The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
IN
January 27, 2014 — 1:15 to 4:15 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 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.

Comp. Eng. — Jan. ’14
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NOTES
Comp. Eng. — Jan. ’14
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
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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 speaker contrasts Antarctica with both
Alaska and Wisconsin in order to emphasize
Antarctica’s
(1) location
(2) climate
(3) population
(4) geography
2 According to the account, international agreements related to Antarctica are based on the possibility that
(1) natural resources may be discovered there
(2) numbers of tourists may increase
(3) more small ships may be allowed to visit
(4) wildlife may become more plentiful
3 The speaker uses “island hopping” to describe
(1) an approach to save fuel
(2) a method of penguin migration
(3) an activity for tourists
(4) a way to preserve the shoreline
4 For the speaker, the “big moment” occurs when he
(1) first sees Antarctica in the distance
(2) first lands on an island
(3) encounters the whale carcass
(4) swims in the Southern Ocean
5 The ice of Antarctica appears blue because of the
(1) shape of the icebergs
(2) angle of the sunlight
(3) presence of minerals in the ice
(4) absence of oxygen in the ice
6 The speaker includes details about Antarctica’s mountains, wildlife, and immensity in order to suggest Antarctica’s
(1) potential dangers
(2) unique beauty
(3) environmental fragility
(4) economic stability
7 The speaker uses a simile when he says
(1) “blindingly white mountains clamored skyward”
(2) “albatross and giant petrels soared in lazy circles”
(3) “chunks of glacier … fall into the sea with a crack like cannon fire”
(4) “subterranean lava heats the water to near-pleasant temperatures”
8 The account is developed primarily through description of
(1) historical events
(2) personal experiences
(3) geological formations
(4) philosophical reflections
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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.
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Reading Comprehension Passage A
I was lucky enough to discover my passion for flying when I was very young, and to indulge that passion day after day. Lucky that some things went my way; my eyesight, for instance, was good enough to allow me to become a fighter pilot. And lucky that when I left the military, I found work as an airline pilot, when such jobs weren’t plentiful.
I still feel fortunate, after all these years, to be able to follow my passion. The airline industry has its problems, and a lot of the issues can be troubling and wearying, but I still find purpose and satisfaction in flying.
There’s a literal freedom you feel when you’re at the controls, gliding above the surface of the earth, no longer bound by gravity. It’s as if you’re rising above the nitty-gritty details of life. Even at a few thousand feet, you get a wider perspective. Problems that loom large down below feel smaller from that height, and smaller still by the time you reach thirty-five thousand feet.
I love that flying is an intellectual challenge, and that there’s mental math that needs to be done all along the way. If you change the angle of the nose versus the horizon by even one degree while traveling at a typical commercial airliner speed of seven nautical miles a minute, it’s enough to increase or decrease your rate of climb or descent by seven hundred feet per minute. I enjoy keeping track of all the calculations, staying aware of the weather conditions, working with a team—flight attendants, air traffic controllers, first officers, maintenance crews—while knowing intimately what the plane can and cannot do. Even when the controls are being manipulated through automation, pilots have to back up the computer systems with their own mental math. I like the challenge of that.
I also like sharing my passion for flying. It’s a disappointment to me that a lot of kids today aren’t especially fascinated by flight. I’ve watched countless children walk past the cockpit without paying much attention; they’re too focused on their video games or their iPods.
When there are children who eagerly want a look inside “my office” at the front of the plane, their enthusiasm is contagious. It’s so gratifying to see their excitement about something I care deeply about. If we aren’t busy during boarding, the first officer and I enjoy inviting inquisitive children to sit in our seats in the cockpit, ask questions, and let their parents take photos of them wearing a captain’s hat.
Being a pilot has a tangible end result that is beneficial to society. It feels good to take a planeload of 183 people where they need or want to go. My job is to reunite people with family and friends, to send them on long-awaited vacations, to bring them to loved ones’ funerals, to get them to their job interviews. By the end of a day, after piloting three or four trips, I’ve taken four or five hundred people safely to their destinations, and I feel as if I’ve accomplished something. All of them have their own stories, motivations, needs—and helping them brings a rewarding feeling.
This is what gets me ready for work, and one of the things I look forward to. …
—Captain Chesley “Sully” Sullenberger with Jeffrey Zaslow excerpted from Highest Duty , 2009
HarperCollins Publishers
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9 Lines 9 through 12 suggest that flying offers the narrator
(1) a test of his technical expertise
(2) an opportunity for better understanding
(3) an appreciation for natural beauty
(4) a vision of his future accomplishment
10 The narrator’s inclusion of details about his mental stimulation demonstrates his
(1) expertise
(2) aggressiveness
(3) creativity
(4) impatience
11 The narrator expresses regret that some children no longer seem to appreciate the
(1) expanse of the country
(2) value of education
(3) need to help others
(4) wonder of flight
12 Which phrase from the passage is used as a transition?
(1) “purpose and satisfaction” (line 7)
(2) “also like sharing my passion” (line 22)
(3) “they’re too focused” (line 24)
(4) “at the front of the plane” (lines 26 and 27)
13 The phrase “a tangible end result that is beneficial to society” (line 31) implies the narrator’s
(1) satisfaction
(2) affection
(3) patriotism
(4) optimism
14 The genre of this passage can best be described as a
(1) social satire
(2) personal account
(3) critical commentary
(4) persuasive essay
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Reading Comprehension Passage B
The steamboat Bertrand was heavily laden with provisions when it set out on the
Missouri River in 1865, destined for the gold mining camps in Fort Benton, Mont[ana]. The boat snagged and swamped under the weight, sinking to the bottom of the river. It was found a century later, under 30 feet of silt a little north of Omaha, Neb[raska].
Among the canned food items retrieved from the Bertrand in 1968 were brandied peaches, oysters, plum tomatoes, honey, and mixed vegetables. In 1974, chemists at the
National Food Processors Association (NFPA) analyzed the products for bacterial contamination and nutrient value. Although the food had lost its fresh smell and appearance, the NFPA chemists detected no microbial growth and determined that the foods were as safe to eat as they had been when canned more than 100 years earlier. …
Canned foods are more than a relic dug from the past. They make up 12 percent of grocery sales in the United States. More than 1,500 food products are canned—including many that aren’t available fresh in most areas, such as elderberry, guava, mango, and about
75 different juice drinks. Consumers can buy at least 130 different canned vegetable products—from artichokes and asparagus to turnips and zucchini. More than a dozen kinds of beef are canned, including beef burgers and chopped, corned and barbecued beef. …
Food-spoiling bacteria, yeasts and molds are naturally present in foods. To grow, these microorganisms need moisture, a low-acid environment (acid prevents bacterial growth), nutrients, and an appropriate (usually room) temperature.
Dennis Dignan, Ph.D., chief of FDA’s [Food and Drug Administration’s] food processing section, explains that foods are preserved from food spoilage by controlling one or more of the above factors. For instance, frozen foods are stored at temperatures too low for microorganisms (bacteria, yeasts and molds) to grow. When foods are dried, sufficient moisture is not available to promote growth.
It is the preservation process that distinguishes canned from other packaged foods.
During canning, the food is placed in an airtight (hermetically sealed) container and heated to destroy microorganisms. The hermetic seal is essential to ensure that microorganisms do not contaminate the product after it is sterilized through heating, says Dignan. Properly canned foods can be stored unrefrigerated indefinitely without fear of their spoiling or becoming toxic. …
Dignan also notes that foods packaged in materials other than metal cans are considered
“canned” by food processing specialists if the food undergoes the canning preservation process. Thus, today a canned food may be packaged in a number of other types of containers, such as glass jars, paperboard cans, and plastics that can be formed into anything from pouches to soup bowls to serving trays. …
Foods with a naturally high acid content—such as tomatoes, citrus juices, pears, and other fruits—will not support the growth of food poisoning bacteria. In tests, when large numbers of food poisoning bacteria are added to these foods, the bacteria die within a day.
(The exact amount of time depends upon the bacteria and amount of acidity.) Foods that have a high acid content, therefore, do not receive as extreme a heat treatment as low-acid foods. They are heated sufficiently to destroy bacteria, yeasts and molds that could cause food to spoil. …
Low-acid canned foods receive a high dose of heat—usually 107 degrees Celsius
(250 degrees Fa[h]renheit) for at least three minutes. (The amount of time the food is heated, though, depends upon the size of the container and the product.) The canned food is heated in a retort, a kind of pressure cooker. …
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Another critical element in the canned food process is sealing products in airtight containers. It is essential that air be removed from the container before sealing. Air could cause the can to expand during heating, perhaps damaging the seals or seams of the container.
A telltale sign of loss of this vacuum 1 —and a possibly contaminated product—is a can with bulging ends. If a seal is not airtight, bacteria may enter the can, multiply, and contaminate the product. …
—Dale Blumenthal excerpted and adapted from “The Canning Process”
FDA Consumer , September 1990
1 vacuum — an airtight seal
15 This passage is introduced with
(1) a historical anecdote
(2) an effective argument
(3) a controlling metaphor
(4) an extended dialogue
16 Canning preserves food safely by
(1) increasing sodium levels
(2) eliminating microorganisms
(3) reducing its light exposure
(4) changing its chemical composition
17 Based upon the definition of the word “canned” in lines 32 through 35, which product would not be considered a canned product?
(1) a jar of peanut butter
(2) a basket of peaches
(3) a sealed snack packet
(4) a bottle of orange juice
18 Tests have indicated that certain foods require less processing because those foods
(1) are not heat tolerant
(2) can be stored anywhere
(3) do not change color
(4) have high acid content
19 According to the passage, the vacuum seal on preserved food can be compromised by
(1) overripe produce
(2) damaged seams
(3) lack of refrigeration
(4) overfilling during preparation
20 The passage concludes with a
(1) summary of the advantages of pressurization
(2) list of the best foods for preservation
(3) tip to avoid purchasing spoiled food
(4) suggestion to shop more economically
Comp. Eng. — Jan. ’14
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Directions: On the following pages read Passage I (an excerpt from a short story) and Passage II (a poem) about insight. 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.
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Passage I
…Something appeared in the sky shortly before one o’clock. Many of us were still at lunch, others were already outside, standing motionless on the streets and sidewalks, gazing up. There were shouts and cries, arms in the air, a wildness of gesturing, pointing.
And, sure enough, something was glittering, up there in the sky, something was shimmering, in the blue air of summer—we saw it clearly, whatever it was. Secretaries in offices rushed to windows, storekeepers abandoned their cash registers and hurried outdoors, road workers in orange hard hats looked up from the asphalt, shaded their eyes. It must have lasted—that faraway glow, that spot of shimmer—some three or four minutes. Then it began to grow larger, until it was the size of a dime, a quarter. Suddenly the entire sky seemed to be filled with points of gold. Then it was coming down on us, like fine pollen, like yellow dust. It lay on our roof slopes, it sifted down onto our sidewalks, covered our shirtsleeves and the tops of our cars. We did not know what to make of it. …
In the morning, we woke to a world covered in yellow dust. It lay on the tops of our fences, on the crossbars of telephone poles. Black tire tracks showed in the yellow streets.
Birds, shaking their wings, threw up sprays of yellow powder. Again the street-sweepers came, the hoses splashed on driveways and lawns, making a yellow mist and revealing the black and the green underneath. Within an hour the driveways and lawns resembled yellow fields. Lines of yellow ran along cables and telephone wires.
According to the news, the unicellular microorganisms are rod-shaped and nourish themselves by photosynthesis. A single cell, placed in a brightly illuminated test tube, divides at such a rate that the tube will fill in about forty minutes. An entire room, in strong light, will fill in six hours. The organisms do not fit easily into our classification schemes, though in some respects they resemble blue-green algae. There is no evidence that they are harmful to human or animal life.
We have been invaded by nothing, by emptiness, by animate dust. The invader appears to have no characteristic other than the ability to reproduce rapidly. It doesn’t hate us. It doesn’t seek our annihilation, our subjection and humiliation. Nor does it desire to protect us from danger, to save us, to teach us the secret of immortal life. What it wishes to do is replicate. It is possible that we will find a way of limiting the spread of this primitive intruder, or of eliminating it altogether; it’s also possible that we will fail and that our town will gradually disappear under a fatal accumulation. As we follow the reports from day to day, the feeling grows in us that we deserved something else, something bolder, something grander, something more thrilling, something bristling or fiery or fierce, something that might have represented a revelation or a destiny. We imagine ourselves surrounding the tilted spaceship, waiting for the door to open. We imagine ourselves protecting our children, slashing the tentacles that thrust in through the smashed cellar windows. Instead, we sweep our front walks, hose off our porches, shake out our shoes and sneakers. The invader has entered our homes. Despite our drawn shades and closed curtains, it lies in thick layers on our end tables and windowsills. It lies along the tops of our flat-screen televisions and the
Comp. Eng. — Jan. ’14
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40 narrow edges of our shelved DVDs. Through our windows we can see the yellow dust covering everything, forming gentle undulations. We can almost see it rising slowly, like bread. Here and there it catches the sunlight and reminds us, for a moment, of fields of wheat.
It is really quite peaceful, in its way.
—Steven Millhauser excerpted from “The Invasion from Outer Space”
The New Yorker , February 9 & 16, 2009
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Passage II
Cold Spring
The last few gray sheets of snow are gone, winter’s scraps and leavings lowered to a common level. A sudden jolt of weather pushed us outside, and now this larger world once again belongs to us.
I stand at the edge of it, beside the house, listening to the stream we haven’t heard since fall, and I imagine one day thinking back to this hour and blaming myself for my worries, my foolishness, today’s choices having become the accomplished facts of change, accepted or forgotten. The woods are a mangle of lines, yet delicate, yet precise, when I take the time to look closely.
If I’m not happy it must be my own fault.
At the edge of the lawn my wife bends down to uncover a flower, then another.
The first splurge of crocuses.
And for a moment the sweep and shudder of the wind seems indistinguishable from the steady furl 1 just beyond her.
of water
—Lawrence Raab from Other Children , 1987
Carnegie Mellon University Press
1 furl — roll up
Comp. Eng. — Jan. ’14
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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
21–22 refer to Passage I.
21 The phrase “Again the street-sweepers came”
(lines 15 and 16) suggests which characteristic of the yellow dust?
(1) It makes an annoying sound.
(2) It has an offensive odor.
(3) It has an abrasive quality.
(4) It continues to collect.
22 As used in the passage, the word “something”
(lines 32 and 33) enables the narrator to
(1) build a dramatic intensity
(2) classify data
(3) balance viewpoints
(4) complete a visual description
Passage II
Passage II.
may have
(the poem) — Questions 23–25 refer to
23 The phrase “A sudden jolt of weather pushed us outside” (lines 3 and 4) most likely signals
(1) the coming of warmth
(2) a terrible storm
(3) the threat of cold
(4) a refreshing shower
24 In lines 6 through 13, the narrator fears that he
(1) misunderstood the weather
(2) used his time unwisely
(3) spent too long outdoors
(4) upset his wife and family
25 The poet suggests that by observing one’s surroundings a person can find
(1) danger
(2) conflict
(3) success
(4) clarity
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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 insight. 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.
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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:
“…only when it is dark enough can you see the stars.”
—Martin Luther King, Jr.
“I’ve Been to the Mountaintop” delivered at Mason Temple, Memphis, TN, April 3, 1968
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. — Jan. ’14
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Printed on Recycled Paper

