SESSION ONE - JMap

COMPREHENSIVE ENGLISH 

The University of the State of New York 

SESSION ONE 

REGENTS HIGH SCHOOL EXAMINATION 

COMPREHENSIVE EXAMINATION 

IN 

ENGLISH 


Wednesday, August 13, 2008 — 8:30 to 11:30 a.m., only 

The last page of this booklet is the answer sheet for the multiple-choice 

questions. Fold the last page along the perforations and, slowly and carefully, tear 

off the answer sheet. Then fill in the heading of your answer sheet. Now circle 

“Session One” and fill in the heading of each page of your essay booklet. 

This session of the examination has two parts. Part A tests listening skills; you 

are to answer all six multiple-choice questions and write a response, as directed. 

For Part B, you are to answer all ten multiple-choice questions and write a 

response, as directed. 

When you have completed this session of the examination, you must sign the 

statement printed at the end of the answer sheet, indicating that you had no 

unlawful knowledge of the questions or answers prior to the session and that you 

have neither given nor received assistance in answering any of the questions 

during the session. Your answer sheet cannot be accepted if you fail to sign this 

declaration. 

The use of any communications device is strictly prohibited when taking this 

examination. If you use any communications device, no matter how briefly, your 

examination will be invalidated and no score will be calculated for you. 

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

COMPREHENSIVE ENGLISH SESSION ONE

Part A 

Overview: For this part of the test, you will listen to an account about the electric guitar, answer some 

multiple-choice questions, and write a response based on the situation described below. You will hear the 

account twice. You may take notes on the next page anytime you wish during the readings. 

The Situation: Your social studies class is studying 20th-century American 

inventions. For your project, you have decided to write a report about the 

invention of the electric guitar and how it has helped to shape 

contemporary music. In preparation for writing your report, listen to an 

account by historian Monica M. Smith about the invention of the electric 

guitar. Then use relevant information from the account to write your report. 

Your Task: Write a report for your social studies class about the invention of the electric 

guitar and how it has helped to shape contemporary music. 

Guidelines: 

Be sure to 

• Tell your audience what they need to know about the invention of the electric guitar 

• Discuss how the electric guitar has helped to shape contemporary music 

• Use specific, accurate, and relevant information from the account to support your 

discussion 

• Use a tone and level of language appropriate for a report for a social studies class 

• Organize your ideas in a logical and coherent manner 

• Indicate any words taken directly from the account by using quotation marks or 

referring to the speaker 

• Follow the conventions of standard written English 

Comp. Eng. — Session One – Aug. ’08 [2]

NOTES 

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

Comp. Eng. — Session One – Aug. ’08 [3] [OVER]

Multiple-Choice Questions 

Directions (1–6): Use your notes to answer the following questions about the passage read to you. Select the best 

suggested answer and write its number in the space provided on the answer sheet. The questions may help you think 

about ideas and information you might use in your writing. You may return to these questions anytime you wish. 

1 The electric guitar originally was invented to 

accommodate the need for 

(1) additional chords 

(2) increased volume 

(3) background rhythms 

(4) classical melodies 

2 Distortions created by early electric guitars led 

innovators to design the new instrument with a 

(1) solid body (3) single microphone 

(2) spontaneous pickup (4) small speaker 

3 According to the speaker, in the late 1960s Jimi 

Hendrix’s playing of a Gibson Flying V renewed 

interest in 

(1) folk music (3) music theory 

(2) steel strings (4) guitar shapes 

4 According to the speaker, the invention of the 

electric guitar was directly responsible for the 

rise of 

(1) big-band music (3) rock ’n’ roll 

(2) rhythm and blues (4) fusion jazz 

5 The speaker refers to Bonnie Raitt and Joan Jett 

as examples of people who have changed the 

perception of the 

(1) current dance trends 

(2) electric guitar player 

(3) unrecognized music producer 

(4) classical blues approach 

6 The speaker states that “the electric guitar is a 

prime example of the law of unintended 

consequences” because the changes it brought 

about were 

(1) surprising (3) minor 

(2) regulated (4) misunderstood 

After you have finished these questions, turn to page 2. Review The 

Situation and read Your Task and the Guidelines. Use scrap paper to 

plan your response. Then write your response in Part A, beginning on 

page 1 of your essay booklet. After you finish your response for Part A, go 

to page 5 of your examination booklet and complete Part B. 


