SESSION TWO FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION ENGLISH E Thursday,June 17, 2010 —9:15 a.m. to 12:15 p.m., only SCORING KEY AND RATING GUIDE Mechanics of Rating Updated information regarding the rating of this examination may be posted on the New York State Education Department’s web site during the rating period. Check this web site http://www.emsc.nysed.gov/osa/ and select the link “Examination 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 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 Administering and Scoring the Comprehensive Examination in English. Scoring of Multiple-Choice Questions Indicate by means of a check mark each incorrect or omitted answer to multiple- choice questions on the Session Two answer sheet; do not place a check mark beside a correct answer. Use only red ink or red pencil. In the box provided under each part, record the number of questions the student answered correctly for that part. Transfer the number of correct answers for the Part A multiple-choice questions to the appropriate spaces in the box in the upper right corner of each student’s SESSION ONE answer sheet. Session Two Correct Answers Part A (1) 1 (2) 4 (3) 2 (4) 3 (5) 4 (6) 1 (7) 2 (8) 1 (9) 3 (10) 4 The University of the State of New York (cid:129) THE STATE EDUCATION DEPARTMENT (cid:129) Albany, New York 12234 COMPREHENSIVEENGLISH— SESSIONTWO— continued Rating of Essays (1) Follow your school’s procedures for training for rating. This process should include: Introduction to the task— (cid:129) Raters read the task and summarize its purpose, audience, and format (cid:129) Raters read passage(s) and plan own response to task (cid:129) Raters share response plans and summarize expectations for student responses Introduction to the rubric and anchor papers— (cid:129) Trainer reviews rubric with reference to the task (cid:129) Trainer reviews procedures for assigning scores (cid:129) 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— (cid:129) Raters score a set of five papers individually (cid:129) Trainer records scores and leads discussion until raters feel confident enough to move on to actual scoring (2) When actual rating begins, each rater should record his or her individual rating for a student’s essay on the rating sheet provided, not directly on the student’s essay or answer sheet. Do notcorrect the student’s work by making insertions or changes of any kind. (3) 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. The scoring coordinator will be responsible for coordinating the movement of papers, calculating a final score for each student’s essay, and recording that information on the student’s answer paper for Session One, and determining the student’s final score for the examination. The chart located on the Department’s web site should be used for determining the final examination score. [2] 1Responses at thislevel: -provide minimal or noevidence of textualunderstanding-make no connectionsbetween the texts oramong ideas in the texts -are minimal, with noevidence of development -show no focus ororganization -are minimal-use language that isincoherent orinappropriate -are minimal, makingassessment ofconventions unreliable-may be illegible or notrecognizable as English 2Responses at thislevel: -convey a confused orincompleteunderstanding of thetexts-make a few connectionsbut fail to establish acontrolling idea -are incomplete orlargely undeveloped,hinting at ideas, butreferences to the text arevague, irrelevant,repetitive, or unjustified -lack an appropriatefocus but suggest someorganization, or suggesta focus but lackorganization -use language that isimprecise or unsuitablefor the audience orpurpose-reveal little awarenessof how to use sentencesto achieve an effect -demonstrate a lack ofcontrol, exhibitingfrequent errors that makecomprehension difficult no higher than a 1. d SESSION TWO – PART A – SCORING RUBRICREADING AND WRITING FOR LITERARY RESPONSE 345Responses at thisResponses at thisResponses at thislevel:level:level: -establish a controlling-establish a controlling-establish a controllingidea that shows a basicidea that shows a basicidea that reveals aunderstanding of bothunderstanding of thethorough understandingtextstextsof both texts-make implicit-make few or superficial-make clear and explicitconnections between theconnections between theconnections between thecontrolling idea and thecontrolling idea and thecontrolling idea and theideas in each textideas in the textsideas in each text -develop some ideas-develop ideas briefly,-develop ideas clearlymore fully than others,using some evidenceand consistently, withwith reference tofrom the textsreference to relevant and-may rely primarily onspecific evidence andspecific and relevantplot summaryappropriate literaryevidence andelements from both textsappropriate literaryelements from both texts -establish, but fail to-maintain the focus-maintain a clear andmaintain, an appropriateestablished by theappropriate focusfocuscontrolling idea-exhibit a logical-- exhibit a rudimentaryexhibit a logicalsequence of ideas butstructure but maysequence of ideasmay lack internalinclude somethrough use ofconsistencyinconsistencies orappropriate devices andirrelevanciestransitions -rely on basic-use language that is-use appropriatevocabulary, with littlefluent and original, withlanguage, with someawareness of audienceevident awareness ofawareness of audienceor purposeaudience and purposeand purpose-exhibit some attempt to-vary structure and-occasionally makevary sentence structurelength of sentences toeffective use of sentenceor length for effect, butcontrol rhythm andstructure or lengthwith uneven successpacing -demonstrate emerging-demonstrate control of-demonstrate partialcontrol, exhibitingthe conventions,control, exhibitingoccasional errors thatexhibiting occasionaloccasional errors that dohinder comprehensionerrors only when usingnot hindersophisticated languagecomprehension e text, the response can be scored no higher than a 3.onal response and makes no reference to the text(s), the response can be scorehe topic, illegible, incoherent, or blank should be given a 0.he text(s) with no original student writing should be scored a 0. 