January 27, 2014 — 1:15 to 4:15 p.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 “Chillin’ in Antarctica” by Chris
Connolly, published in AAA Going Places in January/February 2010. In this excerpt, Connolly discusses the spectacular scenery at “the bottom of the world.”
I’m wearing snowpants for the first time since childhood, and I have on the same coat
I wore several years ago while covering the Iditarod sled dog race across Alaska. This coat comes with an extra dense fleece lining that can be unzipped and removed, and despite living in Wisconsin, where winter temperatures routinely dip into the minus-30s, this is the first time I’ve ever needed to use the lining. The ship’s deck I’m standing on is wet with spray, and we are really rocking and rolling—the seas in the Drake Passage are the roughest in the world. …
The only people who live in Antarctica are scientists and people who are paid to live in
Antarctica. In 1959, the governments of the world decided not to fight over Antarctica.
They declared it an internationally controlled center for scientific research and agreed that no one would ever “own” it. Several countries, among them Chile, Argentina and the U.S., do maintain a year-round presence in Antarctica so that if vast oil fields or plutonium deposits are ever discovered there, they’ll be able to say, “Hey! We’ve had a presence in
Antarctica for years!” But beyond researchers and these “professional Antarctica inhabitants,” the only other humans on the continent are tourists. …
The ship that brought me to Antarctica is a smaller ship. There are several cruise lines that sail to Antarctica—from small to very large (think floating resort)—depending on your preference. Small ships can bring you in a bit closer to the action and offer a more intimate setting, while larger ships provide more stability for rugged waters and greater onboard amenities.
Upon arrival to Antarctica you spend your days “island hopping”—sailing from site to site and making landings via Zodiac [boat] on icebergs, in stunning bays and on black, sandy beaches.
While sailing from place to place is thrilling—you’ll see whales, seals, sea lions, penguins and immense blue-glowing icebergs—the shore excursions, of course, are the highlights of any trip. Antarctica is a land of extremes—technically a desert. It’s Earth’s coldest, driest, highest and windiest place, and the first landing we made, on the Island of Barrientos, presented us with the complete package.
To our right loomed a stark and craggy rock formation bedecked with thousands of juvenile gentoo penguins. To our left lay a 40-foot-long dried out whale skeleton, a couple big chunks of iceberg, and a fur seal who lolled his head over to one side and regarded us quizzically.
For many of us, myself included, this was the big moment. It was official. I had been to
Antarctica.
There is a type of ice all over Antarctica called blue ice. Blue ice is formed at the very deepest layers of icebergs and glaciers when, over millions of years, the oxygen within the ice is forced out by the weight of the material on top. In small chunks this incredibly dense ice is perfectly clear—so clear that once you see it, you realize that you’ve never seen clear ice before—and in large chunks it absorbs light at the red end of the spectrum and appears to glow blue, as if from some inner source of illumination.
I sat down on a chunk of this blue ice and looked around me. The seas in the bay were perfectly still, and off in the distance, immense, blindingly white mountains clamored skyward. Overhead, albatross and giant petrels soared in lazy circles, but other than the gentle movements of their wings, the world was frozen and utterly silent. I thought about all the maps I’d be able to point to and say, “I’ve been there,” when suddenly I felt something tugging gently on the cuff of my right pants leg. Maintaining my serenity, I
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looked down and saw a fat little penguin climbing onto my boot. I didn’t move a muscle.
Egged on by a few of his friends, the brave little guy grabbed a snatch of fabric in his beak and hauled himself up to look at me. His feathers were sleek and glossy, his eyes sharp and penetrating. We spent several minutes checking each other out, then he hopped off and waddled back over to rejoin his friends.
I had many magical moments in Antarctica: climbing a snowy mountain on Deception
Island; watching building-sized chunks of glacier break off and fall into the sea with a crack like cannon fire; swimming in the Southern Ocean at the foot of an active volcano, where the subterranean lava heats the water to near-pleasant temperatures. But of all the wonderful moments I had, my favorite was the first one: When I initially and officially set foot on the continent, and a resident penguin jumped on my leg to say, “Welcome.”
—excerpted from “Chillin’ in Antarctica”
AAA Going Places , January/February 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.
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Printed on Recycled Paper

