0814 Ex Amen

COMPREHENSIVE ENGLISH
The University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION
COMPREHENSIVE EXAMINATION
IN
ENGLISH
Wednesday, August 13, 2014 8:30 to 11:30 a.m., only
The possession or use of any communications device is strictly prohibited

when taking this examination. If you have or use any communications device,
no matter how briefly, your examination will be invalidated and no score will be
calculated for you.
A separate answer sheet has been provided for you. Follow the instructions
for completing the student information on your answer sheet. You must also fill in
the heading on each page of your essay booklet that has a space for it, and write
your name at the top of each sheet of scrap paper.
The examination has four parts. Part 1 tests listening skills; you are to
answer all eight multiple-choice questions. For Part 2, you are to answer all twelve
multiple-choice questions. For Part 3, you are to answer all five multiple-choice
questions and the two short constructed-response questions. For Part 4, you are
to write one essay response. The two short constructed-response questions and the
essay response should be written in pen.
When you have completed the examination, you must sign the statement
printed at the bottom of the front of the answer sheet, indicating that you had no
unlawful knowledge of the questions or answers prior to the examination and that
you have neither given nor received assistance in answering any of the questions
during the examination. Your answer sheet cannot be accepted if you fail to sign
this declaration.
DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN.
Comp. Eng. Aug. 14
[2]
NOTES
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
Comp. Eng. Aug. 14
[3]
[OVER]
Part 1 (Questions 18)

Multiple-Choice Questions
Directions (18): 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.
5 Through voluntary programs, smart grid technology
allows power companies to
(1) regulate home power usage
(2) service home appliances
(3) schedule equipment replacement
(4) increase commercial electrical costs
1 The opening description of the 2003 blackout is

included to provide a
(1) reassurance of national power safety
(2) warning of the present grids vulnerability
(3) prediction of uncontrolled power industry
prices
(4) compliment to the grids versatility
6 New methods are being developed in Texas that

would allow power usage to be managed through
(1) economic incentives
(2) online control
(3) microwave technology
(4) megawatt sharing
2 The phrase domino effect provides the listener

with
(1) a sense of the grids power
(2) the sound of the grids constant activity
(3) a visual image of the grids interconnection
(4) the design of the grids future expansion
7 According to the speaker, the availability of smart

meters is limited because the technology is
(1) expensive
(3) confusing
(2) new
(4) unreliable
3 As revealed in the account, power grids are

strained significantly by
(1) transportation systems
(2) construction regulations
(3) political constraints
(4) weather conditions
8 As a result of the smart energy solutions

described in the account, future customers will
have the ability to
(1) choose various power sources
(2) bypass public power companies
(3) purchase power company stocks
(4) predict annual power bills
4 Con Edison limited the occurrence of blackouts

during the 2010 heat wave in New York City
through the use of
(1) door-to-door warnings
(2) radio signals
(3) television advertisements
(4) billboard signs
Comp. Eng. Aug. 14
[4]

Directions (920): Below each passage, there are several multiple-choice questions. Select the best suggested
answer to each question and record your answer on the separate answer sheet provided for you.
Reading Comprehension Passage A
10
15
20
25
30
35
40
Skippy was the least important occupant of the house. He was loved, but he was never
consulted. It was taken for granted that the familys will was his will, and that he would
follow blindly. He was their dog.
When the family decided to move, Skippy was not invited to voice his views. They
decided quite suddenly, on a day when everything seemed to go wrong. Mrs. Adams
watched the first prize go to Mrs. Cranston at the flower show. Mr. Adams came home from
the publishing house with a book to read and report on, and Mrs. Adams followed him up
to their bedroom, where he had retired to escape the sounds of banging doors, telephones,
and dinner preparations.
Buzz Adams stormed in cross as sticks because Sally, who lived next door, had given him
back his class ring. Chottie Adams drifted in dreamily from her first meeting with a tall, dark
and handsome young man. When the Adamses sat down to dinner, they began a round of
grievances.
Mrs. Adams said, with her mouth beginning to waver again, It isnt that Lila Cranston
has a better growing hand than I have. Its because she has a bigger garden. She doesnt
have to crowd things and let them run riot. I dont know what I wouldnt give to move to a
house with extensive grounds.
Mr. Adams said vehemently, Id like to move, too. Id like a house big enough to allow me
the luxury of a room of my own.
I wish we lived in a stately house, said Chottie wistfully. Every corner in this house is
crammed with Daddys old books. We live so informally.
If I may put my two cents in, Buzz offered miserably, I hate this whole neighborhood.
Thats it! said Mr. Adams excitedly. We will move tomorrow, not get out actually, but
tomorrow Ill see the agent for the Thayer place. Its quite an estate, but I can swing it and
the peace is worth the price.
Having arrived at this hasty decision to move within a matter of days, the Adamses
settled down to their excellent dinner, which they all ate with relish, for each thought that
the major problem in his life had just been solved.
Except Skippy, who, until this moment, had had no problems. He lay under the table in
his accustomed place by Buzz feet. Usually his head was up, his ears pointing forward, his
mouth ajar to release his eager panting, his tongue extended, and his expression one of
sublime expectancy. But as the human voices grew impassioned, Skippys keen perception
noted the shades of discontent expressed in each. He cocked his head and began to listen
intently.
Skippy loved the house. He had lived in it practically all his life. Actually, you might
almost say it was his. For the thing was, the Adamses had bought it because of him. He had been
given to Buzz as a birthday surprise when he, Skippy, was three months old. Until then he had
lived in a kennel which could not be considered home life. He and Buzz had recognized
each other instantly as dog lover and boy worshiper. Two days later the apartment house
agent came over to register the complaint of the people downstairs, who could not accustom
their ears to the overwhelming sounds of a boy and his dog. The dog, the agent explained
regretfully, must go.
Comp. Eng. Aug. 14
[5]
[OVER]
They moved to a house in the suburbs as soon as a suitable one could be found. It was
a move the elder Adamses had been meaning to make ever since Chottie was born, but one
45 thing and another kept them chained to the city. And 14 years later a little dog led them to
the charming white house that might have emerged from their dreams.
Now, after five years, as if they had slyly waited until he reached the age when the most
obliging dog balks at change and views the moving of his basket from one corner to another
as a complete upheaval of his lifetime habits, the Family was preparing to depart.
Dorothy West
excerpted from Skippy
Daily News, April 29, 1946
12 The reasons for each family members urge to
move reflect
(1) individual desires
(2) economic concerns
(3) family goals
(4) political opinions
9 As revealed in lines 1 through 4, the familys

attitude toward Skippys desires is one of
(1) indifference
(3) inclusion
(2) dislike
(4) respect
10 The phrase round of grievances (lines 12 and 13)
refers to the family
(1) telling stories
(2) revealing hopes
(3) sharing complaints
(4) planning entertainment
13 Mr. Adams decision to move the family tomorrow

is best described as
(1) selfish
(3) spontaneous
(2) sensible
(4) sympathetic
14 When did the Adams family buy their first home?
(1) when they got married
(2) before Chottie was born
(3) when they were set financially
(4) after Skippy was purchased
11 What bothers Mrs. Adams so much about her

