered them with a voice. And it was not a book to be read once and thrown aside, for it had a new story to tell every day. Throughout the long twelve hundred miles there was never a page that was void of interest, never one that you could leave unread without loss, never one that you would want to skip, thinking you could find higher enjoyment in some other thing. There never was so wonderful a book written by man; never one whose interest was so absorbing, so unflagging, so sparklingly renewed with every reperusal. The passenger who could not read it was charmed with a peculiar sort of faint dimple on its surface (on the rare occasions when he did not overlook it altogether); but to the pilot that was an italicized passage; indeed, it was more than that, it was a legend of the largest capitals, with a string of shouting exclamation points at the end of it, for it meant that a wreck or a rock was buried there that could tear the life out of the strongest vessel that ever floated. It is the faintest and simplest expression the water ever makes, and the most hideous to a pilot s eye. In truth, the passenger who could not read this book saw nothing but all manner of pretty pictures in it, painted by the sun and shaded by the clouds, whereas to the trained eye these were not pictures at all, but the grimmest and most dead-earnest of reading matter. Now when I had mastered the language of this water, and had come to know every trifling feature that bordered the great river as familiarly as I knew the letters of the alphabet, I had made a valuable acquisition. But I had lost something, too. I had lost something which could never be restored to me while I lived. All the grace, the beauty, the poetry, had gone out of the majestic river! I still kept in mind a certain wonderful sunset which I witnessed when steamboating was new to me. A broad expanse of the river was turned to blood; in the middle distance the red hue brightened into gold, through which a solitary log came floating, black and conspicuous; one place a long, slanting mark lay sparkling upon the water; in another the surface was broken by boiling, tumbling rings, that were as manytinted as an opal; where the ruddy flush was faintest, was a smooth spot that was covered with graceful circles and radiating lines, ever so delicately traced; the shore on our left was densely wooded, and the sombre shadow that fell from this forest was broken in one place by a long, ruffled trail that shone like silver; and high above the forest wall a clean-stemmed dead tree waved a single leafy bough that glowed like a flame in the unobstructed splendor that was flowing from the sun. There were graceful curves, reflected images, woody heights, soft distances; and over the whole scene, far and near, the dissolving lights drifted steadily, enriching it every passing moment with new marvels of coloring. I stood like one bewitched. I drank it in, in a speechless rapture. The world was new to me, and I had never seen any thing like this at home. But as I have said, a day came when I began to cease from noting the glories and the charms which the moon and the sun and the twilight wrought upon the river s face; another day came when I ceased altogether to note them. Then, if that sunset scene had been repeated, I should have looked upon it without rapture, and should have commented upon it, inwardly, after this fashion: This sun means that we are going to have wind to-morrow; that floating log means that the river is rising, small thanks to it; that slanting mark on the water refers to a bluff reef which is going to kill somebody s steamboat one of these nights, if it keeps on stretching out like that; those tumbling boils show a dissolving bar and a changing channel there; the lines and circles in the slick water over yonder are a warning that that troublesome place is shoaling up dangerously; that silver streak in the shadow of the forest is the break from a new snag, and he has located himself in the very best place he could have found to fish for steamboats; that tall dead tree, with a single living branch, is not going to last long, and then how is a body Regents Exam in ELA (Common Core) Aug. 14 [20] 55 60 ever going to get through this blind place at night without the friendly old landmark? No, the romance and the beauty were all gone from the river. All the value any feature of it had for me now was the amount of usefulness it could furnish toward compassing the safe piloting of a steamboat. Since those days, I have pitied doctors from my heart. What does the lovely flush in a beauty s cheek mean to a doctor but a break that ripples above some deadly disease? Are not all her visible charms sown thick with what are to him the signs and symbols of hidden decay? Does he ever see her beauty at all, or doesn t he simply view her professionally, and comment upon her unwholesome condition all to himself? And doesn t he sometimes wonder whether he has gained most or lost most by learning his trade? Mark Twain excerpted and adapted from Life on the Mississippi, 1901 Harper & Brothers Publishers Regents Exam in ELA (Common Core) Aug. 14 [21] REGENTS IN ELA (Common Core) Printed on Recycled Paper REGENTS IN ELA (Common Core) FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION CCE ENGLISH LANGUAGE ARTS (Common Core) Thursday, August 14, 2014 12:30 to 3:30 p.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 Examination in English Language Arts (Common Core). 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 Examination in English Language Arts (Common Core). Scoring the Multiple-Choice Questions For this exam all schools must use uniform scannable answer sheets provided by the regional scanning 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 1 1 ......1...... 6 ......1...... 10 . . . . . . 4 . . . . . . 15 . . . . . . 1 . . . . . . 20 . . . . . . 4 . . . . . . 2 ......3...... 