Monday, January 27, 2014— 1:15 to 4:15 p.m., only E
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
.
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.
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.
Part 1
Part 2 Part 3
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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.
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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
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Anchor Level 2–A
The response presents a well-developed paragraph, demonstrating a basic understanding of the texts. An appropriate controlling idea
[ Both the short story excerpt (passage I) and the poem (passage II) use nature to describe how insight can lead to enlightenment, a new way of thinking about the world ] is supported with clear and appropriate details from both texts ( The author is eventually informed that the “points of gold” (line 10) are actually microorganisms … He … compares imagination to reality. The poet … utilizes the coming of spring to reflect upon his life. … In the end, he … realizes that he has been living a fulfilled life ). Language use is appropriate, and an error in conventions ( passage II meanwhile utilizes ) does not hinder comprehension.
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Anchor Level 2–B
The response presents a well-developed paragraph, demonstrating a basic understanding of the texts. An appropriate controlling idea
( even when a person is going through a rough experience, it is possible to have positive thoughts and insight ) is supported with clear and appropriate details from both texts ( While the town could be suffocated … the dust seems “peaceful” to the narrator and His negative insight begins to shift … He views opportunities to be grabbed ). Language use is appropriate, and an error in conventions
( dissapointed ) does not hinder comprehension.
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Anchor Level 1–A
The response implies a controlling idea ( In Passage I the narrator uses insight to write this passage and In Passage II the narrater uses insight to express her writing ). Language use is imprecise ( The insight shown in this poem helps express the narrater ), and errors in conventions ( develep and comeing ) do not hinder comprehension.
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Anchor Level 1–B
The response implies a controlling idea ( The controlling idea is that Nature is Really, Really good ), supported with partial and overly general information from the texts ( I thought that they used the yellow organisms to, um uh, show us how beauitfull nature is. And in the 2 nd
passage the used the changind of the Seasons Winter to Summer to show that ). Language use is imprecise and inappropriate ( um uh and the for “they”), and errors in conventions ( beauitfull and changind ) may hinder comprehension.
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Anchor Level 0
The response demonstrates no understanding of the task or texts.
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Practice Paper A — Score Level 1
The response implies a controlling idea ( The two authors use insight as the theme ), supported by partial and overly general information from the texts ( In Passage I, the author discussed about how the streets were looking and In the Passage he show us that this insight is different to others ). Language use is imprecise ( the author discussed about and the day is look like ), and errors in conventions ( different way, controling, he show ) may hinder comprehension.
Practice Paper B — Score Level 1
The response implies a controlling idea ( We often let our imagiantion rule our sight on how we interpret our own surrondings ), supported with partial and overly general information from the texts ( story one talks about aw of alien harmful and harmless creature falling down like snow drawing attentien and story 2 talks about sudden surprise of weather causing exitment and joy ). Language use is imprecise ( The narrator show The dust not be living ), and errors in conventions ( imagiantion, surrondings, exitment, invated, empitness ) may hinder comprehension.
Practice Paper C — Score Level 0
The response is a personal response. There is no reference to either text.
Practice Paper D — Score Level 2
The response presents a well-developed paragraph, demonstrating a basic understanding of the texts. An appropriate controlling idea
( insight is soley based on self-reflection or the most inner thoughts of a person ) is supported with clear and appropriate details from both texts ( It was nothing really but the narrator was able to analyze it and develop his/her own insight and He reflects on what he sees and uses it to develop insight on his own well-being ). Language use is appropriate, and errors in conventions ( soley, really but, based off ) do not 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
( People can use their insight to see the positive side of situations ) is supported with clear and appropriate details from both texts ( the narrator uses his insight to view the dust … it resembles a field of wheat and He then notices the positive things, such as, the blooming flowers and the river ). Language use is appropriate, and errors in conventions ( sight, the and such as, the ) do not hinder comprehension.
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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.
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Anchor Level 2–A
The response presents a well-developed paragraph that provides an appropriate explanation of point of view in Passage I ( Throughout the essay words such as “we” and “us” suggest that he, too, lived through the yellow powder phenomenon ), supported with clear and appropriate evidence from the text [ By having a witness (himself) narrate the piece, it gives an inside look on human reaction to unfamiliar surroundings and the author acknowledges living with the gold sparks is quite peaceful ]. Language use is appropriate, and errors in conventions ( attempted to rid of it, However toward, it’s natural courses ) do not hinder comprehension.
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Anchor Level 2–B
The response presents a well-developed paragraph that provides an appropriate explanation of imagery in Passage II ( The imagery in the passage enhances the poem itself by allowing to get inside the narrarator’s thoughts ), supported with clear and appropriate evidence from the text ( Imagery in this part shows him taking nature in and also thinking about how he may have wasted his time in the past ). Language use is appropriate, and errors in conventions ( by allowing to get inside and narrarator’s ) do not hinder comprehension.
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Anchor Level 1–A
The response has an unclear explanation of symbolism ( In both passages, a “something” is described through symbolism ), supported with partial and overly general information from the text ( In passage 1, the “yellowdust” is symolised as nothing bad and In passage 2, the weather changes and symbolizes change and brings happyness ). Language use is appropriate, and errors in conventions
( “yellowdust” and happyness ) do not hinder comprehension.
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Anchor Level 1–B
The response provides an explanation of irony in Passage I ( Passage one is seen more of a ironic story because Of the expectations we all would on such a attack ), supported with partial information from the text ( we expect to see giant monsters and not small organisms ). Language use is imprecise ( seen more of a ironic and we all would on such ), and errors in conventions ( a attack and invaders only Flaw ) may hinder comprehension.
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Anchor Level 0
The response is a personal response, demonstrating no understanding of the task or text.
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Practice Paper A — Score Level 1
The response provides an explanation of point of view in Passage I ( the author used the first person himself and It starts from describing the scene of how the “invaders invade” which the author is watching ), supported with partial and overly general information from the text ( He then described the color that he could see for the microorganisms and he then expressed what he had linked to this invasion with his own opinion and insight about it ). Language use is imprecise ( From passage one, the first person himself, It starts from describing ), and errors in conventions ( “invaders invade” which ) do not hinder comprehension.
Practice Paper B — Score Level 2
The response presents a well-developed paragraph that provides an appropriate explanation of imagery in Passage II ( Despite the light, joyful connotation of spring, the author’s use of imagery paints a pensive picture and The sights, sounds and smells of that first warm day in March are universal and the author employs them to hook his reader ), supported with clear and appropriate evidence from the text ( During this time of rebirth, the author reflects on himself and The imagery of crocusses jux opposes the former depressing scene of snow and cold ). Language use is appropriate, and errors in conventions ( universal and and jux opposes ) do not hinder comprehension.
Practice Paper C — Score Level 2
The response presents a well-developed paragraph that provides an appropriate explanation of theme in Passage II ( In Passage II the theme developed by the author is that you should not blame yourself for foolish choices or worries because they will become accepted or forgotton ), supported with clear and appropriate evidence from the text ( The author uses a hopeful setting describing the coming of flowers and warm weather and This helps support the theme because just like winter is forgotten as spring comes … or fade away like the seasons ). Language use is appropriate, and errors in conventions ( setting describing, happy it is, the point there is ) do not hinder comprehension.
Practice Paper D — Score Level 1
The response implies an explanation of imagery in Passage II ( The author of passage two uses imagery to help demonstrate the beauty + appriciation felt in the passage ), supported with partial and overly general information from the text ( The comparason between nature + the speakers wifes infers the speaker bringing the beauty nature has showed him into his everyday life ). Language use is imprecise (+ for
“and” and infers the speaker bringing ), and errors in conventions ( appriciation, comparason, speakers wifes ) may hinder comprehension.