current home?
(1) the number of bedrooms
(2) the size of the property
(3) the shabbiness of the house
(4) the location of the neighborhood
Comp. Eng. Aug. 14
[6]
Reading Comprehension Passage B
10
15
20
25
30
35
40
45
Elizabeth Blake suspended three flint blades from a small wooden frame. Holding her
cell phone in one hand, she took a piece of antler in the other and gently struck each blade
once. Over a bad transatlantic connection, our phone conversation had been difficult, but
the tones from the four-inch-long blades came throughclear, sweet, and crystalline.1 They
sounded like hand bells or struck goblets. The blades are replicas of 30,000-year-old
artifacts from the sites of Isturitz in the French Pyrenees and Geienklsterle in
southwestern Germany.
Blake, who is the granddaughter of an opera singer and the daughter of a pianist, is an
archaeology graduate student at Cambridge University. One of the newest members of a
developing sub-discipline, the archaeology of music, she is basing her research on the
hypothesis that our earliest ancestors discovered and enjoyed a peculiar property of some
stone toolsthey rang.
The major difficulty that prehistoric musicologists face is that its so easy to make music
without leaving a trace. In addition to dancing and singing, hunter-gatherer cultures used
natural materials to create instruments. Native Americans shook rattles made from gourds.
Australian aborigines played instruments called didgeridoos fashioned from huge tree limbs
or bamboo. The San of southwest Africa plucked the gut strings of their wooden hunting
bows. What are the odds these would survive for thousands of years to be found (let alone
correctly identified) by an archaeologist? The best anyone can expect to discover is when
humans first began to create reliable and durable instruments.
Graeme Lawson, an independent archaeologist in England who heads a multidisciplinary2
organization known as Cambridge Music-Archaeological Research believes that some
objects now on display in museums may actually be misidentified musical artifacts. One
case in point is a medieval garment clasp that was made from a pig knuckle. Lawson
analyzed the wear patterns and polish around a hole that had been drilled through the
center of the bone and showed they were consistent with the patterns found on buzz
bones, a type of noise maker that was used as a childrens toy in some parts of Europe until
a few decades ago. When the knuckle bone was tied to a string and whirled through the air,
it would have made an eerie, ghostlike sound.
How many ancient objects now labeled as garment clasps were actually used as noise
makers? How many flint artifacts doubled as chimes? Theres plenty for an avid music
archaeologist to do without ever touching a spade.
The oldest indisputably musical artifacts are flutes (experts call them pipes) made
from the bones of birds. They come from two sites, Isturitz and Geienklsterle. The pipes
were found in excavation levels associated with Europes earliest modern human
population, the Aurignacian culture. The people at these sites created jewelry, made
paintings, and crafted sculptures that represented human figures, showing that music was
just one part of an artistic revolution that started in Africa more than 100,000 years ago and
was brought to Europe by anatomically modern humans around 40,000 years ago.
What does survive, of course, is stone. It may seem odd to think of stones as musical,
but [Ian] Cross [a Cambridge musicologist] points out that so-called lithophones have been
documented in many cultures. Musicologists and anthropologists have recorded or
described ringing stones and rock gongs in India, the Americas, Europe, Southeast Asia,
and Africa.
When Cross first began to explore the potential of flint blades as lithophones, he
considered them as percussion instruments like primitive castanets.3 Touched together,
1
crystalline bell-like; clear

multidisciplinary of or representing several fields of study
3
castanets small finger cymbals
2
Comp. Eng. Aug. 14
[7]
[OVER]
they do make a dull click. It took an archaeologist and a skilled flint-knapper to point out
the larger possibilities. Ezra Zubrow of SUNY Buffalo and Frank Cowan of the Cincinnati
Museum of Natural History showed Cross that thin, elongated pieces of flint could produce
50 a tone like a chime. You could say that the idea resonated.
Lois Wingerson
excerpted and adapted from Rock Music
Archaeology, September/October 2008
18 As used in line 33, the word indisputably most
probably means
(1) valuable
(3) certain
(2) popular
(4) crafted
15 The tones Elizabeth Blake transmitted in her

phone call (lines 1 through 5) served to
(1) emphasize the importance of music
(2) introduce the passages main idea
(3) identify cultural differences
(4) present conflicting attitudes
19 The use of the word resonated in line 50 suggests

that the idea of stones creating music is now
(1) somewhat doubted
(3) widely accepted
(2) rarely considered
(4) openly ridiculed
16 It is difficult to identify artifacts used to make

prehistoric music because these artifacts
(1) are natural objects
(2) have harsh sounds
(3) are very durable
(4) have religious meaning
20 The passage strengthens the discussion of

prehistoric music through the use of
(1) quotations from musicians
(2) research by archaeologists
(3) claims by reporters
(4) anecdotes from artists
17 The use of rhetorical questions in lines 30 and 31

emphasizes that
(1) ancient instruments were often banned
(2) scholars must examine more archaeological
evidence
(3) instrument making requires great skill
(4) discovered artifacts may have been
misinterpreted
Comp. Eng. Aug. 14
[8]

Directions: On the following pages read Passage I (an excerpt from a short story) and Passage II (a poem) about
liberty. You may use the margins to take notes as you read. Answer the multiple-choice questions on the answer
sheet provided for you. Then write your response for question 26 on page 1 of your essay booklet and question
27 on page 2 of your essay booklet.
Passage I
10
15
20
25
30
35
When Mrs. Willesdens parrot escaped it rocketed in a pale-green streak across the sky
and settled in the chestnut tree at the foot of the garden, where it became invisible among
the branches. Invisible, that is to say, to Maud Pemberty and Eleanor Fitch who stood
staring up under their hands into the glare of the morning, until Maud located his head, a
vermilion1 blot borne up and down like a buoy,2 slowly, by the undulations3 of a lower layer
of the foliage. The chestnut tree blazed all over in the sunshine with candles of wax
blossom. The scent of the pollen gave Eleanor Fitch shivers; about the end of May she
would pass the tree on any pretext, sighing for something that she could not remember.
Maud was in love, and chestnut flowers meant nothing to her; besides, as parlour-maid, she
had more to do in the house than Miss Fitch, who was only a companion.
Now they both stood looking up at the parrot piteously, fearfully; Maud who had left the
window open and Eleanor who had been cleaning the cage. They advanced towards the tree
unconsciously, step by lingering step, as though attracted; still with that mesmeric4 upward
stare.
The parrot took no notice of them. It wobbled along the branch, peevishly disentangling
its wing and tail feathers from the long-fingered leaves. Its tongue was in one corner of its
beak; its head turned and its eyes rolled from side to side in a mixture of ecstasy and
apprehension. Once or twice it lost its balance and tilted right forward with a muffled
squawk until it was hanging nearly upside down. It would recover itself, look reproachfully
down at its claws, and totter along further, till another clump of leaves swept down to assault
it. It wore an air of silly bravado, and looked what it was, thoroughly idiotic.
Mrs. Willesden loved the parrot and would sit beside it for hours in the afternoons. It
was carried into the dining-room to meals, and its cage was placed beside her at the head
of the table, on a butlers tray. Eleanor hated the parrot, and used to come down and clean
its cage early in the morning before breakfast, so as to get that over. Thus it was that the
parrot had escaped at a quarter-past-eight, before Mrs. Willesden was awake, while yellow
cotton blinds still unflickeringly sheathed her windows. Mrs. Willesden slept late to-day;
one did not care, one did not dare to wake her. Eleanor and Maud stood sodden-footed out
in the dew, with now and then a backward glance up at Mrs. Willesdens window, and their
hands burnt and their fingers twitched with the desire to grab the parrot by its scaly legs
and its wings and thrust it shrieking back into its cage.
Well, its no good crying, Miss, said Maud. It doesnt get us out of anything, what I mean.
Im not, said Eleanor quickly. Poll, pretty Polly-poll, come downsey!
Come downsey! echoed Maud (Yah, get out of that, you dirty beast!) Well, he doesnt
understand, Miss. Hes just stupid.
1
vermilion a vivid red

buoy a float, moored in water as a warning of danger or as a marker
3
undulations wavelike movements
4
mesmeric hypnotic
2
Comp. Eng. Aug. 14
[9]
[OVER]
40
45
Go into the house and get the cage, Maud. Stick a banana between the bars, sos he
can only get at it from the inside, and put it down on the grass with the door open. Go
quickly and hush!
Maud went, and Eleanor stood staring, still mesmerically, up at the parrot while the
imagined eyes of Mrs. Willesden burnt into her back. She stared up at the parrot, but Polly
was preoccupied with his feat of balance and was perpetually in profile. He was not to be
mesmerised and, just as Maud emerged from the house with the cage held at arms length
and the door invitingly open, he toppled forward urgently, beat for a moment with his
wings, then flopped into the air. He did not rise very high this time, but after describing one
or two lopsided circles, as though with wings unevenly weighted, he skimmed the top of the
garden wall, glittered for a second above it in poised uncertainty, and vanished.
Elizabeth Bowen
excerpted from The Parrot
The London Mercury, July 1925
Comp. Eng. Aug. 14
[10]
Passage II
Freedom of the Mind
10
High walls and huge the BODY may confine,