Part B 

Directions: Read the text and study the graphic on the following pages, answer the multiple-choice questions, 

and write a response based on the situation described below. You may use the margins to take notes as you read 

and scrap paper to plan your response. 

The Situation: Your school’s athletic department is planning its budget 

and has asked for student input. You have decided to write a letter to your 

school’s athletic department recommending that lacrosse be a part of the 

school’s sports program. 

Your Task: Using relevant information from both documents, write a letter to your school’s 

athletic department in which you recommend that lacrosse be a part of the school’s sports 

program. Write only the body of the letter. 

Guidelines: 

Be sure to 

• Tell your audience what they need to know about lacrosse 

• Recommend reasons why lacrosse should be a part of the school’s sports program 

• Use specific, accurate, and relevant information from the text and the graphic to 

support your recommendations 

• Use a tone and level of language appropriate for a letter to your school’s athletic 

department 


• Indicate any words taken directly from the text by using quotation marks or 

referring to the author 



5 

10 

15 

20 

25 

30 

35 

40 

45 

50 

Text 

…Twenty years ago lacrosse—in shorthand, lax—existed as a niche 1 sport, 

popular in and around Baltimore and parts of New York State and New England, 

with most of the top players developed on boarding school campuses. Now the 

number of youth-league players in the U.S. aged 15 and under is estimated to be 

186,000, more than twice what it was in 2001. The explosion is similar at the high 

school level, where no other team sport has anything close to lacrosse’s rate of 

growth. Two African-American midfielders, Johns Hopkins’s Kyle Harrison and 

Ohio State’s Regina Oliver, are among this season’s [2005] best college players, a 

striking development in a sport long associated with pedigreed preppies. 

Equipment sales are rising by at least 10% annually, and a 2004 survey of 400 

sports-industry executives identified lacrosse as the pro niche sport most likely to 

bust out. “There’s a drumbeat,” says Bob Crowley of Mustang Management, a 

private equity firm that has sunk millions into the lacrosse equipment company 

Cascade. “Just go into your community on a Thursday night and look at the 

number of kids playing lacrosse.” 

The game is even penetrating the consciousness of Joe Fan. While in 2002 

you could have found precisely three nationally televised lacrosse games, all 

collegiate, on network and cable, this year [2005] NBC has already aired the All- 

Star Game of the indoor National Lacrosse League and will cover the NLL 

Champion’s Cup final on May 14; the just-launched network ESPNU will add 10 

regular-season games to ESPN’s NCAA championship coverage; over the 

summer ESPN2 plans to air a game of the week from Major League Lacrosse, 

the outdoor pro league, for 12 weeks; and cable newcomer CSTV is airing 22 

college games, men’s and women’s, in all divisions. Nearly 47,000 people turned 

out in Baltimore last spring for the semifinal matches of the NCAA [National 

Collegiate Athletic Association] men’s Final Four, and for the final, between Navy 

and Syracuse, ESPN logged a record 0.7 rating, nearly doubling its figure from 

2002.… 

Part of the game’s appeal is its composite nature. If you like basketball, 

lacrosse offers zone and man-to-man defenses, fast breaks and set plays, and its 

basic offensive maneuver is that hoops staple, pass and screen away from the ball. 

If you like soccer, lax has the precision passes and the ability to bring spectators 

to their feet with a goal—except that fans find themselves on their feet 20 times 

a game. If you like ice hockey, the action and even the terminology are much the 

same in lacrosse, from face-offs to man advantages to setups behind the net. And 

if you’re a boy who likes football, you get to put on a helmet and pads and hit 

somebody. (The difference, says former Syracuse coach Roy Simmons Jr., is that 

lax “is not 11 guys coming out of a huddle knowing what’s about to happen. 

