1. Aim: How can we finalize our preparation for tomorrow’s Regents?
Do-Now: What would you like to review with respect to tomorrow’s Regents?

2. The Common Core English Regents
Part MC questions – Suggested Time = 60 min.
Passage A – Excerpt from a Novel (Questions 1-9)
Passage B – Poem (Questions 10-14)
Passage C – Non-Fictional Passage (Questions 15-24)
Part 2 Argumentative Essay – Suggest. Time = 70 min
State your claim (Answer the question – Yes or No)
Support your claim using at least three of the four sources given
Distinguish your claim from alternate or opposing claims
Part 3 Central Idea Response - Suggest. Time = 50 min.
Identify a central idea in the passage
Explain how the author develops this central idea through the use of one literary device

3. Part 1

4. Part 1 - Tips #1 – Read the questions before reading the passage
Underline the line numbers in the passage that are mentioned in the questions before starting to read
#2 – Read the whole passage once
#3 – If a question (or answer choice) refers to a specific line, re-read a few lines before and a few lines after the given line
#4 – Read all four choices before making a selection
#5 – Use process of elimination
Part 1 - Tips

5. Part 2

6. Part 2 - Guideline #1 – Establish Your Claim
Establish Your Claim = Make it 100% clear what your answer to the given question is

7. Part 2 - Guideline #2 – Distinguish Your Claim from Alternate or Opposing Claims

8. Part 2 - Guideline #3 – Specific, Relevant, and Sufficient Evidence from at least THREE of the Sources
Sufficient Evidence (my opinion) = six total quotes
Two quotes from each source seems like the most sensible approach

9. When to Establish Your Claim – Before or After Reading Texts?
Immediate gut reaction to question? Go with it!
Skim texts for evidence that supports your claim
No immediate reaction to question? Skim Texts 1 and 2
Decide which claim will be the easier one to argue

10. Skimming for Evidence
There will be evidence for both “Yes” and “No” responses in every text
Multiple small paragraphs is a good thing
Read the first couple sentences of the paragraph to find out if reading the rest of it will provide “yes” or “no” evidence

11. How Should We Structure a Part 2 Response?
Five Total Paragraphs
Paragraph #1 = Introduction
Paragraph #2 = Supports Your Argument (based on first text selected)
Paragraph #3 = Supports Your Argument (based on second text selected)
Paragraph #4 = Mentions and Counters Opposing Argument (based on third text selected)
Paragraph #5 = Conclusion

12. Part 2 - Pre-Writing Checklist – Developing Topic Sentences
Example
My claim: No, citizens should not be required to vote in national elections
Text #2 Evidence:
“It may discourage the political education of the electorate because people forced to participate will react against the perceived source of oppression”
“Voters who are voting against their free will may check off a candidate at random”
Reason #1 for my claim (based on supporting evidence from Text #2) = Forcing people to vote will lead to resentment and disinterest

13. Part 2 - Paragraph #1 - Structure
Step #1 – Make a general statement summarizing the issue being addressed in this question
Step #2 – Introduce focus of Body #1
Step #3 – Introduce focus of Body #2
Step #4 – Introduce focus of Body #3
Step #5 – Clearly and concisely state your claim

14. Part 2 Tips and Reminders
Paragraph 1: Introduction
Introduce all three topic sentences
Create a fluid transition from Step #4 to Step #5
Ex: (Step #4) There are some who would argue that paying college athletes would diminish the charm that comes from the fans’ perception that these athletes are playing exclusively for school pride. (Step #5) Despite the possibility that this characteristic of purity could be lost, paying the student-athletes remains the ethically correct decision.

15. Part 2 - Paragraphs #2 and #3 - Structure
Step #1 – Topic Sentence - Reason(s) for claim (based on one text)
Step #2 – Introduce supporting evidence #1 (quote)
Step #3 – Explain how evidence #1 supports claim
Step #4 - Introduce supporting evidence #2 (quote)
Step #5 – Explain how evidence #2 supports claim

16. Part 2 Tips and Reminders
Paragraphs 2-3: Body Paragraphs
Should you ask the reader rhetorical questions within the body paragraphs? – NO
Ex: Haven’t the athletes earned the right to be paid?
Instead: The only conclusion that one can reach based on this evidence is that the athletes have earned the right to be paid.