Practice Paper E — Score Level 0
The response demonstrates no understanding of the task or texts, simply referring to imagery in both passages.
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Meaning
Provides an interpretation of the critical lens that is faithful to the complexity of the statement and
Development
Organization
Language Use clearly establishes the criteria for analysis, stating that only in the face of great adversity can true virtue and hope be displayed and noting that good people shine the brightest when they are surrounded by a society of malice and oppression.
The response uses the criteria to make insightful analysis of To Kill a Mockingbird ( However, it is in this state of unrest and hardship that the calm and mild-mannered Atticus is able to shine brightest and prove his moral superiority ) and of The
Grapes of Wrath ( John Steinbeck … shows the ability of a few migrants to maintain their humanity and a sense of hope in spite of the incessant hostility of their society ).
Develops ideas clearly and fully, making effective use of a wide range of relevant and specific evidence from To Kill a Mockingbird ( When Atticus, a lawyer, is chosen to defend a black man charged with the rape of a white woman, the true colors of the townsfolk are shown; The racist townspeople threaten Atticus, frighten his children, and cause vicious unrest; Atticus defends the black man to the best of his ability ) and from The Grapes of Wrath ( The main characters, the Joad family, are thrown off their land, By the end of the novel, the family of thirteen is comprised of only six, Tom Joad begins to preach ideals of the Bible ). The response incorporates appropriate literary elements, discussing the use of contrasting perspectives and imagery in the texts.
Maintains the focus established by the critical lens on how noble men and women of an ignoble world can shine when necessity calls on them . The response exhibits a logical and coherent structure, first interpreting the lens and defining good people , then discussing the overwhelming obstacles faced by Atticus Finch and the incessant hostility of their society encountered by the Joads, and ending with a summary conclusion that emphasizes the difficulty faced by such noble men and women . The response makes skillful use of appropriate devices and transitions ( Thus, highlighting;
Despite this suffering; Therefore ).
Is stylistically sophisticated, using language that is precise and engaging ( virtuous qualities gain prominence, denizens of his community, the staunchly contrasting perspectives ), with a notable sense of voice and awareness of audience and purpose. The response varies structure and length of sentences to enhance meaning ( This necessity is most effective when in the form of hardship or intense suffering ).
Conventions
Demonstrates control of the conventions with essentially no errors, even with sophisticated language.
Conclusion:
Overall, the response best fits the criteria for Level 6 in all qualities.
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Meaning
Provides an interpretation of the critical lens that is faithful to the complexity of the statement and clearly establishes the criteria for analysis, stating that sometimes it may take living through misery to fully appreciate how to gain the insight that will bring comfort to one . The response uses the
Development
Organization
Language Use criteria to make insightful analysis of The Crucible ( Elizabeth in her misery is able to regain faith in her husband and such insight into her spouse brings Elizabeth comfort ) and of A Raisin in the Sun
( Although Walter loses his dream of owning a liquor store, the insight he gains into his family is worth much more ).
Develops ideas clearly and fully, making effective use of a wide range of relevant and specific evidence from The Crucible ( Elizabeth Proctor … is somewhat exstranged from her husband John who has committed adultry and In his attempt to save his wife and discredit Abigail, John Proctor himself is found guilty of witchcraft ) and from A Raisin in the Sun ( Walter receives insurance money which he intends to use to fulfill his dream and This dream, however, is shattered when a supposed friend runs off with the money Walter intended to invest in the store ). The response uses appropriate literary elements, discussing characterization in The Crucible and setting in A Raisin in the Sun .
Maintains the focus established by the critical lens on the comfort that insight brings to a person in a trying situation ( Such “stars” bring comfort to those who view them ). The response exhibits a logical and coherent structure, first interpreting and agreeing with the lens, then discussing John and
Elizabeth’s situation in relation to their marriage and the trials, and then discussing Walter’s situation in relation to the insurance money and his family. The response ends with a summary conclusion that emphasizes the appropriateness of the chosen texts because of the insights gained by
Elizabeth Proctor and Walter Younger.
The response makes skillful use of appropriate devices and transitions ( In other words, Instead of viewing, In truth ).
Is stylistically sophisticated, using language that is precise and engaging ( a very obvious observation in the physical world, the insanity of the Salem Witch Trials, their figurative stars ), with a notable sense of voice and awareness of audience and purpose. The response varies structure and length of sentences to enhance meaning ( Yet, both characters eventually gain some valuable insight from their experiences ).
Conventions
Demonstrates control of the conventions, exhibiting occasional errors in spelling ( epifany, exstranged, adultry ) only when using sophisticated language.
Conclusion:
Overall, the response best fits the criteria for Level 6, although it is somewhat weaker in conventions.
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Anchor 5
Quality Commentary
The response:
Meaning
Provides a thoughtful interpretation of the critical lens that clearly establishes the criteria for analysis, stating that sometimes we need to get to that place of all time low to see what is truly necessary for the greater good.
The response uses the criteria to make a clear and reasoned analysis of Of Mice and Men ( Although George never wanted to hurt Lenny, when they hit that point of true darkness, he finally knew what must be done ) and Harry Potter and the Deathly Hallows ( Although
Harry did not want to die … he knew what had to be done ).
Development
Organization
Language Use
Develops ideas clearly and consistently, with reference to relevant and specific evidence from both texts. The response explains George and Lennie’s situation ( constantly on the lam and Lenny is a man with the mind of a child, and often gets them into trouble ). The response shows how George reaches a low point when Lennie ends up killing a woman and George takes necessary action ( He kills Lenny ). The response explains Harry’s situation ( In the final battle scene, … he learns that he himself is the final horcrux. He now knows that he cannot kill Voldemort without dying himself ). The response shows how Harry reaches a low point when his friends were dying around him and takes necessary action ( allows the Dark Lord to kill him ). The response uses evidence from both texts to discuss literary elements by claiming Lenny and Harry function as metaphors.
Maintains the focus established by the critical lens ( It is always darkest before the dawn ). The response exhibits a logical sequence of ideas, first interpreting the lens and agreeing with it and then presenting for each work the place of all time low reached and resultant actions which George and
Harry take. Transitions are appropriately used ( In this way and He now knows ).
Uses language that is fluent and original ( Lenny knows not what he does ), with evident awareness of audience and purpose ( a moment when we finally know exactly what we must do to see the light again ). The response varies structure and length of sentences to control rhythm and pacing ( While literally this statement is true, only when it is night can we see those balls of gas burning millions of lightyears away, this statement has a much deeper meaning ).
Conventions
Demonstrates control of the conventions with essentially no errors, even with sophisticated language.
Conclusion:
Overall, the response best fits the criteria for Level 5, although it is somewhat stronger in conventions.
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Meaning
Provides a thoughtful interpretation of the critical lens that clearly establishes the criteria for analysis, stating that difficult circumstances tend to bring out the best in people, and those who truly act in an ethical manner stand out in society.
The response uses the criteria to make a clear and reasoned analysis of The Scarlet Letter ( Hester makes ethical decisions despite her difficult situation ) and The Last of the Mohicans ( Hawkeye chose to aid two people whom he could have easily ignored but instead rescued them ).
Development
Develops ideas clearly and consistently, with reference to relevant and specific evidence from The
Scarlet Letter ( Puritans look scornfully upon adultery and, as punishment, force Hester to wear a scarlet “A” for the rest of her life ) and from The Last of the Mohicans (Hawkeye is put into a difficult situation when he sees several English settlers, specifically Cora and Alice, being tricked by a ruthless Huron Indian ). The response discusses setting in The Scarlet Letter ( Hester Prynne is a single mother living in a Puritan society ) and Hester’s character (Hester uses her talents of embroidery to help those in need ) and setting in The Last of the Mohicans ( Hawkeye is a white frontiersman living with Native American companions ) and Hawkeye’s character ( Hawkeye again makes the ethical promise to rescue the two damsels in distress ).
Organization
Maintains the focus established by the critical lens on the idea that difficult circumstances allow people to make ethical decisions and truly stand out in society . The response exhibits a logical sequence of ideas by first interpreting the critical lens and expressing agreement with it, then presenting information from each work to support the interpretation, then moving from the difficult circumstances to ethical choices made, and finally consolidating both arguments in the conclusion.
Transitions are appropriately used ( Eventually and For his efforts ).
Language Use
Conventions