It’s more fanciful, imaginative and open.”) The women’s game, by contrast, is 

noncontact, without helmets or pads, and its prohibition of body checking allows 

for more fluid play.… 

As parents discover that lacrosse is more exciting than soccer, cheaper than 

ice hockey and not as dangerous as football, the game is getting a closer look. If 

they’re not careful, lacrosse’s promoters risk setting up the sport for an almost 

impossible task: Scroll down the long list of what ails youth sports, and in most 

cases lacrosse seems to offer an antidote. Youth lax programs don’t hesitate to 

ban zones and long sticks on defense, switch players from position to position or 

do whatever else it takes to keep kids engaged without changing the essence of 

the game. At all-day lax “jamborees” the games are almost incidental to the 

picnicking and socializing. US Lacrosse, the national governing body for the 

1 niche — small protected area 


55 

60 

65 

70 

75 

80 

85 

90 

95 

sport, also holds annual Youth Festivals where 15-and-under and 13-and-under 

games fill a dozen fields but no one officially keeps score. 

A kid today will often turn to extreme sports for the autonomy they bestow: 

No parent or youth coach knows skateboarding well enough to project his 

unfulfilled dreams or adult insecurities onto a rider and mess with the kid’s fun. 

In lacrosse, too, “parents aren’t yelling as much on the sidelines, because they 

don’t know what’s going on,” says David Morrow, a former U.S. national team 

player who founded the equipment company Warrior. “Kids can really take 

ownership of the sport.” 

In fact, while youth baseball coaches expect 10-year-olds to hit the cutoff man 

and turn double plays, lacrosse makes only modest demands on a beginner. “At 

its simplest, lacrosse is shoveling,” Morrow says. “If you can scoop the ball off the 

ground and run fast, you don’t even need to know how to cradle [the wrist action 

that enables a player to control the ball in his stickhead]. You can get a shot off 

before you lose the ball.” Moreover, at a time when kids feel pressure from 

coaches and parents to specialize in one sport, lacrosse has long encouraged the 

renaissance approach. 2 “I’ve never heard a soccer coach say, ‘I want him to play 

lacrosse too,’ ” says Dan Corcoran, a youth coach in Connecticut, “but all the time 

you’ll hear lacrosse coaches say something like, ‘You can see his toughness from 

playing hockey.’ We get baseball players by encouraging them to play both 

sports.”… 

Lacrosse even has an ace up its sleeve: a pilot program that US Lacrosse just 

launched with the Stanford-based Positive Coaching Alliance, a group dedicated 

to eliminating abusive and unsportsmanlike behavior by youth coaches, parents 

and spectators. Under the program lacrosse officials, including a “sideline 

manager” supplied by each team, can hand out a colored card—inscribed with 

the words PLEASE RETHINK YOUR ACTIONS/THIS EVENT MAY BE 

TERMINATED IF YOUR CONDUCT DOES NOT IMPROVE—to put a 

spectator on notice that his behavior is unacceptable. If the misconduct does not 

stop, the game could be called and the loss assigned to the team unable to control 

its supporters. 

“We’re small enough to introduce these seeds at the grassroots, while other 

sports are so vast that it’s tough to make changes sportwide,” says US Lacrosse 

executive director Steve Stenersen. “We have an interesting mix of qualities, and 

at a very interesting time, when people are more fed up with sports in general.” 

In the 1630s, while watching the Huron Indians play their ball game, a 

French Canadian missionary decided that the stick they used resembled a 

bishop’s crosier. 3 In his journal he called the game le jeu de la crosse. About 230 

years later a Montreal dentist, W. George Beers, wrote up a set of rules that 

adapted the Native American game to Victorian specifications. As old as lacrosse 

is, the U.S. game has had a unified national governing body for only seven years. 