17. Part 2 - Paragraph #4 - Structure
Step #1 – General acknowledgement that there are opposing claims to your argument
Step #2 – Introduce evidence for opposing claim #1 (quote)
Step #3 – Explain why this argument is not as strong as yours
Step #4 – Introduce evidence for opposing claim #2 (quote)
Step #5 – Explain why this argument is not as strong as yours

18. Part 2 - Paragraph #5 - Structure
Step #1 – Clearly re-state your claim
Step #2 – Summarize evidence in Body #3
Step #3 – Summarize evidence in Body #1
Step #4 – Summarize evidence in Body #2
Step #5 – A final general comment about the issue represented in the given question

19. Part 2 Rubric: Content and Analysis
4 – Introduce a precise claim
You introduce a claim, but neglect to introduce reasoning behind it i.e. topic sentences
5- Introduce a precise and thoughtful claim
You introduce a claim and reasoning behind it (topic sentences), but reasoning is less convincing than a “6”
6 – Introduce a precise and insightful claim
You introduce a claim and reasoning behind it (topic sentences), and the reasoning is more convincing than a “5”

20. Part 2 Rubric: Command of Evidence
4 – Present ideas sufficiently, making adequate use of specific and relevant evidence
You are somewhat convincing based on the evidence chosen and the explanations for how the evidence supports the claim
5 – Present ideas clearly and accurately, making effective use of specific and relevant evidence
You are convincing based on the evidence chosen and the explanations for how the evidence supports the claim
6 – Present ideas fully and thoughtfully, making highly effective use of a wide range of specific and relevant evidence
You are very convincing based on the evidence chosen and the explanations for how the evidence supports the claim
Part 2 Rubric: Command of Evidence

21. Part 2 Rubric: Command of Evidence
Demonstrate proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased material
Identify the source and line number of every quote

22. Part 2 Rubric: Control of Conventions
4 – Demonstrate partial control, exhibiting occasional errors that do not hinder comprehension
5 – Demonstrate control of the conventions, exhibiting occasional errors only when using sophisticated language
6 – Demonstrate control of conventions with essentially no errors, even with sophisticated language
What’s my advice? – PROOFREAD. If you can’t understand your use of a given word, or the way that you have structured a given sentence, NEITHER WILL THE PERSON GRADING YOUR PAPER

23. Part 3 – Three Requirements
#1 Identify one central idea
#2 Analyze how one literary device is used to develop that central idea
#3 Response must be 2-3 paragraphs long

24. How Can We Identify a Central Idea in the Passage?
Step #1 – Identify one subject mentioned repeatedly in the passage
Step #2 - What does the author’s attitude seem to be towards this subject?
Step #3 – Combine these two answers into a *central idea
*A central idea must be one sentence long

25. How Should We Select a Literary Device?
Focus on one type of literary device only
Literary device must be shown to *develop the central idea
*Develop the central idea = Directly supports the central idea
Make sure that there are a minimum of two examples of this type of literary device within the text before selecting it

26. Common Literary Elements to Look For
Applicable to Virtually All Passages: Characterization, Setting, Conflict, Tone, Mood
Applicable to Most Passages: Metaphor, Simile, Personification, Symbolism, Imagery

27. Literary Elements – Do’s and Dont’s
Characterization and Conflict are usually the easiest devices to select
Don’t confuse Symbolism and Metaphor
Don’t confuse Point-of-View with opinion
Don’t pick Theme or “Language Use”

28. Part 3 - Paragraph #1 – OPTIONAL Brief Introduction
Step #1 Identify your central idea
Step #2 Introduce focus of first two quotes
(no direct quotes until later)
Step #3 Identify the name of the literary device you have chosen to develop the central idea
Step #4 Briefly explain how this literary device helps to develop the central idea