Uses language that is fluent and original, with evident awareness of audience and purpose ( The ethical decisions of both characters, even in trying times, makes them stand out in society ). The response varies structure and length of sentences to control rhythm and pacing ( The townspeople eventually recognize that Hester is, in fact, acting more Puritan than those free of the sin of adultery ).
Demonstrates control of the conventions, exhibiting occasional errors in spelling ( adultress and riticule ) only when using sophisticated language.
Conclusion:
Overall, the response best fits the criteria for Level 5 in all qualities.
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Meaning
Provides a thoughtful interpretation of the critical lens that clearly establishes the criteria for analysis, stating that only in times of sorrow, or darkness, can one truely experience hope and appreciation.
The response uses the criteria to make a clear and reasoned analysis of The Grapes of
Development
Organization
Wrath ( The companionship which they encounter provides them with a brief sense of relief, the light which they have been seeking ) and The Great Gatsby ( Thus, Gatsby proves the idea that appreciation of others can stem from hopelessness ).
Develops ideas clearly and consistently, with reference to relevant and specific evidence from The
Grapes of Wrath ( suffering from drought and debt, The Joads then set off for California, they find friends and work ) and from The Great Gatsby ( losing his loved one, Daisy; Daisy as the epitome of a perfect woman; a beam of Green Light ) to demonstrate that people can experience hope and appreciation only after enduring hardship. The response integrates the literary elements of setting for
The Grapes of Wrath ( the setting conspires against them, but their powerful family bonds enables them to prevail ) and of symbolism for The Great Gatsby ( Gatsby seeing the Light only in the darkness of night … in the grimmest of times ) into the discussion.
Maintains the focus established by the critical lens on characters who are able to appreciate beauty and hope … only after experiencing hardship ). The response exhibits a logical sequence of ideas, first interpreting and agreeing with the lens, moving to a cause/effect presentation of information to support the interpretation for The Grapes of Wrath (The Joads are struggling to survive … However, in their state of darkness, they are able to see the light ) and for The Great Gatsby ( Gatsby experiences … heartbreaking sorrow … However, in parting from her, Gatsby begins to truely appreciate the beauty and the extent of his loss ), and ending with a conclusion that refocuses on the lens. Transitions are appropriately used ( Similary and Thus ).
Language Use
Conventions
Uses language that is fluent and original ( They gain a sense … of Edenic plenty ), with evident awareness of audience and purpose ( Their ability to “see the stars” stems from their prior suffering ).
The response varies structure and length of sentences to control rhythm and pacing ( Each day, for years, Gatsby dreams of meeting her once more ).
Demonstrates partial control, exhibiting occasional errors in spelling ( truely, elavates, illastrate ), punctuation ( 1920’s; the poor and war; Daisy ), capitalization ( Literary Works and Green Light ), and grammar ( family are and bonds enables ) that do not hinder comprehension.
Conclusion:
Overall, the response best fits the criteria for Level 5, although it is somewhat weaker in conventions.
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Meaning
Provides a reasonable interpretation of the critical lens that establishes the criteria for analysis ( As darkness overpowers one’s ability to live, light always finds little ways to show itself ). The response
Development
Organization
Language Use
Conventions makes implicit connections between the criteria and The Adventures of Huckleberry Finn ( He found a way out of the darkness … his dark life could be so much brighter ) and The Scarlet Letter
( Hester’s daughter, Pearl, represents the star that Hester sees through the darkness ).
Develops some ideas more fully than others. The response uses specific and relevant evidence from
The Adventures of Huckleberry Finn to explain why Huck is consumed by darkness and pain ( a young boy … forced to grow up too fast; his alcoholic father; His father was abusive, both mentally and physically ) and from The Scarlet Letter to describe factors contributing to Hester’s complete darkness ( town of Boston, where everyone believed her to be an adultress and an outcast ). The discussion of literary elements is less specifically developed, referencing symbol but not explaining its use in either text.
Maintains the focus established by the critical lens on the idea that only when one’s life is filled with so much darkness and pain is one able to find the light . The response exhibits a logical sequence of ideas, beginning with an interpretation of the lens, then presenting information from both works to support the interpretation by first establishing the darkness faced and then moving to the brightness created by someone’s star , and concluding with a reiteration of the interpretation. Appropriate devices and transitions are used ( Somehow through this disaster, Forced to become an outcast, eventually is able ).
Uses appropriate language, with some awareness of audience and purpose ( Nathaniel Hawthorne’s character of Hester Prynne … also has a guiding light that brought her out of her darkness ). The response occasionally makes effective use of sentence structure and length ( Only when that small amount of hope is desperately needed does it then appear and overcome the darkness which is controlling one’s thoughts ).
Demonstrates partial control, exhibiting occasional errors in spelling ( adultress, eachother, relys ), punctuation ( novel and, mother and, her “star”.
), and grammar ( someone’s star … their and one’s life … they ) that do not hinder comprehension.
Conclusion:
Overall, the response best fits the criteria for Level 4, although it is somewhat stronger in organization.
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Meaning
Provides a reasonable interpretation of the critical lens that establishes the criteria for analysis,
Development
Organization
Language Use stating only when times get a little tough do you notice those who are true heroes stand out . The response makes implicit connections between the criteria and The Scarlet Letter ( Based on her point of view of this situation was she in true darkness, yet she still shone so brightly in this dark ) and The
Crucible ( He needed to be the shining star in this casenario ).
Develops some ideas more fully than others. The response uses specific and relevant evidence from
The Scarlet Letter to discuss Hester’s many hardships ( Hester had committed adultery; her baby,
Pearl; ‘A’ on her chest ) and from The Crucible to explain John’s point of view ( Proctor … lives in a time of witches, Abigail … accused his wife of being a witch, girls accusations/lies ). The discussion of literary elements is less developed, generally referencing point of view and theme for The Scarlet
Letter and generally referencing characterization and providing plot details that border on plot summary for The Crucible .
Maintains a clear and appropriate focus on the idea that it really does take darkness for a star to shine.
The response exhibits a logical sequence of ideas, first interpreting the quote in the introduction, then presenting information about the circumstances each character faces and the heroic actions each takes, ending with a reiteration of the lens in the conclusion. Internal consistency is weakened through the use of abrupt shifts in focus from point of view to theme to character traits
( courogeousness ).
Uses appropriate language that is sometimes inexact ( write for “right” and he felt as though that ), with some awareness of audience and purpose ( Every person has their own time of shining, but only when there’s a time of true darkness around them ). The response occasionally makes effective use of sentence structure or length ( Because no one knew who the husband was, she was not executed but rather wore an ‘A’ on her chest ).
Conventions
Demonstrates partial control, exhibiting occasional errors in spelling ( courogeous and spceific ), punctuation ( persons life; girls accusations; strong, he’d ), grammar ( whom has gone and There were a group ), and usage ( era of which and controlled on ) that do not hinder comprehension.
Conclusion:
Overall, the response best fits the criteria for Level 4 in all qualities.
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Meaning
Provides a reasonable interpretation of the critical lens that establishes the criteria for analysis, stating that a bad situation lets you see the good in your life . The response makes implicit
Development
Organization
Language Use connections between the criteria and The Scarlet Letter ( She focuses her energy on her daughter,
Pearl ) and The Catcher in the Rye ( Thats Holden’s way of looking past the dark ).
Develops some ideas more fully than others. The response uses relevant and specific evidence from
The Scarlet Letter to discuss bad and good situations in Hester’s life ( a Puratin colony, Prynne is charged for adultry, endures the mocking of the community ). The discussion of The Catcher in the
Rye and references to symbolism and charactreration are less specifically developed.
Maintains a clear and appropriate focus on the idea that only when your life is bleak enough can you see the good . The response exhibits a logical sequence of ideas, first interpreting the lens, then presenting information from both works to support the interpretation, including a separate paragraph related to literary elements, and ending with a summary conclusion. The response lacks internal consistency through the use of abrupt shifts in focus without effective transitions.
Uses appropriate language, with some awareness of audience and purpose ( Howethorne’s use of symbolism and Salinger’s use of charactreration highlight Martin luther King Jr.’s quote ). The response occasionally makes effective use of sentence structure and length ( Pearl is the daughter of
Hester Prynne and the symbol of the good in Hester’s life ).
Demonstrates emerging control, exhibiting occasional errors in spelling ( Moissatusels bay, apytrany,
Conventions archytopal ), punctuation ( First it; quote. The; Thats ), grammar ( does relates, This because, a apytraney ), and a lack of proofreading ( the fourth board ) that hinder comprehension.
Conclusion:
Overall, the response best fits the criteria for Level 4, although it is somewhat weaker in conventions.
Comp. Eng. Rating Guide — Jan. ’14
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Comp. Eng. Rating Guide — Jan. ’14
[53]