And iron grates obstruct the prisoners gaze,
And massive bolts may baffle his design,
And vigilant keepers watch his devious ways:
Yet scorns th immortal MIND this base control!
No chains can bind it, and no cell enclose:
Swifter than light, it flies from pole to pole,
And, in a flash, from earth to heaven it goes!
It leaps from mount to mount from vale to vale
It wanders, plucking honeyed fruits and flowers;
It visits home, to hear the fireside tale,
Or in sweet converse pass the joyous hours.
T is up before the sun, roaming afar,
And, in its watches, wearies every star!
William Lloyd Garrison
from Sonnets and Other Poems
Oliver Johnson, 1843
Comp. Eng. Aug. 14
[11]
[OVER]
Multiple-Choice Questions
Directions (2125): 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
2123 refer to Passage I.
Passage II (the poem) Questions 2425 refer to

Passage II.
21 As used in the passage, rocketed (line 1) most

nearly means
(1) signaled
(3) sped
(2) scattered
(4) splashed
24 References to the prisoners design (line 3) and

devious ways (line 4) imply that he
(1) thinks about escape
(2) has committed a crime
(3) enjoys playing games
(4) has confused the guards
22 Maud and Eleanor look at the parrot piteously,

fearfully (line 11) indicating that they are
(1) afraid of its temperament
(2) responsible for its release
(3) unaccustomed to its noises
(4) surprised by its actions
25 The most likely purpose of the word Yet (line 5)

is to
(1) begin a quotation
(2) signal a contrast
(3) evoke a flashback
(4) define a term
23 How did Mrs. Willesden show affection for her pet?

(1) She bought it expensive treats.
(2) She taught it to speak.
(3) She showed it to her friends.
(4) She kept it near her.
Comp. Eng. Aug. 14
[12]
Short-Response Questions
Directions (2627): Write your responses to question 26 on page 1 of your essay booklet and question 27 on
page 2 of your essay booklet. Be sure to answer both questions.
26 Write a well-developed paragraph in which you use ideas from both Passage I
(the short story excerpt) and Passage II (the poem) to establish a controlling idea
about liberty. Develop your controlling idea using specific examples and details
from both Passage I and Passage II.
27 Choose a specific literary element (e.g., theme, characterization, structure, point

of view, etc.) or literary technique (e.g., symbolism, irony, figurative language,
etc.) used by one of the authors. Using specific details from either Passage I (the
short story excerpt) or Passage II (the poem), in a well-developed paragraph,
show how the author uses that element or technique to develop the passage.
Comp. Eng. Aug. 14
[13]
[OVER]
Part 4 (Question 28)

Your Task:
Write a critical essay in which you discuss two works of literature you have read from the particular perspective
of the statement that is provided for you in the Critical Lens. In your essay, provide a valid interpretation of
the statement, agree or disagree with the statement as you have interpreted it, and support your opinion using
specific references to appropriate literary elements from the two works. You may use scrap paper to plan your
response. Write your essay beginning on page 3 of the essay booklet.
Critical Lens:
ignorance is never better than knowledge.
Laura Fermi
Atoms in the Family, 1954
Guidelines:
Be sure to
Provide a valid interpretation of the critical lens that clearly establishes the
criteria for analysis
Indicate whether you agree or disagree with the statement as you have
interpreted it
Choose two works you have read that you believe best support your opinion
Use the criteria suggested by the critical lens to analyze the works you have chosen
Avoid plot summary. Instead, use specific references to appropriate literary elements
(for example: theme, characterization, setting, point of view) to develop your
analysis
Organize your ideas in a unified and coherent manner
Specify the titles and authors of the literature you choose
Follow the conventions of standard written English
Comp. Eng. Aug. 14
[14]
Printed on Recycled Paper
DIRECTIONS FOR TEACHERS

LISTENING SECTION
COMPREHENSIVE EXAMINATION IN ENGLISH
BE SURE THAT THE LISTENING SECTION IS ADMINISTERED TO EVERY STUDENT.
1 Before the start of the examination period, say:
Do not open the examination booklet until you are instructed to do so.
2 Distribute an answer sheet to each student. Then distribute one examination booklet, one essay booklet, and
scrap paper to each student.
3 After each student has received an examination booklet, an essay booklet, scrap paper, and his or her answer
sheet, say:
A separate answer sheet has been provided for you. Follow the instructions for
completing the student information on your answer sheet. You must also fill in
the heading on each page of your essay booklet that has a space for it, and
write your name at the top of each sheet of scrap paper.
4 After the students have filled in all headings on their essay booklets, say:
You will listen to a passage and answer some multiple-choice questions. You
will hear the passage twice.
I will read the passage aloud to you once. Listen carefully. You may take notes
on page 3 of your examination booklet. Then I will tell you to open your
examination booklet to page 4. You will be given a chance to read the
questions before the second reading. Then I will read the passage a second
time. You may also take notes during the second reading or answer the
questions.
Now I will read the passage aloud to you for the first time. Open your
examination booklet to page 3.
5 Note the time you start reading the listening passage. The three-hour examination starts now. Read both the
introduction and the passage aloud, including the attribution at the end. Read with appropriate expression,
but without added comment.
Listening Passage
The following passage is from an article entitled Battling Heat Waves by Making
the Grid Smarter by Ariel Schwartz, published on www.good.is on July 13, 2010.
In this article, Schwartz discusses how future power grids will improve life.
On August 14, 2003, the Northeastern and Midwestern United States were hit by the
biggest blackout in the nations history. In total, approximately 55 million people lost
powerall because of an overloaded power line in Ohio (it was a hot day) that made contact
with some overgrown trees and shut down, creating a domino effect that ultimately shut
down 100 power plants across neighboring regions. California faced similarly widespread
blackouts in 2000 and 2001, triggered in part by an energy supply shortage.
Flash-forward to July 6, 2010. New York City turned into a veritable pressure cooker as
temperatures rose to a record 103 degrees Fahrenheit. But, for the most part, the lights stayed
on in spite of the heavy strain on the electrical grid created by millions of air conditioners
on full blast. The reason? Utilities across the country are rapidly replacing the old, dumb
power grid, with smart grids that use two-way digital technology to keep track of power use,
help customers monitor electricity costs, and integrate renewable sources into the energy
mix. While many utilities are still in the early stages of rolling out smart meters (electrical
meters with real-time sensors), the smart grid is already beginning to affect the way utilities
handle events like last weeks heat wave.
It wasnt easy for New York Citys utility Con Edison to prevent brownouts and blackouts
as the heat wave mounted. The utility went so far as to call individual customers, pleading
with them to turn off nonessential appliances.
But Con Ed had a backup weapon in its fight against blackouts: an initiative that lets the
utility reprogram thermostats in 20,000 homes and businesses outfitted with central airconditioning systems. When the heat wave began, Con Ed sent radio signals to the
thermostats, triggering them to cycle on and off every half hour. The initiative saved
25 megawatts of energy during peak demand last weekenough to at least partially prevent
the grid from collapsing.
This type of program isnt unique to Con Edison. Depending on where you live, there
are several similar programs of which you could take advantage. PG&Es [Pacific Gas &
Electric Co.] voluntary (and free) Smart AC program, for example, allows the utility to send
signals to customers air-conditioners to use less power than normal on hot days. So far,
120,000 customers have signed up, giving PG&E the flexibility to cut 63 megawatts of
power use from the grid when necessary.
As utilities roll out smart meters, demand-response programs will become even more
common. Just last week, energy management startup EcoFactor partnered with Texas
utility Oncor in a bid to shave three megawatts of power off the utilitys load during times
of peak electricity usage. EcoFactor manufactures software that turns thermostats into
two-way programmable devices that can be controlled by an internet connection. The startups
software also keeps track of customer temperature preferences, adjusting thermostats
based on past use, seasonal changes, and real-time weather conditions. EcoFactors
commercial deployment is limited to Texas for now, but rest assured that similar programs
will pop up in other regions as utilities search for new ways to micro-manage the grid.
All of the smart energy solutions mentioned thus far dont require smart meters. But the
lucky few who already have the new meters installed have access to an array of energy-saving
solutions. Smart meter-equipped customers of select utilities in the United States and
Europe have automatic access to Googles PowerMeter software, which helps users track
energy use over time and predict annual energy bills. And select Duke Energy customers
in North Carolina and Ohio will have access later this summer to Ciscos sleek Home
Energy Controller, a virtual command center for home energy management that allows
[2]
users to automate energy consumption based on the time of day, participate in utility
pricing incentive programs, and monitor energy use of all networked devices in the home.
As these test cases see results, smart meters should be more widely available. Keep your
ears open.
adapted from Battling Heat Waves
by Making the Grid Smarter
http://www.good.is, July 13, 2010
6 After reading the passage aloud once, say:
You may take five minutes to read the questions on page 4 of your test
booklet before I read the passage aloud the second time.
7 After the students have had five minutes to read the questions, say:
As you listen to the second reading, you may take notes or answer the
questions. You will be given an opportunity to complete the
questions after the second reading. Now I will read the passage aloud a
second time.
8 Read both the introduction and the passage a second time.
9 After the second reading, say:
Now turn to page 4 of your test booklet, read the directions and answer the
multiple-choice questions. You may look over your notes to answer the
questions.
[3]
Printed on Recycled Paper
FOR TEACHERS ONLY