6Responses at thislevel: -establish a controllingidea that reveals an in-depth analysis of bothtexts-make insightfulconnections between thecontrolling idea and theideas in each text -develop ideas clearlyand fully, makingeffective use of a widerange of relevant andspecific evidence andappropriate literaryelements from both texts -maintain the focusestablished by thecontrolling idea-exhibit a logical andcoherent structurethrough skillful use ofappropriate devices andtransitions -are stylisticallysophisticated, usinglanguage that is preciseand engaging, with anotable sense of voiceand awareness ofaudience and purpose-vary structure andlength of sentences toenhance meaning -demonstrate control ofthe conventions withessentially no errors,even with sophisticatedlanguage student addresses only onstudent writes only a personses totally unrelated to tponse totally copied from t e e ps QUALITY Meaning: the extent towhich the responseexhibits soundunderstanding,interpretation, andanalysis of the taskand text(s) Development: theextent to which ideasare elaborated usingspecific and relevantevidence from thetext(s) Organization: theextent to which theresponse exhibitsdirection, shape, andcoherence Language Use: theextent to which theresponse reveals anawareness of audienceand purpose througheffective use of words,sentence structure,and sentence variety Conventions: theextent to which theresponse exhibitsconventional spelling,punctuation,paragraphing,capitalization,grammar, and usage • If th• If th• Res• A re [3] Anchor Paper – Part A—Level 6 – A [4] Anchor Paper – Part A—Level 6 – A [5] Anchor Level 6 – A Quality Commentary The response: Meaning Establishes a controlling idea that reveals an in-depth analysis of both texts, stating that Passages I and II focus on the separation of young people from their families through the use of conflict and characterization. The response makes insightful connections between the controlling idea and the ideas in Passage I (The father’s feelings are in conflict as he listens to his daughter’s plan) and in Passage II (The boy may have had the conflict of separation from his family thrust on him; the narrator will someday bring this conflict to his or her own family). Development Develops ideas clearly and fully, making effective use of a wide range of relevant and specific evidence to demonstrate the necessity of older children’s leaving home in Passage I (The father is characterized as a man who loves his child but who realizes that she must be given the freedom to live her own life as did the fish) and in Passage II (He has had to leave his family at a young age and make his way, alone, to California, “that distant place of green vines and promise”). The response uses appropriate literary elements from Passage I (This conflict of catching the fish resolved his conflict of letting his daughter go) and from Passage II (The boy is characterized as honest when he offers to work for his meals) to further the analysis. Organization Maintains the focus established by the controlling idea that separation of young people from their families still causes pain. The response exhibits a logical and coherent structure by first stating that at some point, everyone gets a feeling of being separated from a family or friends, then addressing how conflict and characterization are used by both authors to demonstrate how separation is difficult but necessary, and concluding with the idea that in both passages the children are planning to leave home and start new lives despite the pain their parents will suffer. Transitions are skillfully used (However, As Holly exclaimed, Interestingly). Language Use Is stylistically sophisticated, using language that is precise and engaging (devastated to realize, portrayed, the ache of separation), with a notable sense of voice and awareness of audience and purpose. The response varies structure and length of sentences to enhance meaning (During their fishing trip, she slowly reveals that she has changed her college plans so that she can graduate earlier). Conventions Demonstrates control of the conventions with essentially no errors, even with sophisticated language. Conclusion: Overall, the response best fits the criteria for Level 6 in all qualities. [6] Anchor Paper – Part A—Level 6 – B [7] Anchor Paper – Part A—Level 6 – B [8] Anchor Paper – Part A—Level 6 – B Anchor Level 6 – B Quality Commentary The response: Meaning Establishes a controlling idea that reveals an in-depth analysis of both texts, stating that the concepts of independence and separation are almost synonymous. The response makes insightful connections between the controlling idea and the ideas in Passage I (Passage I brilliantly presents these concepts of separation and independence through the protagonist, Holly’s decision to … attend a college far from her father’s sphere of influence) and in Passage II (the poor boy’s anecdote, also emphasizes these concepts of separation and independence). Development Develops ideas clearly and fully, making effective use of a wide range of relevant and specific evidence to show that Holly’s father recognizes and then accepts her need for independence in Passage I (The father compares the fish’s desire for freedom to his daughter’s desire to leave him) and in Passage II how the poor boy, by his example, brings out the narrator’s desire to leave home, and that the need for independence is inevitable (the protagonist of the poem will grow up and leave his parents in the same way that Holly left her father). The response uses the fish metaphor and repetition (the father’s happiness in the “usual” experiences) in Passage I and anaphoras … in the last stanza of the poem to further the analysis. Organization Maintains the focus established by the controlling idea on the belief that the need for independence necessitates a separation from home. The response exhibits a logical and coherent structure, first stating that the act of growing up makes separation … inevitable, then presenting information about parents’ struggle with letting go of their children (While Holly’s father agrees to Holly’s decision, his reluctance in sending her is emphasized by the fish metaphor and parents worry for their kids and long for them to stay near them), and concluding that despite what parents wish, their children will become independent. Appropriate devices and transitions are skillfully used (Thus, Furthermore, In other words). Language Use Uses language that is fluent and original, with evident awareness of audience and purpose (synonymous, sphere of influence, treasured pieces of his life) despite some awkward phrasing (the distinction between their friendship, parallel with, stems of the same tree). The response varies structure and length of sentences to control rhythm and pacing (Thus, while separation is difficult for Holly’s father to deal with, he finds it inevitable and a part of life). Conventions Demonstrates control of the conventions, exhibiting occasional errors in comma use (protagonist, Holly’s; passage he; Passage II, also). Conclusion: Overall, the response best fits the criteria for Level 6, although it is somewhat weaker in language use and conventions. [9] Anchor Paper – Part A—Level 5 – A [10]