Meaning
Provides a simple interpretation of the critical lens that suggests some criteria for analysis, stating that only when things get to a really tough part will you see the good . The response makes superficial connections between the criteria and The Great Gatsby ( The Great Gatsby agrees with the critical lens because the good comes out of Gatsby and Nick can see the real him ) and Romeo and Juliet ( Similarly the play Romeo and Juliet by William Shakspeare also agrees with the lens ).
Development
Develops ideas briefly, using some evidence from The Great Gatsby ( Jay Gatsby seems currupt and suspicious to Nick ). The response relies primarily on plot summary for Romeo and Juliet .
Organization
Language Use
Establishes an appropriate focus on the idea that once things hit an end point they begin to get better but fails to maintain it in the discussion of Romeo and Juliet . The response exhibits a rudimentary structure with an introduction and a paragraph devoted to each work. There is no conclusion.
Relies on basic vocabulary ( there is always a light at the end of the tunnel, a small break in Gatsby, goes and kills ), with little awareness of audience or purpose. The response exhibits some attempt to vary sentence structure or length for effect, but with uneven success ( Things progressivly more suspicous with the incoming phone calls and the huge parties ).
Demonstrates partial control, exhibiting occasional errors in spelling ( Shakespear, curruption,
Conventions progressivly ) and punctuation ( its dark, thats, wakes up she ) that do not hinder comprehension.
Conclusion:
Overall, the response best fits the criteria for Level 3, although it is somewhat stronger in conventions.
Comp. Eng. Rating Guide — Jan. ’14
[54]