The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
ENGLISH
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 Departments web site during the rating period. Check this web site
at http://www.p12.nysed.gov/assessment/ and select the link Scoring Information for any recently posted
information regarding this examination. This site should be checked before the rating process for this
examination begins and several times throughout the Regents Examination period.
The following procedures are to be used for rating papers in the Regents Comprehensive
Examination in English. More detailed directions for the organization of the rating process and
procedures for rating the examination are included in the Information Booklet for Scoring the Regents
Comprehensive Examination in English.
Scoring the Multiple-Choice Questions
For this exam all schools must use uniform scannable answer sheets provided by the regional
information center or large-city scanning center. The scoring key for this exam is provided below. If the
students responses for the multiple-choice questions are being hand scored prior to being
scanned, the scorer must be careful not to make any marks on the answer sheet except to
record the scores in the designated score boxes. Marks elsewhere on the answer sheet will
interfere with the accuracy of the scanning.
Before scannable answer sheets are machine scored, several samples must be both machine and
manually scored to ensure the accuracy of the machine-scoring process. All discrepancies must be
resolved before student answer sheets are machine scored. When machine scoring is completed, a sample
of the scored answer sheets must be scored manually to verify the accuracy of the machine-scoring
process.
Correct Answers
Part 2
Part 1
Part 3
1 ......2......
9 ......1......
15 . . . . . . 2 . . . . . .
21 . . . . . . 3 . . . . . .
2 ......3......
10 . . . . . . 3 . . . . . .
16 . . . . . . 1 . . . . . .
22 . . . . . . 2 . . . . . .
3 ......4......
11 . . . . . . 2 . . . . . .
17 . . . . . . 4 . . . . . .
23 . . . . . . 4 . . . . . .
4 ......2......
12 . . . . . . 1 . . . . . .
18 . . . . . . 3 . . . . . .
24 . . . . . . 1 . . . . . .
5 ......1......
13 . . . . . . 3 . . . . . .
19 . . . . . . 3 . . . . . .
25 . . . . . . 2 . . . . . .
6 ......2......
14 . . . . . . 4 . . . . . .
20 . . . . . . 2 . . . . . .
7 ......2......
8 ......4......
The University of the State of New York THE STATE EDUCATION DEPARTMENT Albany, New York 12234
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 students shortconstructed responses and essay on the rating sheets provided, not directly on the students essay or
answer sheet. Do not correct the students 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 students essay, and recording
that information on the students answer paper.
Schools are not permitted to rescore any of the open-ended questions on any Regents Exam
after each question has been rated the required number of times as specified in the rating guide,
regardless of the final exam score. Schools are required to ensure that the raw scores have been
added correctly and that the resulting scale score has been determined accurately.
Comp. Eng. Rating Guide Aug. 14
[2]
Question 26
(used for 2-credit responses that refer to two texts)
Score Point 2
presents a well-developed paragraph
demonstrates a basic understanding of the texts
establishes an appropriate controlling idea
supports the controlling idea with clear and appropriate details from both texts
uses language that is appropriate
may exhibit errors in conventions that do not hinder comprehension
Score Point 1
has a controlling idea
or
implies a controlling idea
or
has an unclear controlling idea
AND
supports the controlling idea with partial and/or overly general information from the texts
uses language that may be imprecise or inappropriate
exhibits errors in conventions that may hinder comprehension
Score Point 0
is off topic, incoherent, a copy of the task/texts, or blank
demonstrates no understanding of the task/texts
is a personal response
[3]
Anchor Paper Question 26 Level 2 A
Anchor Level 2A
The response presents a well-developed paragraph, demonstrating a basic understanding of the texts. An appropriate controlling idea
(each supports the idea that liberty is a precious thing, no matter what form it comes in) is supported with clear and appropriate details
from both texts (Passage I shows this in the parrots pleasure of being out of its confining cage, the ecstacy and apprehension of
being free of it and How this person is able to in sweet converse pass the joyous hours demonstrates that the mind is free even if the
body is not, and shows the value of that). Language use is appropriate, and an error in conventions (is free even if) does not hinder
comprehension.
[4]
Anchor Paper Question 26 Level 2 B
Anchor Level 2B
(no matter who or what it is that desires freedom, they always will take their chance to gain liberty) is supported with clear and
appropriate details from both texts (even though she loved it it still took the first chance it could to fly out of its cage and hide itself
deep within the branches of the tree and they cannot control his mind The prisoner thinks of home, of picking flowers and
going between the heavens and Earth). Language use is appropriate, and errors in conventions (freedom, its a right; passage 1; its
cage; witheld) do not hinder comprehension.
[5]
Anchor Level 1A
The response has a controlling idea (Liberty is a state of being free, free from being caged), supported with partial information from
the texts (Poll from Passage one free one it self from cage and The mind will keep on dreaming and will fly the sky in its mind).
Language use is imprecise (leaping out and advance to wide and unknown world), and errors in conventions (antigonist, fathers
whom, in its mind, charish) may hinder comprehension.
[6]
Anchor Level 1B
The response implies a controlling idea (There really isnt anything that can control rights and liberty from someone), supported with
partial and overly general information from the texts (The parrot uses his liberty when getting away from the house and the prisoner
loses his liberty while in jail). Language use is sometimes imprecise (uses his liberty), and errors in conventions (how even the
parrot he and passage II) may hinder comprehension.
[7]
Anchor Paper Question 26 Level 0
Anchor Level 0
The response is a personal response. There is no reference to either text.
[8]
Question 26 Practice Paper A
[9]
Question 26 Practice Paper B
[10]
Question 26 Practice Paper C
[11]
Question 26 Practice Paper D
[12]
Question 26 Practice Paper E
[13]
QUESTION 26
PRACTICE SET ANNOTATIONS
Practice Paper A Score Level 2
(Liberty is an essential and untangible thing that we cannot simply live without) is supported with clear and appropriate details from
both texts (the parrot has been cooped up for so long in the house, that when presented with the chance, he takes off like a rocket and
the prisoner has zero to no chance of escaping No chains can bind it, and no cell enclose Shows us how the Prisoner can still
obtain liberty through his mind). Language use is appropriate, and errors in conventions (Eventually said and house, that when) do not
hinder comprehension.
Practice Paper B Score Level 1

The response implies a controlling idea (When sone people hear liberly they think freedom), supported with partial and overly general
information from the texts (a bird escapes its home and sit in a tree and he wants freedom and will do whatever it takes). Language use
is imprecise (It speaks and says), and errors in conventions (sone, a bird sit, accidenlly, Everyone your) may hinder
comprehension.
Practice Paper C Score Level 0

The response is copied from the text, demonstrating no understanding of the task or text.
Practice Paper D Score Level 1

The response has a controlling idea (Liberty is a priviledge, not a right), supported with partial and overly general information from the
texts (he lost the opportunity to be free when he committed whatever crime to end up in prison and Mrs. Willesdens parrot from
passage 1 was stricken his/her liberty when being stuck in that cage). Language use is imprecise (committed whatever crime and to for
too), and errors in conventions (priviledge, passage 2, one of humans greatest accomplishment) may hinder comprehension.
Practice Paper E Score Level 2