Over that time US Lacrosse—which makes rules and policies for most levels of 

the game, helps develop the game at its grassroots and sanctions youth 

tournaments, the high school national championships and the college club 

championships—has increased what it spends to promote the sport from $1.1 

million to $9 million. Still, US Lacrosse’s operating revenue of $6.2 million in 

2003 was less than a third of USA Hockey’s $22.5 million…. 

—Alexander Wolff 

excerpted from “Get on the Stick” 

Sports Illustrated, April 25, 2005 

2 renaissance approach — encouraging different interests and expertise in a number of areas 

3 crosier — a bishop’s staff which resembles a shepherd’s crook 


GRAPHIC 

Graph 

Number of Athletes 

100,000 

90,000 

80,000 

70,000 

60,000 

50,000 

40,000 

30,000 

20,000 

10,000 

0 

1982 

High School Participation in Lacrosse 

1984 

1986 

1988 

1990 

1992 

1994 

Year 

1996 

1998 

2000 

Male 

Female 

2002 

2004 

Source: (adapted) Laxpower.com 

and National Federation of High Schools/Sports Illustrated 

April 25, 2005 

Map 

Youth Participation 

Increase, 2001– 04* 

Northwest 

+297% 

Great Lakes 

+158% 

Northeast 

+44% 

Southwest 

+108% 

Central 

+150% 

Southeast 

+337% 

Mid Atlantic 

+214% 

*Players aged 15 and under who are members of US Lacrosse 

Source: (adapted) US Lacrosse/Sports Illustrated 

April 25, 2005 



Directions (7–16): Select the best suggested answer to each question and write its number in the space 

provided on the answer sheet. The questions may help you think about ideas and information you might want 

to use in your writing. You may return to these questions anytime you wish. 

7 From 2001 through 2005, the number of lacrosse 

players aged 15 and under in the United States 

has 

(1) increased slightly (3) tripled 

(2) doubled (4) decreased slightly 

8 The author implies that lacrosse was once 

considered a niche sport because it was 

(1) French in origin (3) complex in rules 

(2) popular in Europe (4) limited in location 

9 As used in line 29, the word “composite” most 

nearly refers to a combination of 

(1) scores (3) characteristics 

(2) regulations (4) spectators 

10 According to the text, lacrosse has the potential 

to become an “antidote” (line 46) for the ills of 

other sports because of its 

(1) flexible programs 

(2) experienced coaches 

(3) groomed fields 

(4) commercial endorsements 

11 The Positive Coaching Alliance encourages 

(1) better coaching (3) better behavior 

(2) more competition (4) more scoring 

12 Lacrosse was originally played by 

(1) Native Americans (3) African Americans 

(2) colonists (4) missionaries 

13 The graph shows that the number of girls playing 

high school lacrosse in 2004 was approximately 

(1) 50,000 (3) 30,000 

(2) 60,000 (4) 40,000 

14 According to the graph, from 1982 to 2004 

participation of male and female high school 

lacrosse players has 

(1) decreased at a similar rate 

(2) increased at a similar rate 

(3) increased at a much faster rate for males 

(4) increased at a much faster rate for females 

15 According to the map, youth participation in 

lacrosse has increased most in the 

(1) Southeast (3) Northeast 

(2) Mid Atlantic (4) Northwest 

16 According to the map, lacrosse statistics are 

reported based on participants’ 

(1) gender and affiliation (3) age and region 

(2) team and skill level (4) weight and height 

After you have finished these questions, turn to page 5. Review The Situation 

and read Your Task and the Guidelines. Use scrap paper to plan your response. 

Then write your response to Part B, beginning on page 7 of your essay booklet. 



Session One – Essay A 

Essay B 

________ 

________ 


COMPREHENSIVE EXAMINATION IN ENGLISH 

Session Two – Essay A 

Essay B 

________ 

________ 

Tear Here 



Total Essay Score 

Session One – 

A–Multiple Choice 

B–Multiple Choice 

________ 

________ 

Session Two – 

A–Multiple Choice 

________ 

ANSWER SHEET 

Total Multiple Choice 

Final Score 

Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sex: ■ Male ■ Female 

School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grade . . . . . . . . . . . . Teacher . . . . . . . . . . . . . . . . . . . . 