29. Part 3 - Paragraph #2 – Support Central Idea With Evidence
Step #1 Re-establish central idea
Step #2a Introduce the first quote word for word
Step #2b Explain why it illustrates your central idea
Step #3a Introduce the second quote word for word
Step #3b Explain why it illustrates your central idea

30. Part 3 - Paragraph #3 – Support Central Idea With the Literary Device
#1 Re-emphasize literary device
#2a Introduce first line(s) from text that contains an example of the literary device
#2b Explain why the example develops the central idea
#3a Introduce the second line(s) from the text that contains an example of the literary device
#3b Explain why the example develops the central idea

31. Part 3 Rubric: Content and Analysis – Differences Between a 4 and a 3
Central idea is “well- reasoned”
Central idea and literary element “clearly” establish the criteria for analysis
Demonstrate a “thoughtful” analysis of how the literary element supports the central idea
Central idea is “clear”
Central idea and literary device establish the criteria for analysis
Demonstrate an “appropriate” analysis of how the literary element supports the central idea

32. Part 3 Rubric: Command of Evidence – Differences Between 4 and 3
Present ideas “sufficiently”
Making “adequate” use of relevant evidence to support the central idea
Present ideas “clearly and consistently”
Making “effective” use of “specific” and relevant evidence to support the central idea

33. Part 3 Rubric: Coherence, Organization, and Style – Differences Between 4 and 3
Exhibits “acceptable” organization of ideas to create a “coherent” response
Maintains a formal style, using “appropriate” language and structure
Exhibits “logical” organization of ideas to create a “cohesive” response
Maintains a formal style, using “precise” language and “sound” structure

34. Demonstrates control of the conventions with “infrequent” errors
Part 3 Rubric: Control of Conventions – The Differences Between 4 and 3 4 3
Demonstrates “partial” control of conventions with “occasional” errors that do not hinder comprehension
Demonstrates control of the conventions with “infrequent” errors

35. Part 3: General Tips and Reminders
2-3 paragraphs total!!!!

36. Part 3: General Tips and Reminders
You really only need to use the words “central idea” the first time that you identify the central idea
It is more sophisticated not to use the words “literary element” or “literary device” when identifying the name of the literary element
Ex: Twain develops the central idea through the use of the literary device simile
Better: Twain develops the central idea through the use of simile

37. Part 3: General Tips and Reminders
Central Idea
Too basic: One central idea illustrated in the text is that Kyle is in pain
Too unfocused: One central idea illustrated in the text is that Kyle is in pain, but he is fighting to overcome that pain and at the same time is unsure if he will ever achieve his goals without the help of his sister who is angry with him
Effective: One central idea illustrated in the text is that Kyle is able to overcome intense pain through the emotional support and guidance from his sister

38. Proofreading and Grammar
Always, Always PROOFREAD
That’s right, every sentence that you write should be re-read to avoid errors and insure clarity
Avoid contractions in formal papers
Correct: Doesn’t, Wasn’t, Couldn’t
Better: Does not, Was not, Could not

39. Diction
Use synonyms whenever possible, especially in back to back sentences
You know my rationale for this - The more repetitive that you appear, the less of a grasp it seems that you have on the material
Some of the words to be used when making connections between evidence and argument (or central idea)
The author illustrates the central idea
The writer develops the central idea
The quote helps to establish the argument
The speaker supports the argument

40. Diction
The writer (or author) writes something, she does not say something
Correct: The author illustrates the central idea when she writes, “The typewriter was blue…
Incorrect: The author illustrates the central idea when she says, “The typewriter was blue...

41. Diction Incorrect: Evidence is found on lines 23-25
Correct: Evidence is found in lines 23-25
The first time that you mention an author, use the first and last name
Then refer to him or her by their last name for the rest of the response
You may refer to characters by their first name
Use a comma before starting a quote
Ex: The author illustrates the central idea when she writes, “The typewriter was blue…

42. Synonyms, Synonyms, Synonyms
Try not to repeat the words that are in the quote when you are demonstrating how it supports your argument
…“voters who are voting against their free will may check off a candidate at random” (Text 2, line 28). Arbitrary voting by the majority would obviously be less helpful than a sincere, informed selection from a smaller percentage of citizens.