(Freedom is important to the caged human and animal alike) is supported with clear and appropriate details from both texts (In the end
of the passage, the bird takes his liberty and flys away with it triumphitly, if uncertainly and While his body is confined in the prison,
his mind is free to wander anywhere, and he dreams of the things he would do if freed). Language use is appropriate, and errors in
conventions (passage 1, the Parrot, excaped) do not hinder comprehension.
[14]
Question 27
(used for 2-credit responses that refer only to one text)
Score Point 2
presents a well-developed paragraph
provides an appropriate explanation of the literary element or technique chosen
supports the explanation with clear and appropriate evidence from the text
uses language that is appropriate
may exhibit errors in conventions that do not hinder comprehension
Score Point 1
provides an explanation of the literary element or technique
or
implies an explanation of the literary element or technique
or
has an unclear explanation of the literary element or technique
AND
supports the explanation with partial and/or overly general information from the text
uses language that may be imprecise or inappropriate
exhibits errors in conventions that may hinder comprehension
Score Point 0
is off topic, incoherent, a copy of the task/text, or blank
demonstrates no understanding of the task/text
is a personal response
Note: Since the question specifies choosing one of the authors, if the student responds using both
passages, score the portion of the response that would give the student the higher score.
[15]
Anchor Level 2A
The response presents a well-developed paragraph that provides an appropriate explanation of imagery in Passage II (In Passage II, the
author freely uses the literary technique of imagery, a technique where the author uses descriptive words and phrases to paint a
picture in the readers mind), supported with clear and appropriate evidence from the text (the author describes the high walls, the
iron grates, and massive bolts of a prison. These words help the reader envision a dark, gloomy place where people are trapped
and In lines 10 and 11, the mind wanders, plucking honeyed fruits and flowers which can be interpreted as the nature of human
memories). Language use is appropriate, and errors in conventions (high walls and the minds sense) do not hinder comprehension.
[16]
Anchor Level 2B
The response presents a well-developed paragraph that provides an appropriate explanation of characterization in Passage I (Each
character has their own personality), supported with clear and appropriate evidence from the text (In this statement, the bird is almost
described as quirky and This statement was said by Maud. This shows that her character is more practical). Language use is
appropriate, and errors in conventions (passage one and Each their) do not hinder comprehension.
[17]
Anchor Level 1A
The response implies an explanation of point of view in Passage II (the prisoner explains the way he sees things), supported with
partial and overly general information from the text (he talks as if he is the one in that position and The poet wants to be free).
Language use is imprecise (using a point of view and writes as such), and errors in conventions (sees; to be free, escape; to be free,
have Freedom) may hinder comprehension.
[18]
Anchor Level 1B
The response provides an explanation of plot in Passage I (Plot is when the author tells what happens first, second, third and so on),
supported with partial and overly general information from the text (the author was tell us what happened from the start to right where
to bird try to fly away but later succeed at it). Language use is imprecise (was tell us what, right where to bird, it also outline), and
errors in conventions (to bird) may hinder comprehension.
[19]
Anchor Paper Question 27 Level 0
Anchor Level 0
The response is incoherent, demonstrating no understanding of the task or text.
[20]
[21]
[22]
[23]
[24]
[25]
QUESTION 27
PRACTICE SET ANNOTATIONS
Practice Paper A Score Level 2
The response presents a well-developed paragraph that provides an appropriate explanation of alliteration in Passage II (The repeating
sounds emphasize key words and phrases in the text), supported with clear and appropriate evidence from the text (the author says
High walls and huge to emphasize the hopelessness of the prisoners situation and The author also repeats words to show how
much the inmates mind is wandering). Language use is appropriate, and errors in conventions (says High and prisoners situation) do
not hinder comprehension.
Practice Paper B Score Level 1

The response implies an explanation of characterization in Passage I (characterization is used in this paragragh when the author
describes the parrot and discribing the parrots actions), supported with partial information from the text (Such as When the parrot Seem
to be moving Side to Side on the tree and the parrot is being described to be peevishly disentangling its wing and tail feather).
Language use is imprecise (It seen and characterization played a part of telling of the parrots movement), and errors in conventions
(paragragh, the author describes and discribing, the parrot Seem to be) may hinder comprehension.
Practice Paper C Score Level 2

The response presents a well-developed paragraph that provides an appropriate explanation of third person point of view in Passage I
(This is why a third person view is most successful, as one is able to see the story from multiple angles and perspectives), supported with
clear and appropriate evidence from the text (If the point of view had been from the bird, the reader would clearly see the desire for
freedom however, the passage would lack reaction from the girls and They also can not be the point of view, as the sense of liberty
would be lost entirely). Language use is appropriate, and the one error in conventions (success. however) does not hinder
comprehension.
Practice Paper D Score Level 0

The response is off topic, demonstrating no understanding of the task or text.
Practice Paper E Score Level 1

The response implies an explanation of irony in Passage II (It talks about how the prisoner being enclosed but how his spirit cannot be
contained), supported with partial and overly general information from the text (the prisoner being enclosed and the prison gaurds try to
contain him). Language use is imprecise (from his evil ways but immoraly captivate him), and errors in conventions (enclosed but,
gaurds, ways but, immoraly) may hinder comprehension.
[26]
[27]
-develop some ideas

more fully than others,
with reference to specific
and relevant evidence
and appropriate literary
elements from both texts
-maintain a clear and

appropriate focus
-exhibit a logical
sequence of ideas but
may lack internal
consistency
-use appropriate
language, with some
awareness of audience
and purpose
-occasionally make
effective use of sentence
structure or length
-demonstrate partial
control, exhibiting
occasional errors that do
not hinder
comprehension
-develop ideas clearly

and consistently, with
reference to relevant and
specific evidence and
appropriate literary
-maintain the focus

established by the critical
lens
-exhibit a logical
sequence of ideas
through use of
appropriate devices and
transitions
-use language that is

fluent and original, with
evident awareness of
audience and purpose
-vary structure and
length of sentences to
control rhythm and
pacing
-demonstrate control of
the conventions,
exhibiting occasional
errors only when using
sophisticated language
-develop ideas clearly

and fully, making
effective use of a wide
range of relevant and
specific evidence and
appropriate literary
-maintain the focus

established by the critical
lens
-exhibit a logical and
coherent structure
through skillful use of
appropriate devices and
transitions
-are stylistically
sophisticated, using
language that is precise
and engaging, with a
notable sense of voice
and awareness of
audience and purpose
-vary structure and
length of sentences to
enhance meaning
-demonstrate control of
the conventions with
essentially no errors,
even with sophisticated
language
Development: the
extent to which ideas
are elaborated using
specific and relevant
evidence from the
text(s)
Organization: the
extent to which the
response exhibits
direction, shape, and
coherence
Language Use: the

extent to which the
response reveals an
and purpose through
effective use of words,
sentence structure,
and sentence variety
Conventions: the
extent to which the
response exhibits
conventional spelling,
punctuation,
paragraphing,
capitalization,
grammar, and usage
-demonstrate emerging
control, exhibiting
occasional errors that
hinder comprehension
-rely on basic
vocabulary, with little
or purpose
-exhibit some attempt to
vary sentence structure
or length for effect, but
with uneven success
-establish, but fail to

maintain, an appropriate
focus
- exhibit a rudimentary
structure but may
include some
inconsistencies or
irrelevancies
-develop ideas briefly,

using some evidence
from the text
-may rely primarily on
plot summary
-provide a simple
interpretation of the
"critical lens" that
suggests some criteria
for analysis
-make superficial
connections between the
criteria and the chosen
texts
3
Responses at this
level:
-demonstrate a lack of
control, exhibiting
frequent errors that make
comprehension difficult

imprecise or unsuitable
for the audience or
purpose
-reveal little awareness
of how to use sentences
to achieve an effect
-lack an appropriate
focus but suggest some
organization, or suggest
a focus but lack
organization
-are incomplete or
largely undeveloped,
hinting at ideas, but
references to the text are
vague, irrelevant,
repetitive, or unjustified
-provide a confused or
incomplete interpretation
of the "critical lens"
-may allude to the
"critical lens" but do not
use it to analyze the
chosen texts
2
Responses at this
level:
If the student addresses only one text, the response can be scored no higher than a 3.
If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1.
Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0.
A response totally copied from the text(s) with no original student writing should be scored a 0.
-provide a reasonable
"critical lens" that
establishes the criteria
for analysis
-make implicit
connections between
criteria and the chosen
texts
-provide a thoughtful
"critical lens" that clearly
for analysis
-use the criteria to make
a clear and reasoned
analysis of the chosen
texts
-provide an interpretation
of the "critical lens" that
is faithful to the
complexity of the
statement and clearly
for analysis
-use the criteria to make
insightful analysis of the
chosen texts
Meaning: the extent to

which the response
exhibits sound
understanding,
interpretation, and
analysis of the task
and text(s)
4
Responses at this
level:
5
Responses at this
level:
6
Responses at this
level:
QUALITY
SESSION TWO PART B SCORING RUBRIC