Write your answers to the multiple-choice questions for Part A and Part B on this answer sheet. 

Part A 

Part B 

1 _______ 7 _______ 

2 _______ 8 _______ 

3 _______ 9 _______ 

4 _______ 10 _______ 

5 _______ 11 _______ 

6 _______ 12 _______ 

13 _______ 

14 _______ 

15 _______ 

16 _______ 

HAND IN THIS ANSWER SHEET WITH YOUR ESSAY BOOKLET, 

SCRAP PAPER, AND EXAMINATION BOOKLET. 

Your essay responses for Part A and Part B should be written in the essay booklet. 

Tear Here 

I do hereby affirm, at the close of this examination, that I had no unlawful knowledge of the questions or answers prior to the examination and 

that I have neither given nor received assistance in answering any of the questions during the examination. 

____________________________________________________________ 

Signature 


DIRECTIONS FOR TEACHERS 

LISTENING SECTION 




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 one examination booklet and one essay booklet to each student. 

3 After each student has received an examination booklet and an essay booklet, say: 

Tear off the answer sheet, which is the last page of the examination 

booklet, and fill in its heading. Now circle “Session One” and fill in the 

heading on each page of your essay booklet. 

4 After the students have filled in all headings on their answer sheets and essay booklets, say: 

Look at page 2 of your examination booklet and follow along while I read 

the Overview and The Situation. 

Overview: 

For this part of the test, you will listen to an account about the electric 

guitar, answer some multiple-choice questions, and write a response 

based on the situation described below. You will hear the account twice. 

You may take notes on the next page anytime you wish during the 

readings. 

The Situation: 

Your social studies class is studying 20th-century American inventions. 

For your project, you have decided to write a report about the invention 

of the electric guitar and how it has helped to shape contemporary music. 

In preparation for writing your report, listen to an account by historian 

Monica M. Smith about the invention of the electric guitar. Then use 

relevant information from the account to write your report. 

Now I will read the passage aloud to you for the first time. 

5 Now read the passage aloud, including the attribution at the end. Read with appropriate expression, but without 

added comment.

Listening Passage 

Some things were invented for obvious reasons. With others, the motivation is less 

clear. Consider, for example, the electric guitar. When guitarists first crudely electrified 

their instruments in the 1920s, what were they trying to do? Why change something that 

had been successful for hundreds of years? Could they have envisioned that the instrument 

that inspired some of [classical composers] Vivaldi’s and Boccherini’s most beautiful 

compositions would one day be used by Motörhead and blink-182? 

In fact, the driving force behind the invention of the electric guitar was simply the search 

for a louder sound, a desire that had existed long before the development of electronic 

amplifiers and speakers in the 1920s. As musical performances moved to increasingly large 

public spaces over the course of the nineteenth century, the sizes of ensembles grew 

correspondingly, and musicians needed more volume. For this and other reasons, 

Americans had been making innovations in guitar design since before the Civil War.… 

The quest for volume intensified during the 1920s with the advent of big-band music and 

commercial radio and the rise of the recording industry. By the end of the decade the bigband 

era was in full swing, but the guitar was stuck in the rhythm section and couldn’t be 

heard in crowded, noisy clubs, bars, and dancehalls. Since recordings were made directly 

to phonograph disks, using either an acoustical recording horn or a single electric 

microphone for the whole band, there was no way to boost the guitar’s sound in the studio 

either.… 

By the end of the 1930s electronic amplification was firmly established as the best way to 

make a guitar louder, despite some misgivings among traditionalists. Detractors 

complained that it did not produce a pure, “authentic” tone, and in a sense they were right: 