Comp. Eng. Rating Guide — Jan. ’14
[55]

Meaning
Provides a simple interpretation of the critical lens that suggests some criteria for analysis ( during hard time a character can see all there positives ). The response makes superficial connections between the criteria and The Scarlet Letter ( She focussed on the positives, like Pearl ) and The
Development
Organization
Language Use
Conventions
Crucible ( Abigal was going though tough times but she never saw the negitives ).
Develops ideas briefly, using some evidence from The Scarlet Letter ( when Hester had to go on the scaffold, she bought Pearl ) and The Crucible ( Abigail lied that everyone was a witch because John was her lover ), but references to the texts are sometimes vague and repetitive ( She always acted confidant and He told her she was always lying but she kept lying ).
Establishes an appropriate focus on the characters who looked at the positives.
The response exhibits a rudimentary structure, first addressing the lens, then devoting a paragraph to Hester Prynne and another to Abigail Williams. There is a one-sentence conclusion.
Relies on basic vocabulary that is sometimes imprecise ( there for “their,” Hester was seen as an adultery, cloths for “clothes”), with little awareness of audience or purpose. The response exhibits some attempt to vary sentence structure or length for effect, but with uneven success ( John Proctor was figuring out she was a liar! Even though John was figuring out she was a liar, she played dumb!
).
Demonstrates emerging control, exhibiting occasional errors in spelling ( confidint, focussed, negitives ), punctuation ( problems Hester, never gave up Hester, liar she ), and grammar ( This quote suggest and “ The Scarlet Letter ” and “The Crucible” expresses ) that hinder comprehension.
Conclusion:
Overall, the response best fits the criteria for Level 3 in all qualities.
Comp. Eng. Rating Guide — Jan. ’14
[56]

Comp. Eng. Rating Guide — Jan. ’14
[57]

Comp. Eng. Rating Guide — Jan. ’14
[58]

Meaning
Provides a simple interpretation of the critical lens that suggests some criteria for analysis ( When your in your the worst time or when life is Down on you, you see how Bright your future will Be ).
The response makes superficial connections between the criteria and Of Mice and Men ( This Book supports the Qoute By Georges and lennys Dream of owning there own land ) and The Glass Castle
( The Book “Glass Castle” by Janette Walls helps support this Book Because look at her life ).
Development
Organization
Language Use
Is largely undeveloped, hinting at ideas, but references to Of Mice and Men are vague and repetitive
( George and Lenny were living a rough life they were on the move and always looking for work But through out the Book they would always have time to Dream and he is always taking care of Lenny wich Causes them to move alot ) and references to The Glass Castle are vague ( When She was Down
She Saw her Stars of Going to New york and went ).
Establishes an appropriate focus on Dark times ( the Both rose Past the Darkness and seen there stars ). The response exhibits a rudimentary structure with an introduction, a body paragraph for each text, and a conclusion that weakens organization by introducing new information.
Relies on basic vocabulary ( I agree with it Because you can always see a light at the end of a tunnel ) that is sometimes imprecise ( There for “their,” She Saw her Stars of Going to New York , But rose up out them to Be Good people ). The response exhibits some attempt to vary sentence structure or length for effect, but with uneven success, presenting the discussion of The Glass Castle as one sentence.
Conventions
Demonstrates emerging control, exhibiting occasional errors in spelling ( Litature and wich ), punctuation ( rough life they, read it you, she Did when ), and grammar ( should have ran and Both … seen ), and frequent errors in capitalization ( Read, Because, Dream ) that hinder comprehension.
Conclusion:
Overall, the response best fits the criteria for Level 3, although it is somewhat weaker in development.
Comp. Eng. Rating Guide — Jan. ’14
[59]

Meaning
Provides a confused interpretation of the critical lens ( Talks about what you can see and can’t see ).
The response alludes to the critical lens but does not use it to analyze The Hunger Games or Night .
Development
Is incomplete and largely undeveloped, hinting at ideas, but references to both texts are vague ( there was silence over voices and it is point less violence ).
Organization
Suggests a focus on the critical lens by stating it and suggests organization through the use of paragraphing.
Language Use
Relies on basic vocabulary that is sometimes imprecise ( Same problem in Hunger Games and no
Conventions reason be mad ), with little awareness of audience and purpose. The response exhibits some attempt to vary sentence structure or length for effect, but with uneven success ( This shows that people are inherently evil and not just the society or enviorment that affets them ).
Demonstrates emerging control, exhibiting occasional errors in punctuation ( night. by Elie Wisel.
and themes. metaphors, similies.
), capitalization ( Martin Luther King, Jr. Talks about; happening many; Hunger Games. it is ), and grammar ( Two works … that’s related and Same problem in
Hunger Games ) that make comprehension difficult.
Conclusion:
Overall, the response best fits the criteria for Level 2, although it is somewhat stronger in language use and conventions.
Comp. Eng. Rating Guide — Jan. ’14
[60]

Meaning
Provides an incomplete interpretation of the critical lens ( the greatest hope is in the darkest times ).
The response alludes to the critical lens, but does not use it to analyze The Hunger Games or To Kill
Development
Organization
Language Use
A Mockingbird .
Is incomplete and largely undeveloped, hinting at ideas about hope , but references to both texts are vague ( when Peeta and Catniss start to lose hope they win the games ) and unjustified ( when he thought he was gonna lose the case he did lose it ).
Suggests a focus on the critical lens ( rember its always darkest befor the dawn ) and suggests some organization through the use of paragraphing.
Relies on basic vocabulary ( gonna for “going to”), with little awareness of audience or purpose. The response exhibits some attempt to vary sentence structure or length for effect, but with uneven success ( The hunger games prove this point becuse and To kill A Mockingbird proves this point becuse ).
Conventions
Demonstrates a lack of control, exhibiting frequent errors in spelling ( rember, befor, becuse ), punctuation ( Stars.” _; Jr, In; times Whenever; Strong. and; its always ) and capitalization ( gone
Look, be Strong, The hunger games ) that make comprehension difficult.
Conclusion:
Overall, the response best fits the criteria for Level 2, although it is somewhat stronger in language use.
Comp. Eng. Rating Guide — Jan. ’14
[61]