READING AND
WRITING FOR
CRITICAL
ANALYSIS
QUESTION
28 SCORING
RUBRIC
CRITICAL
LENS
-are minimal, making

assessment of
conventions unreliable
-may be illegible or not
recognizable as English
-are minimal
incoherent or
inappropriate
-show no focus or
organization
-are minimal, with no

evidence of development
-do not refer to the

"critical lens"
-reflect minimal or no
analysis of the chosen
texts
1
Responses at this
level:
[28]
[29]
[30]
Anchor Level 6 A
Quality
The response:
Meaning
Development
Organization
Language Use
Conventions
Commentary
Provides an interpretation of the critical lens that is faithful to the complexity of the statement and
clearly establishes the criteria for analysis (learning the truth about the world and its inhabitants is
superior to remaining ignorant and sheltered from the real world). The response uses the criteria to
make insightful analysis of The Adventures of Huckleberry Finn (we may understand the true and
real superiority of knowledge over ignorance, as knowledge is what sets people free from prejudice
as it did for Huck) and Candide (Candide discovers happiness because of the knowledge he
gained in his tumultuous journey).
Develops ideas clearly and fully, making effective use of a wide range of relevant and specific
evidence in both The Adventures of Huckleberry Finn (Throughout Jim and Hucks journey on the
Mississippi River, Hucks eyes are pried open to the racist South and its pretensions) and Candide
(Adversities, such as the Lisbon Earthquake and the Inquisition, finally give him knowledge of the
world in its natural and quintessential form) to support the value of truth. The response uses the
appropriate literary elements of setting (the South 19th Century world) in Huckleberry Finn and
of characterization and internal conflict in both texts (he decided to do anything for his friend and
accept any fate that befell him and Candide endures hardship after hardship, each one leading to his
loss of faith in his optimistic philosophy).
Maintains the focus established by the critical lens on the superiority of knowledge to ignorance, as
knowledge begets happiness and discovery of the true world. The response exhibits a logical and
coherent structure, first interpreting and agreeing with the lens, then presenting information
demonstrating how both Huck and Candide were changed for the better after experiencing the
adverse realities of the world, and concluding with a paragraph that reinforces agreement with the
lens. Coherence is strengthened through the skillful use of transitions (At one point, Upon realizing
the dangers, Had Candide remained).
Is stylistically sophisticated, using language that is precise and engaging (He even resigns himself to
eternal damnation), with a notable sense of voice and awareness of audience and purpose (Huck was
purged not only of his innocence, but likewise of the values society began to embed in him). The
response varies structure and length of sentences to enhance meaning (Huck is but a boy, ignorant of
the world and free of the racist prejudices that plague both Southern and Northern society).
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.
[31]
[32]
[33]
[34]
[35]
[36]
[37]
[38]
[39]
[40]
Anchor Level 5 B
Quality
The response:
Meaning
Development
Organization
Language Use
Conventions
Commentary
Provides a thoughtful interpretation of the critical lens that clearly establishes the criteria for analysis
(When individuals lack essential knowledge in this world, they cannot live to their fullest potential).
The response uses the criteria to make a clear and reasoned analysis of The Color Purple
(Eventually, after obtaining proper beliefs about her own existence, Celie is able to live to her
fullest potential) and The Scarlet Letter (This new knowledge helped them overcome their prejudice).
Develops ideas clearly and consistently, with reference to relevant and specific evidence in both The
Color Purple (However, these mentors break through Celies ignorance and Celie is able to
change and move to Memphis and opens up a sewing shop) and The Scarlet Letter (Eventually,
Hester starts to gain respect from the townspeople for her charity and character). The response
incorporates the literary elements of setting (a stereotypical southern setting in the fist half of the
1900s and this Puritan time period) and character (She never questioned and she practices
humility) into the discussion of both texts.
Maintains the focus established by the critical lens on why ignorance is never better than knowledge.
The response exhibits a logical sequence of ideas, moving from an interpretation of the critical lens
to explanations of how both Celie and Hester Prynne worked to overcome ignorance to achieve their
goals, and concluding with a summation. Appropriate transitions are used (However, In response to
her conviction, This new knowledge).
Uses language that is fluent and original (limited by the scrutiny of her ignorant community), with
evident awareness of audience and purpose (we see an example of a character). The response varies
structure and length of sentences to control rhythm and pacing (Although her sister Nettie had the
opportunity to escape, Celie has been trapped).
Demonstrates control of the conventions, exhibiting occasional errors in spelling (aggresive and
enviroment) and punctuation (Sophie another and self respect but) only when using sophisticated
language.
[41]
Anchor Paper Question 28 Level 5 C
[42]
[43]
Anchor Level 5 C
Quality
The response:
Meaning
Development
Organization
Language Use
Conventions
Commentary
(this quote means that even though it is easier to ignore the truth, having a full understanding is
often critical). The response uses the criteria to make a clear and reasoned analysis of Fitzgeralds
The Great Gatsby (His ignorance throughout the novel led to a strain on his marriage and later to
tragedy) and Othello (This lack of knowledge led to the downfall of the protagonist and his wife).
Develops some ideas more fully than others. The response uses specific and relevant evidence from
Othello (Desdemonas ignorance of Iagos jealousy led to her acceptance of this plan) and
includes references to theme in the discussion (trusting someone without attempting to find the real
facts can be tragic). The discussion of The Great Gatsby is less accurately developed (He was
unaware of the affair between Daisy and Gatsby causing Tom to become overconfident about
Daisys fidelity) and the characterization of Tom Buchanan is mainly inferred.
Maintains the focus established by the critical lens (it is always safer to have a full understanding of
the world around you). The response exhibits a logical sequence of ideas, first interpreting the lens,
then presenting information from each work to show the consequences of ignoring the truth, and
ending with a conclusion that refocuses on the interpretation of the lens (disasters could have easily
been prevented if the characters were more knowledgeable). The response uses appropriate
transitions (Another example, Instead, Therefore).
Uses language that is fluent and original (provide evidence that this assertion is valid and started to
doubt his doting wife), with evident awareness of audience and purpose. The response varies
structure and length of sentences to control rhythm and pacing (Clearly, ignorance can sometimes be
dangerous).
Demonstrates control of the conventions, exhibiting occasional errors in spelling (verasity, disern,
distraugt) only when using sophisticated language.
Conclusion: Overall, the response best fits the criteria for Level 5, although it is somewhat weaker in
development.
[44]
[45]
[46]
Anchor Level 4 A
Quality
The response:
Meaning
Development
Organization
Language Use
Conventions
Commentary
(it is better to know and accept the complete truth of a situation rather than acting on ignorant
understandings alone because the characters who act on ignorance end up getting hurt). The
response uses the criteria to make clear and reasoned connections between the interpretation and Of
Mice and Men (If Curly had bothered to learn this information he wouldve spent more time with his
wife) and Death of a Salesman (This endless ignorance and inability to accept the truth prove to be
Willys downfall).
Of Mice and Men to discuss Curlys characterization (stubborn and short tempered, Curlys
ignorance of his wifes loneliness, Curly acts enraged). The discussion of Willys character in Death
of a Salesman is more general (Willys ignorance toward his unmatchable skills as a craftsman lead
him to become a failure of a salesman).
Maintains a clear and appropriate focus on the idea that one should always know and understand the
whole truth before acting recklessly. The response exhibits a logical sequence of ideas, first
interpreting the lens, then presenting information from each work to prove the validity of the
interpretation, and ending with a brief summary conclusion. The response lacks internal consistency
by switching discussion from Willy to Biff near the end of paragraph 3.
Uses appropriate language, with some awareness of audience and purpose (Laura Fermis quote is
proved true). The response occasionally makes effective use of sentence structure or length (Curlys
ignorance of his wifes loneliness leads him to believe that what he has done is perfectly acceptable).
Demonstrates partial control, exhibiting occasional errors in spelling (self centered and desparate),
punctuation (a woman, who him, to marry; although Curly is upset he; considered, moving), and
grammar (behavior cause and Willy kills himself rather than tries) that do not hinder
comprehension.
Conclusion: Overall, the response best fits the criteria for Level 4, although it is somewhat stronger in
meaning.
[47]
[48]
[49]
Anchor Level 4 B
Quality
The response:
Meaning
Development
Organization
Language Use
Conventions
Commentary
Provides a reasonable interpretation of the critical lens that establishes the criteria for analysis (it is
important for people to know information about things rather than to be unaware of them as
people who are ignorant fail at many things they attempt to accomplish). The response makes
implicit connections between the criteria and A Separate Peace (Phineas falls as a victim of
ignorance) and Fahrenheit 451 (Guy Montags world has fallen to ignorance through the censorship
of books.)
A Separate Peace to discuss Phineass characterization as a weak individual who is heavily
influenced by his lack of knowledge and his acceptance of ignorance (the war; his best friend, Gene;
his leg injury; his untimely death). The discussion of Fahrenheit 451 is more general and relies