Bypassing the resonance created by the hollow body meant altering the instrument’s 

traditional timbre. But musicians were championing the electric’s louder sound, which 

enabled the guitar to compete with other instruments in ensemble performances. Instead 

of trying to duplicate the warmth and lushness of an acoustic guitar, musicians and 

engineers tinkered with their equipment and ended up creating an entirely new kind of 

sound.… 

Yet along with its benefits, the new technology brought problems. Reverberation of the 

sound through the instrument’s hollow body, which was responsible for the guitar’s lovely 

timbre when played acoustically, caused distortion, overtones, and feedback when 

combined with electromagnetic pickups. But as the electric guitar developed its own sonic 

qualities and style of play, musicians and manufacturers realized that it should be designed 

from scratch with amplification in mind. This led a few innovators to think about replacing 

the hollow body with a solid one.… 

Because the sonic character of a solid-body electric does not depend on its shape, makers 

could experiment with a wide range of imaginative designs. The Stratocaster, modernistic 

and space-age yet still recognizably guitar-shaped, remains a classic of 1950s design. The 

Gibson Flying V was the firm’s first boldly shaped electric guitar. It was introduced in 1958 

as part of a modernistic line of guitars, along with the angular, asymmetrical Explorer. 

These designs proved too extreme for the market and were soon discontinued. In the late 

1960s, however, musicians like Albert King and Jimi Hendrix (who was recently named the 

greatest guitarist of all time by Rolling Stone [Magazine]) helped revive the Flying V’s 

popularity, encouraging guitar makers to develop other adventurous shapes. 

While the electric guitar was feeding rock ’n’ roll’s explosive growth, what about the 

genre of music that had started it all? In jazz the guitar lost its role as a rhythm instrument 

with the demise of the big bands in the 1950s. As a solo instrument, the electric guitar is 

[2]

still struggling to free itself from its associations with fusion (jazz for rock fans) and smooth 

jazz (jazz for office workers). Those genres do have their adherents, of course. And with 

such virtuosos as George Benson and Pat Metheny, jazz guitar is still alive and doing about 

as well as anything else in jazz. Yet if there had been no electric guitar, jazz today would 

sound pretty much the same, whereas rock ’n’ roll would not exist at all.… 

The most powerful demonstration of the electric guitar’s role as a sociopolitical symbol 

came at the 1965 Newport Folk Festival, when Bob Dylan, a tireless innovator in folk and 

blues idioms and a protest singer of solidly liberal values, plugged in an electric guitar amid 

boos and catcalls from the audience. On one level, it was a betrayal; the young genius who 

could have led a new generation of fans to the timeless joys of American folk music was 

instead (as the folkies saw it) pandering to the tastes of teenyboppers. More than that, 

however, Dylan’s act of plugging in symbolized the merger of the political left with the 

counterculture. The divergent paths Dylan’s music was taking were not what alienated fans; 

it was the electric guitar. Dylan could get as experimental as he wanted, and everything 

would have been fine as long as he didn’t plug in.… 

Through the 1970s and 1980s rock guitarists continued experimenting. One genre 

emphasized raucous power chords, flashy solos, and overall loud volume. It came to be 

known as “heavy metal.” Eddie Van Halen, of the band Van Halen, experimented with 

stunts like dive-bombing, using the tremolo arm to drive the guitar’s lowest note even lower. 

Hendrix had done this, but he usually forced the guitar out of tune as a result. However, 

by the mid-1980s the inventor Floyd Rose had improved solid-body guitar tremolo systems, 

making it possible to dive-bomb repeatedly.… 

In keeping with its status as a symbol of America, the electric guitar is the most 

democratic of instruments. It is extremely accessible in terms of both cost and learning 

curves. A beginner can manage a few chords after a lesson or two, and sometimes that’s all 

you need. And while electric-guitar players are still overwhelmingly male, women are 

increasingly making their mark. Once the very act of playing an electric guitar seemed 

inherently aggressive and masculine, but since the 1970s female guitarists like Bonnie Raitt 

and Joan Jett have become prominent. Raitt got her start playing blues, and her musical 

style continues to evolve, combining elements of blues, pop, and rock. Jett and her band 

the Blackhearts made a splash in the 1980s with their harder edge. Jett’s influence on the 

music scene earned her a place on Rolling Stone’s top 100 list, one of only two women 

included (the other was Joni Mitchell). 