7 ......2...... 11 . . . . . . 2 . . . . . . 16 . . . . . . 2 . . . . . . 21 . . . . . . 4 . . . . . . 3 ......1...... 8 ......1...... 12 . . . . . . 4 . . . . . . 17 . . . . . . 4 . . . . . . 22 . . . . . . 3 . . . . . . 4 ......2...... 9 ......3...... 13 . . . . . . 1 . . . . . . 18 . . . . . . 3 . . . . . . 23 . . . . . . 4 . . . . . . 14 . . . . . . 3 . . . . . . 19 . . . . . . 1 . . . . . . 24 . . . . . . 2 . . . . . . 5 ......4...... The University of the State of New York THE STATE EDUCATION DEPARTMENT Albany, New York 12234 ENGLISH LANGUAGE ARTS (Common Core) Rating of Essay and Response Questions (1) In training raters to score student essays and 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 or passage 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 Parts 2 and 3 only contain scores, not commentaries.) (2) When actual rating begins, each rater should record his or her individual rating for a student s essay and response on the rating sheets provided in the Information Booklet, not directly on the student s essay or response or answer sheet. Do not correct the student s work by making insertions or changes of any kind. (3) Both the 6-credit essay and the 4-credit response 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 or response, 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. Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [2] Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [3] x x x x -present ideas clearly and accurately, making effective use of specific and relevant evidence to support analysis -present ideas fully and thoughtfully, making highly effective use of a wide range of specific and relevant evidence to support analysis -demonstrate control of conventions with essentially no errors, even with sophisticated language -establish and maintain a formal style, using sophisticated language and structure -exhibit skillful organization of ideas and information to create a cohesive and coherent essay -demonstrate control of the conventions, exhibiting occasional errors only when using sophisticated language -establish and maintain a formal style, using fluent and precise language and sound structure -exhibit logical organization of ideas and information to create a cohesive and coherent essay -demonstrate proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased material -demonstrate thorough analysis of the texts, as necessary to support the claim and to distinguish the claim from alternate or opposing claims -demonstrate in-depth and insightful analysis of the texts, as necessary to support the claim and to distinguish the claim from alternate or opposing claims -demonstrate proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased material -introduce a precise and thoughtful claim, as directed by the task 5 Essays at this Level: -introduce a precise and insightful claim, as directed by the task 6 Essays at this Level: -demonstrate partial control, exhibiting occasional errors that do not hinder comprehension -establish and maintain a formal style, using precise and appropriate language and structure -exhibit acceptable organization of ideas and information to create a coherent essay -demonstrate proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased material -demonstrate appropriate and accurate analysis of the texts, as necessary to support the claim and to distinguish the claim from alternate or opposing claims -present ideas sufficiently, making adequate use of specific and relevant evidence to support analysis -introduce a precise claim, as directed by the task 4 Essays at this Level: An essay that addresses fewer texts than required by the task can be scored no higher than a 3. An essay that is a personal response and makes little or no reference to the task or texts can be scored no higher than a 1. An essay that is totally copied from the task and/or texts with no original student writing must be scored a 0. An essay that is totally unrelated to the task, illegible, incoherent, blank, or unrecognizable as English must be scored as a 0. Control of Conventions: the extent to which the essay demonstrates command of conventions of standard English grammar, usage, capitalization, punctuation, and spelling Coherence, Organization, and Style: the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language Command of Evidence: the extent to which the essay presents evidence from the provided texts to support analysis Content and Analysis: the extent to which the essay conveys complex ideas and information clearly and accurately in order to support claims in an analysis of the texts Criteria -do not demonstrate analysis of the texts -do not introduce a claim 1 Essays at this Level: -demonstrate little use of citations to avoid plagiarism when dealing with direct quotes and paraphrased material -demonstrate emerging control, exhibiting occasional errors that hinder comprehension -establish but fail to maintain a formal style, using primarily basic language and structure -use language that is predominantly incoherent, inappropriate, or copied directly from the task or texts -are minimal, making assessment of conventions unreliable -demonstrate a lack of control, exhibiting frequent errors that make comprehension difficult -are minimal, making assessment unreliable -exhibit little organization of ideas and information -lack a formal style, using some language that is inappropriate or imprecise -exhibit inconsistent organization of ideas and information, failing to create a coherent essay -exhibit some organization of ideas and information to create a mostly coherent essay -do not make use of citations -present ideas inconsistently and/or inaccurately, in an attempt to support analysis, making use of some evidence that may be irrelevant -present ideas briefly, making use of some specific and relevant evidence to support analysis -demonstrate inconsistent citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased material -present little or no evidence from the texts -demonstrate confused or unclear analysis of the texts, failing to distinguish the claim from alternate or opposing claims -introduce a claim 2 Essays at this Level: -demonstrate some analysis of the texts, but insufficiently distinguish the claim from alternate or opposing claims -introduce a reasonable claim, as directed by the task 3 Essays at this Level: New York State Regents Examination in English Language Arts (Common Core) Part 2 Rubric Writing From Sources: Argument THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 Anchor Paper Part 2 Level 6 A Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [4] Anchor Paper Part 2 Level 6 A Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [5] Anchor Paper Part 2 Level 6 A Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [6] Anchor Level 6 A The essay introduces a precise and insightful claim, as directed by the task, affirming that in spite of the staggering cost, the United States should absolutely bid to host another Olympics because of the benefits it has for the host city; it can improve infrastructure, educate the masses, and in general, better the welfare of the city. The essay demonstrates in-depth and insightful analysis of the texts, as necessary to support the claim and to distinguish the claim from alternate or opposing claims, stating that they argue that it is too expensive, too temporary, and in general, not worth it; but both authors arguments are undermined by the positives they list; such benefits as increased local pride, international cultural awareness, and the festival atmosphere encompassing the event. The essay presents ideas fully and thoughtfully (The Olympics can be a catalyst to improve the infrastructure of a city and The Olympics give cities and nations a medium through which to step onto the world stage), making highly effective use of a wide range of specific and relevant evidence to support analysis (This education encompassed global interaction for school children and Hosting the Olympics is also a way of building national pride and spreading a nation s culture). The essay demonstrates proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased material [(Source 4 lines 32-34), The author of text 3 mentions (lines 1-5), (Text 2 chart)]. The essay exhibits skillful organization of ideas and information to create a cohesive and coherent essay, declaring a potential Olympic bid by the United States to be beneficial, discussing the various ways in which those benefits can reveal themselves, addressing the opposing arguments, and providing a summative conclusion. The essay establishes and maintains a formal style, using sophisticated language and structure (So, are the Olympics worth the cost? Should the United States bid to host them again? Yes and yes and hosting the Olympics also creates, or at least rekindles, a feeling of national pride and patriotism). The essay demonstrates control of the conventions with essentially no errors, even with sophisticated language, although errors are present in a misquoting of Text 4 ( recieve techincal, managerial, or other games-related training ). Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [7] Anchor Paper Part 2 Level 6 B Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [8] Anchor Paper Part 2 Level 6 B Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [9] Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [10] Anchor Paper Part 2 Level 5 A Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [11] Anchor Paper Part 2 Level 5 A Anchor Level 5 A The essay introduces a precise and thoughtful claim, as directed by the task (Therefore, it is my opinion that the United States should not bid to host an Olympic Game in the near future). The essay demonstrates a thorough analysis of the texts, as necessary to support the claim (Primarily, there are many aspects, economic, social, and otherwise, to be taken into account; for example, budgeting and construction costs, impacts on local business and residents, culture shock, and more) and to distinguish the claim from alternate or opposing claims [While some may argue that the Olympics create job opportunities, many of these jobs are temporary and unspecialized (Text 2, lines 7-20)]. The essay presents ideas clearly and accurately, making effective use of specific and relevant evidence to support analysis (According to text 3, lines 11-13, there is actually no proven correlation between the Olympic Games and significant swelling of tourism and For example, the Olympics in Beijing, China, saw vast improvements in air quality, an addition to a major airport, and cultural exchange programs). The essay demonstrates proper citation of sources [ Olympic tourists [tend to] replace normal tourists, people who are attempting to avoid the congestion (Text 3, lines 12-13)] to avoid plagiarism when dealing with direct quotes and paraphrased material. The essay exhibits logical organization of ideas and information to create a cohesive and coherent essay, first introducing the claim and identifying the aspects that need to be taken into account when considering hosting the Olympics (job opportunities, tourism, culture shock), then addressing the counterclaims associated with employment and tourism as well as the benefit of giving some other countries a chance, and concluding with a statement supporting the claim. The essay establishes and maintains a formal style, using fluent and precise language and sound structure (Yet another concern is that of cultural shock, both to residents and tourists). The essay demonstrates control of conventions with essentially no errors, even with sophisticated language. Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [12] Anchor Paper Part 2 Level 5 B Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [13] Anchor Paper Part 2 Level 5 B Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [14] Anchor Paper Part 2 Level 5 B Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [15] Anchor Level 5 B The essay introduces a precise and thoughtful claim, as directed by the task (Arguments against the United States hosting another Olympic Games are supported by several articals, which focus on employment impact, cost versus revinue, and the duration of tourism increases). The essay demonstrates thorough analysis of the texts, as necessary to support the claim and to distinguish the claim from alternate or opposing claims (During the period leading up to and including the Olympic Games, there is generally an increase in work available. However, this work is often temporary and The Olympic Games are often pitched as the best way to generate a long-term increase in tourism. However, there has been little evidence produced to support this claim). The essay presents ideas clearly and accurately, making effective use of specific and relevant evidence to support analysis [tourism during the Games may not even increase, as Olympic tourists may replace tourists who would like to see the city when it is less crowded (Text 3, lines 11-12) and the Games often result in cost increases for a city, which requires increased taxation to cover costs, (Text 1, line 13)]. The essay demonstrates proper citation of sources [(Text 3, lines 11-12) and (Text 2, Chart)] to avoid plagiarism when dealing with direct quotes and paraphrased material. The essay exhibits logical organization of ideas and information to create a cohesive and coherent essay, starting with an introductory paragraph stating a specific claim, followed by three supporting paragraphs, which address both the claim and counterclaim relating to the issues of employment, tourism, and cost, and concluding with a strong reiteration of the introductory claim (This leads to the fairly obvious conclusion that it is a bad idea for the United States to host the Olympic Games, as the economic risk is too high). The essay establishes and maintains a formal style, using fluent and precise language and sound structure (The Olympic Games are often seen as a great benefit to host cities and In short, there is no conclusive data available to prove that the games are of any benefit to the tourist industry). The essay demonstrates control of the conventions, exhibiting occasional errors (articals, revinue, other factors which detours) only when using sophisticated language. Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [16] Anchor Paper Part 2 Level 5 C Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [17] Anchor Paper Part 2 Level 5 C Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [18] Anchor Paper Part 2 Level 5 C Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [19] Anchor Level 5 C The essay introduces a precise and thoughtful claim, as directed by the task (It s not surprising then that many cities around the globe hope to one day host an Olympic event. If the U.S. were to host the Olympics then the host city would benefit environmentaly and economicaly). The essay demonstrates thorough analysis of the texts, as necessary to support the claim (The environmental state of most major cities is quite poor; The Olympic games would have the power to alter the U.S. s environment for the better; Despite the criticism, the Olympics would benefit the U.S. by creating much needed jobs and income) and to distinguish the claim from alternate or opposing claims [Some argue that there isn t an increase in tourism (Text 3, lines 11-13), jobs would be temporary (Text 2, lines 23-24), or that too many changes would be made to the city (Text 1, lines 9-10). While all of these points are valid there are still benefits that come along with them]. The essay presents ideas clearly and accurately, making effective use of specific and relevant evidence to support analysis (Public transportation started to rely on natural gas and water treatment plants were serviced and The stadiums and facilities are used to train future olympians, provide a place for conventions and meetings, as well as allow a place for the public to participate in sporting events). The essay demonstrates proper citation of sources [According to Text 4, lines 17-21 and (Text 2, line 28)] to avoid plagiarism when dealing with direct quotes and paraphrased material. The essay exhibits logical organization of ideas and information to create a cohesive and coherent essay by first introducing the claim, then identifying the potential benefits for the host city relating to its environment and economics, and supplying a summative conclusion (Environmental changes and economic changes brought on by the Olympics would improve any U.S. city that was a host). The essay establishes and maintains a formal style, using fluent and precise language and sound structure (The Olympics allow people to put aside various cultural barriers and come together in support of athleticism and Pollution clogs the air, litter covers the streets, and plant-life is scarce). The essay demonstrates partial control, exhibiting occasional errors (New venues and people to man them is, valid there, accomadate, specificaly) that do not hinder comprehension. Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [20] Anchor Paper Part 2 Level 4 A Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [21] Anchor Paper Part 2 Level 4 A Anchor Level 4 A The essay introduces a precise claim, as directed by the task (The United States should bid to host a future Olympic Games). The essay demonstrates appropriate and accurate analysis of the texts, as necessary to support the claim and to distinguish the claim from alternate or opposing claims (The main problem that seemed to be presented in all of the texts was the cost of hosting. It is extremely expensive, but in return, we would be getting a lot of business and many job and volunteering opportunities). The essay presents ideas sufficiently, making adequate use of specific and relevant evidence to support analysis (Some of these examples are improving transportation, increasing tourism and business activity, and increased involvement of the community, specifically in volunteering). The essay demonstrates proper citation of sources to avoid plagiarism when dealing with paraphrased material [(Text 3, lines 19-23) and (Text 4, lines 6-8, 41-44)]. The essay exhibits acceptable organization of ideas and information to create a coherent essay with an opening paragraph that states the claim and addresses the counterclaim, one supporting paragraph that addresses the claim using specific examples from the text (Barcelona sets a good example of this because years after they held the Olympic Games, their city was significantly improved to what it was before), and a conclusion reiterating the original claim (In conclusion, it would be a great opportunity for a city in the United States to bid on hosting the Olympic Games). The essay establishes and maintains a formal style, using precise and appropriate language and structure (Another factor to consider is the long-term effect of hosting the Olympic Games). The essay demonstrates control of the conventions, exhibiting occasional errors (hosts it, it their city, from cleaning) only when using sophisticated language. Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [22] Anchor Paper Part 2 Level 4 B Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [23] Anchor Paper Part 2 Level 4 B Anchor Level 4 B The essay introduces a precise claim, as directed by the task (Even though cost and planning would be expensive I think that having a United States city host the Olympics would result in a very positive outcome). The essay demonstrates appropriate and accurate analysis of the texts, as necessary to support the claim and to distinguish the claim from alternate or opposing claims (In the late 1990 s games held in Barcelona resulted in $6 billion in debt. On the other hand, the overwhelming tourism that Barcelona recieved caused favorable development which it might have not recieved had the Olympics been hosted elsewhere). The essay presents ideas sufficiently, making adequate use of specific and relevant evidence to support analysis (Text 2, under Employment Oppurtunities shows how many people were needed to work in an effort to prepare for the games). The essay demonstrates proper citation of sources to avoid plagiarism when dealing with paraphrased material (Text 1 describes and Text 3 exemplifiyes). The essay exhibits acceptable organization of ideas and information to create a coherent essay with an introductory paragraph about the Olympics, a body paragraph stating and supporting the claim using information from three of the texts and addressing counterclaims (Others may claim that the work is only temporary, the end result is what really matters though). The concluding paragraph reiterates the original claim (In conclusion, the responsibility of hosting the Olympic Games would most likely prove to be successful for the United States). The essay establishes and maintains a formal style, using precise and appropriate language and structure (Some people are unaware of how much work actually goes into the preparation and planning for the special events). The essay demonstrates partial control, exhibiting occasional errors (oppertunities, infastructure, actuall, intrest, world will also) that do not hinder comprehension. Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [24] Anchor Paper Part 2 Level 4 C Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [25] Anchor Paper Part 2 Level 4 C Anchor Level 4 C The essay introduces a precise claim, as directed by the task (The United States, therefore, should put in a bid to host the next olympic games). The essay demonstrates appropriate and accurate analysis of the texts, as necessary to support the claim and to distinguish the claim from alternate or opposing claims (That is a irratinal fear considering that anytime two or more countries interact there is possibilities for miscommunications. Just because it might happen, and it often does, does not mean that the Olympics shouldn t come here). The essay presents ideas sufficiently, making adequate use of specific and relevant evidence to support analysis (First of all, the people in the city benefit from the Olympics and If the people are helped, then eventually they will benefit society, as well as the economy, as a whole). The essay demonstrates proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased material [(Text 1, lines 57-62) and (Text 4, lines 18-20)]. The essay exhibits acceptable organization of ideas and information to create a coherent essay, providing a claim in the introduction, and adding two paragraphs, the first refuting counterclaims (This argument is not valid because if the United States were to host the Games, why would they hold it in a city where civil rights would need to be limited?) and the second paragraph addressing the pros of hosting the Olympics (This quote cleary shows that the environment has been bettered by the Olympic games). The concluding sentence reiterates the claim (As you can see, it would be very beneficial for the United States if we were to hold the Olympics). The essay establishes and maintains a formal style, using precise and appropriate language and structure, although at times the tone is somewhat conversational (Guess what tourism brings with it?). The essay demonstrates emerging control of conventions, exhibiting occasional errors (states The, phsycologicaly, a irratinal, there is possibilities, Finally opponents, rights that live there, barly) that hinder comprehension. Regents Exam in ELA (Common Core) Rating Guide Aug. 14 [26]

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