primarily on plot summary. While appropriate literary elements of theme and symbol are mentioned,
discussion is restricted to a single unintegrated statement at the end of each separate argument.
Maintains a clear and appropriate focus (Knowledge has and always will triumph over ignorance).
The response exhibits a logical sequence of ideas, beginning with an interpretation of the lens,
moving to textual support, and ending with a summary conclusion. The response lacks internal
consistency in the discussion of Fahrenheit 451 by shifting focus from Guy Montag, to his wife
Mildred, and then back to Montag.
Uses appropriate language, with some awareness of audience and purpose ( ignorance is never
better than knowledge, is a quote that applies to many works of literature). The response
occasionally makes effective use of sentence structure or length (Eventually, Phineass ignorance
leads to his untimely death).
Demonstrates partial control, exhibiting occasional errors in punctuation (true as; ignorance as;
knowledge, is) and grammar (knowledge beat; individual, which; refusal lead) that do not hinder
comprehension.
[50]
[51]
[52]
[53]
[54]
[55]
Anchor Level 3 B
Quality
The response:
Meaning
Development
Organization
Language Use
Conventions
Commentary
Provides a simple interpretation of the critical lens that suggests some criteria for analysis (when one
doesnt know or understand a situation, they will not come out as well as some others could who
have knowledge about it). The response makes superficial connections between the criteria and The
Great Gatsby (If he took into account others lives around him he may have been able to win Daisy
over) and The Things They Carried (If you are not this, they your life is highly at risk).
Develops ideas briefly, using some evidence from The Great Gatsby (He is ignorant to what is going
on around him) and The Things They Carried (life in war is so difficult and you must be aware of
what is going on) to support the idea that characters must know about the factors involved. The
response relies on abbreviated plot summaries.
Establishes, but fails to maintain, an appropriate focus on the idea that when someone in a situation
is ignorant and doesnt know or understand the situation they will not come out of it beneficial. The
response exhibits a rudimentary structure, presenting an introduction, two body paragraphs, and a
brief conclusion.
Relies on basic vocabulary (He thinks that she will just fall back into his arms) that is sometimes
imprecise (than it is better), with little awareness of audience or purpose. The response exhibits
some attempt to vary sentence structure for effect, but with uneven success (However if they are not
than they have a step up in the situation).
Demonstrates emerging control, exhibiting occasional errors in punctuation (doesnt, others lives,
situation they), grammar (one they, he took he may have been, you them), and usage
(ignorant to and come out of it beneficial) that hinder comprehension.
[56]
[57]
Anchor Level 3 C
Quality
The response:
Meaning
Development
Organization
Language Use
Conventions
Commentary
Provides a simple interpretation of the critical lens that suggests some criteria for analysis (Never
ignore what you already know). The response makes superficial connections between the criteria and
To Kill a Mockingbird (That shows that Atticus should not ignore what he already knows) and Ethan
Frome (Zeba should have said something at the beganing when she knew for sure).
Is incomplete, hinting at ideas, but references to the texts are vague (They are all racist and The girls
dad did it) and unjustified (Atticus kids help him to beat the town). The response does not address
literary elements.
Establishes, but fails to maintain, an appropriate focus. The response exhibits a rudimentary
structure, consisting of an introduction and two body paragraphs, but lacks a formal conclusion.
Relies on basic vocabulary (But they only got hurt) that is sometimes imprecise (someone was wrong
of what happened), with little awareness of audience or purpose. The response exhibits some attempt
to vary sentence structure for effect, but with uneven success (But they only got hurt but did not die).
Demonstrates emerging control, exhibiting errors in spelling (town people, them selfs, beganing),
punctuation (Atticus kids, girls dad, got hurt but), and usage (right by how and was wrong of) that
hinder comprehension.
Conclusion: Overall, the response best fits the criteria for Level 3, although it is somewhat weaker in
development.
[58]
[59]
[60]
Anchor Level 2 A
Quality
The response:
Meaning
Development
Organization
Language Use
Conventions
Commentary
Provides a confused interpretation of the critical lens (I disagree with this quote because you could
be easily overcome by your own knowledge Ignorance can be over come iF you just Follow your
knowledge and heart). The response alludes to the critical lens but does not use it to analyze Death
of a Salesman or A View from the Bridge.
Develops ideas briefly, relying primarily on plot summary statements from Death of a Salesman to
describe Willys character (willy ignored the Fact that he wasnt a good salesman, He tries to make
his Family proud, willy is trying to kill himself). The discussion of A View From the Bridge is more
general and vague (Eddie ignored the fact that it wasnt a good relationship cause He taught that
Rudolpho was only trying to get his Right).
Establishes a focus on the critical lens by disagreeing with it (They reason why you ignored
something cause you know that its going to AFFect you), but fails to maintain an appropriate focus in
both discussions by only briefly mentioning what characters ignored, with no discussion of
motivation. The response exhibits a rudimentary structure, but includes irrelevancies (At the end oF
the play, he tried to get katherine to see other people and He tried to live the liFe his brother did).
Uses language that is imprecise (Your for Youre, cause for because, taught for thought, get
his Right, the for there, he mind). The response reveals little awareness of how to use sentences to
achieve an effect (He knew what Rudolpho wants but the was no stopping for katherine to get marry
to Rudolpho).
Demonstrates a lack of control, exhibiting frequent errors in spelling (over come, litary, every thing,
martage), punctuation (wants but, deported He, its going to), capitalization (A View From the bridge,
willy, it. people), grammar (Two work, one connect, get marry), and usage (knowledge towards
that person) that make comprehension difficult.
development and organization.
[61]
[62]
Anchor Level 2 B
Quality
The response:
Meaning
Development
Organization
Language Use
Conventions
Commentary
Provides a simple interpretation of the critical lens (knowledge is better or more helpful than
ignorance). The response alludes to A Simple Plan (in this case knowledge beat ignorance) and to
Rita Hayworth and the Shawshank Redemption (thinking smart Andy kept his self busy).
Is incomplete and largely undeveloped, hinting at ideas, but references to A Simple Plan are vague
(three men found a bag full of money that no one knew nothing about and being careful and
thinking smart) and references to Rita Hayward and the Shawshank are unjustified (In the year of
1916 and could have got away with taking all the wadens dity money).
Suggests a focus on the critical lens and suggests organization through the use of some connecting
language (In the Simple Plan and I agree with Laura Fermi). The response consists mainly of
loosely related ideas.
Uses language that is imprecise (a statement given by Laura Fermi, no one knew nothing about,
killing his wife and also lover, the waden who didnt take ignorance). The response reveals little
awareness of how to use sentences to achieve an effect (Hiding the money and leaving town being
careful and thinking Smart).
Demonstrates a lack of control, exhibiting frequent errors in spelling (novals, Shawsunk, Jaboub,
dity), punctuation (statement, in; rotting he; Knowledge ignorance), grammar (Andy he could have
got away), and a lack of paragraphing that make comprehension difficult.
meaning.
[63]
[64]
Anchor Level 2 C
Quality
The response:
Meaning
Development
Organization
Language Use
Conventions
Commentary
Provides an incomplete interpretation of the critical lens (doing things your own way with out
knowing stuff is stupid). The response alludes to the critical lens but does not use it to analyze To Kill
a Mockingbird or Romeo and Juliet.
Is incomplete and largely undeveloped, but reference to both texts are vague and irrelevant. The
response hints at the idea of conflict, but doesnt develop it for either text.
Suggests a focus on the lens by restating it. The response suggests an organization through
paragraphing, but information within paragraphs consists of a series of unrelated plot statements.
Uses language that is imprecise (In the quote means, stuff is stupid goes with, This quote supports
the story, In to Kill a Mockingbird it supports, ignorance never better than knowledge goes with this
STORY). The response reveals little awareness of how to use sentences to achieve an effect.
Demonstrates a lack of control, exhibiting frequent errors in spelling (Luara Ferni, Shakespear,
familyes, tword, eachother), punctuation (In the quote Ignorance, Bobs daughter, guilty but he
wasnt), capitalization (AND BOB EULL and STORY), and grammar (doing things goes) that
make comprehension difficult.
[65]
Anchor Level 1 A
Quality
The response:
Meaning
Development
Organization
Language Use
Conventions
Commentary
Provides a confused interpretation of the critical lens by stating that if A person choose a wrong Path
He/She woulds never use what He/She knows to Succeed. The response does not use the critical lens
to analyze any texts.
Is incomplete and largely undeveloped. The response hints at an idea about judging others (we
should never compare ou rselves to another), but makes no reference to any texts.
Suggests a focus on the critical lens (we should never judge) but lacks organization.
Uses language that is imprecise and unsuitable for the audience (if a person choose woulds never
use and noone is better than another). The response reveals little awareness of how to use sentences
to achieve an effect (And never know The skills another person have).
Demonstrates a lack of control, exhibiting frequent errors in punctuation (Because, we and statement,
Because), capitalization (if A person, Path, He/She), and grammar (person choose, He/She woulds,
person have) 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 either text.
[66]
[67]
[68]
[69]
[70]
[71]
[72]
[73]
[74]
[75]
Regents Comprehensive Examination in English