Meaning
Provides an incomplete interpretation of the critical lens by expressing agreement with the quote ( I agree with Martin Luther King Junior quote “only when it dark you see stars.” ). The response
Development
Organization
Language Use
Conventions alludes to the critical lens, but does not use it to analyze The Outsiders or The Adventures of
Huckleberry Finn .
Is incomplete and largely undeveloped, hinting at ideas, but references to both texts are vague ( In the
Outsiders use simbolsm, everything still hasn’t left, In the end they met Tom ).
Suggests a focus on the critical lens by stating it, and suggests some organization through the use of paragraphing.
Uses language that is imprecise ( make my opinin, to that everything still hasn’t left. During the
Period ). The response reveals little awareness of how to use sentences to achieve an effect.
Demonstrates a lack of control, exhibiting frequent errors in spelling ( opinin and simbolsm ), punctuation ( Martin Luther King Junior quote “only, away In, end they ), and capitalization ( the
Period and away In ) that make comprehension difficult.
Conclusion:
Overall, the response best fits the criteria for Level 2 in all qualities.
Comp. Eng. Rating Guide — Jan. ’14
[62]

Meaning
Provides an incomplete interpretation of the critical lens ( I think the quote by Martin Luther King, Jr.
Development mean when it hand In life can you see good things in life ). The response reflects no analysis of any texts.
Is incomplete and largely undeveloped, hinting at ideas about growing up ( All you have to do is do good and do you best even thought its bad ), but makes no references to any text.
Organization
Language Use
Suggests a focus by restating and agreeing with the quote ( I agree with quote because its true with all people ). The response suggests some organization through the use of paragraphs.
Uses language that is imprecise ( If you not doing good for your self the its probably going to worst ).
The response reveals little awareness of how to use sentences to achieve an effect.
Conventions
Demonstrates a lack of control, exhibiting frequent errors in spelling ( your self and easyer ), punctuation ( its true; your self the; bad. because ), and grammar ( quote … mean, when it hand … can you see, If you not doing good ) that make comprehension difficult.
Conclusion:
Although the response fits the criteria for Level 2, it remains at Level 1 because the response makes no reference to any text.
Comp. Eng. Rating Guide — Jan. ’14
[63]

Meaning
Provides a confused interpretation of the critical lens ( when there is to much light outside you can’t see the stars ). The response reflects no analysis of any texts.
Development
Organization
Language Use
Is minimal with no evidence of development.
Is too brief to demonstrate organization.
Is minimal.
Conventions
Is minimal, making assessment of conventions unreliable.
Conclusion:
Overall, the response best fits the criteria for Level 1, although it is somewhat stronger in meaning.
Comp. Eng. Rating Guide — Jan. ’14
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Comp. Eng. Rating Guide — Jan. ’14
[65]

Comp. Eng. Rating Guide — Jan. ’14
[66]

Comp. Eng. Rating Guide — Jan. ’14
[67]

Comp. Eng. Rating Guide — Jan. ’14
[68]

Comp. Eng. Rating Guide — Jan. ’14
[69]

Comp. Eng. Rating Guide — Jan. ’14
[70]

Comp. Eng. Rating Guide — Jan. ’14
[71]

Comp. Eng. Rating Guide — Jan. ’14
[72]

Comp. Eng. Rating Guide — Jan. ’14
[73]

Comp. Eng. Rating Guide — Jan. ’14
[74]

Conclusion: Overall, the response best fits the criteria for Level 4 in all qualities.
Conclusion: Overall, the response best fits the criteria for Level 3 in all qualities.
Conclusion: Overall, the response best fits the criteria for Level 5, although it is somewhat weaker in conventions.
Conclusion: Overall, the response best fits the criteria for Level 4 in all qualities.
Conclusion: Overall, the response best fits the criteria for Level 2 in all qualities.
The table below shows which core performance indicator or standard and key idea each item is aligned to.
The numbers in the table represent the question numbers of the examination.
Listening
Core Performance
Indicators
3
Reading
Writing
12, 19, 21, 23
26, 27, 28
Standard 1
1
11, 15, 18, 25
26, 27, 28
Standard 2
5, 7
13, 24
26, 27, 28
Standard 3
2, 4, 6, 8
9, 10, 14, 16,
17, 20, 22
26, 28
Comp. Eng. Rating Guide — Jan. ’14
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Suggestions and feedback from teachers provide an important contribution to the test development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make suggestions. Instructions for completing the evaluation form are as follows:
1. Go to http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm.
2. Select the test title.
3. Complete the required demographic fields.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.
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8
9
10
11
5
6
7
2
3
4
0
1
15
16
17
12
13
14
18
19
20
21
22
23
24
25
12
14
16
7
9
11
0
0
2
4
5
17
19
21
22
24
26
27
35
37
39
40
42
29
31
32
34
The State Education Department / The University of the State of New York
Regents Comprehensive Examination in English – January 2014
Chart for Determining the Final Examination Score
(Use for January 2014 examination only.)
17
19
21
12
14
16
1
5
7
9
11
22
24
26
27
29
31
32
40
42
44
46
47
34
35
37
39
Total Score for Questions 26, 27, and 28
27
29
31
22
24
26
3
16
17
19
21
32
34
35
37
39
40
42
51
52
54
56
58
44
46
47
49
32
34
35
27
29
31
4
21
22
24
26
37
39
40
42
44
46
47
56
58
60
61
63
49
51
52
54
37
39
40
32
34
35
5
26
27
29
31
42
44
46
47
49
51
52
61
63
65
67
69
54
56
58
60
22
24
26
17
19
21
2
11
12
14
16
27
29
31
32
34
35
37
46
47
49
51
52
39
40
42
44
42
44
46
37
39
40
6
31
32
34
35
47
49
51
52
54
56
58
67
69
71
73
74
60
61
63
65
47
49
51
42
44
46
7
35
37
39
40
52
54
56
58
60
61
63
73
74
76
78
80
65
67
69
71
52
54
56
47
49
51
8
40
42
44
46
58
60
61
63
65
67
69
78
80
82
85
86
71
73
74
76
58
60
61
52
54
56
9
46
47
49
51
63
65
67
69
71
73
74
76
78
80
82
85
86
88
90
93
95
90 97
93 100
82
85
86
88
63
65
67
58
60
61
10
51
52
54
56
69
71
73
74
76
78
80
To determine the student’s final examination score, locate the student’s total score for Questions
26, 27, and 28 * across the top of the chart and the student’s total multiple-choice score down the side of the chart. The point where those two scores intersect is the student’s final examination score. For example, a student receiving a total score for Questions 26, 27, and 28 of 7 and a total multiple-choice score of 17 would receive a final examination score of 65.
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.
Because scale scores corresponding to raw scores in the conversion chart change from one administration to another, it is crucial that for each administration the conversion chart provided for that administration be used to determine the student’s final score. The chart above is usable only for this administration of the Regents Comprehensive Examination in English.
* If the total score ends in .5, round that score up to the nearest whole number.
Comp. English Conversion Chart - Jan. '14 1 of 1