August 2014
Map to Core Curriculum
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.
Core Performance
Indicators
Standard 1
Standard 2
Standard 3
Listening
4, 6, 8
3, 5, 7
Reading
10, 19, 21, 25
14, 16, 18
12, 17
9, 11, 13, 15, 20,

22, 23, 24
Writing
26, 27, 28
26, 27, 28
26, 27, 28
26, 28
[76]
The Chart for Determining the Final Examination Score for the August 2014 Regents
Comprehensive Examination in English will be posted on the Departments web site
at http://www.p12.nysed.gov/assessment/ on Wednesday, August 13, 2014. Conversion
charts provided for previous administrations of the Regents Comprehensive
Examination in English must NOT be used to determine students final scores for this
administration.
Online Submission of Teacher Evaluations of the Test to the Department

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.
[77]
The State Education Department / The University of the State of New York
Regents Comprehensive Examination in English August 2014

Chart for Determining the Final Examination Score
(Use for August 2014 examination only.)
Total Multiple-Choice Score
Total Score for Questions 26, 27, and 28

0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
0
0
1
3
5
6
8
9
11
13
15
16
18
20
22
23
25
27
29
31
33
34
36
38
40
42
44
1
5
6
8
9
11
13
15
16
18
20
22
23
25
27
29
31
33
34
36
38
40
42
44
46
47
49
2
9
11
13
15
16
18
20
22
23
25
27
29
31
33
34
36
38
40
42
44
46
47
49
51
53
55
3
15
16
18
20
22
23
25
27
29
31
33
34
36
38
40
42
44
46
47
49
51
53
55
57
58
60
4
20
22
23
25
27
29
31
33
34
36
38
40
42
44
46
47
49
51
53
55
57
58
60
62
65
66
5
25
27
29
31
33
34
36
38
40
42
44
46
47
49
51
53
55
57
58
60
62
65
66
67
69
71
6
31
33
34
36
38
40
42
44
46
47
49
51
53
55
57
58
60
62
65
66
67
69
71
73
75
77
7
36
38
40
42
44
46
47
49
51
53
55
57
58
60
62
65
66
67
69
71
73
75
77
79
80
82
8
42
44
46
47
49
51
53
55
57
58
60
62
65
66
67
69
71
73
75
77
79
80
82
85
86
88
9
47
49
51
53
55
57
58
60
62
65
66
67
69
71
73
75
77
79
80
82
85
86
88
90
92
94
10
53
55
57
58
60
62
65
66
67
69
71
73
75
77
79
80
82
85
86
88
90
92
94
96
98
100
To determine the students final examination score, locate the students total score for Questions
26, 27, and 28* across the top of the chart and the students total multiple-choice score down the
side of the chart. The point where those two scores intersect is the students 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 15 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 students 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 - Aug. '14
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COMPREHENSIVE ENGLISH

The University of the State of New York

The possession or use of any communications device is strictly prohibited

DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN.

Comp. Eng. Aug. 14

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.

Comp. Eng. Aug. 14

Part 1 (Questions 18)

1 The opening description of the 2003 blackout is

6 New methods are being developed in Texas that

2 The phrase domino effect provides the listener

7 According to the speaker, the availability of smart

3 As revealed in the account, power grids are

8 As a result of the smart energy solutions

4 Con Edison limited the occurrence of blackouts

Comp. Eng. Aug. 14

Part 2 (Questions 920)

Comp. Eng. Aug. 14

9 As revealed in lines 1 through 4, the familys

13 Mr. Adams decision to move the family tomorrow

11 What bothers Mrs. Adams so much about her

Comp. Eng. Aug. 14

Reading Comprehension Passage B

crystalline bell-like; clear

Comp. Eng. Aug. 14

15 The tones Elizabeth Blake transmitted in her

19 The use of the word resonated in line 50 suggests

16 It is difficult to identify artifacts used to make

20 The passage strengthens the discussion of

17 The use of rhetorical questions in lines 30 and 31

Comp. Eng. Aug. 14

Part 3 (Questions 2127)

vermilion a vivid red

Comp. Eng. Aug. 14

Comp. Eng. Aug. 14

High walls and huge the BODY may confine,

Comp. Eng. Aug. 14

Passage II (the poem) Questions 2425 refer to

21 As used in the passage, rocketed (line 1) most

24 References to the prisoners design (line 3) and

22 Maud and Eleanor look at the parrot piteously,

25 The most likely purpose of the word Yet (line 5)

23 How did Mrs. Willesden show affection for her pet?

Comp. Eng. Aug. 14

27 Choose a specific literary element (e.g., theme, characterization, structure, point

Comp. Eng. Aug. 14

Part 4 (Question 28)

Comp. Eng. Aug. 14

Printed on Recycled Paper

DIRECTIONS FOR TEACHERS

1 Before the start of the examination period, say:

6 After reading the passage aloud once, say:

Printed on Recycled Paper

FOR TEACHERS ONLY

REGENTS HIGH SCHOOL EXAMINATION

Wednesday, August 13, 2014 8:30 to 11:30 a.m., only

SCORING KEY AND RATING GUIDE

Comp. Eng. Rating Guide Aug. 14

Comp. Eng. Rating Guide Aug. 14

Anchor Paper Question 26 Level 2 A

Comp. Eng. Rating Guide Aug. 14

Anchor Paper Question 26 Level 2 B

Comp. Eng. Rating Guide Aug. 14