The electric guitar is a prime example of the law of unintended consequences. At first it 

just wanted to be heard, but it ended up taking over popular music and revolutionizing 

society along the way. Amplified musical technology is now at the forefront, and since most 

of the music we hear is electrified and synthesized, performing “unplugged” has become 

the exception rather than the rule. Today, more than seven decades after bursting onto the 

scene, the electric guitar is played and enjoyed worldwide and has achieved iconic status as 

a symbol of American culture. 

—excerpted from “The Electric Guitar,” 

American Heritage of Invention and Technology, Summer 2004 

[3] [OVER]

6 After reading the passage aloud once, say: 

You may take a few minutes to look over The Situation and your notes. 

(Pause) Now I will read the passage aloud a second time. 

7 Read the passage a second time. 

8 After the second reading, say: 

Now turn to page 4 of your examination booklet, read the directions, and 

answer the multiple-choice questions. Be sure to follow all the directions 

given in your examination booklet and your essay booklet. You may now 

begin. 

[4]

E 


FOR TEACHERS ONLY 



ENGLISH 

Wednesday, August 13, 2008— 8:30 to 11:30 a.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 multiplechoice 

questions on the Session One 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 and Part B multiple-choice 

questions to the appropriate spaces in the box in the upper right corner of each student’s 

SESSION ONE answer sheet. 

Session One 

Correct Answers 

Part A Part B 

(1) 2 (7) 2 

(2) 1 (8) 4 

(3) 4 (9) 3 

(4) 3 (10) 1 

(5) 2 (11) 3 

(6) 1 (12) 1 

(13) 4 

(14) 2 

(15) 1 

(16) 3 

The University of the State of New York • THE STATE EDUCATION DEPARTMENT • Albany, New York 12234

COMPREHENSIVE ENGLISH — SESSION ONE — continued 

Rating of Essays 

(1) Follow your school’s procedures for training for rating. This process should include: 

Introduction to the task— 

• Raters read the task and summarize its purpose, audience, and format 

• Raters read passage(s) and plan own response to 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 scores 

• 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 papers individually 

• 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 not correct 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. 

[2]

QUALITY 

6 

Responses at this 

level: 

SESSION ONE – PART A – SCORING RUBRIC 

LISTENING AND WRITING FOR INFORMATION AND UNDERSTANDING 

5 


level: 

4 


level: 

3 


level: 

2 


level: 

Meaning: the extent to 

which the response 

exhibits sound 

understanding, 

interpretation, and 

analysis of the task 

and text(s) 

-reveal an in-depth 

analysis of the text 

-make insightful 

connections between 

information and ideas in 

the text and the assigned 

task 

-convey a thorough 

understanding of the text 

-make clear and explicit 




task 

- convey a basic 


-make implicit 




task 

-convey a basic 


-make few or superficial 




task 

-convey a confused or 

inaccurate understanding 

of the text 

-allude to the text but 

make unclear or 

unwarranted 

connections to the 

assigned task 

Development: the 

extent to which ideas 

are elaborated using 

specific and relevant 

evidence from the 

text(s) 

-develop ideas clearly 

and fully, making 

effective use of a wide 

range of relevant and 

specific details from the 

text 


and consistently, using 

relevant and specific 

details from the text 

-develop some ideas 

more fully than others, 

using specific and 

relevant details from the 

text 

-develop ideas briefly, 

using some details from 

the text 

-are incomplete or 

largely undeveloped, 

hinting at ideas, but 

references to the text are 

vague, irrelevant, 

repetitive, or unjustified 

Organization: the 

extent to which the 

response exhibits 

direction, shape, and 

coherence 

-maintain a clear and 

appropriate focus 

-exhibit a logical and 

coherent structure 

through skillful use of 

appropriate devices and 

transitions 



-exhibit a logical 

sequence of ideas 

through use of 


transitions 




sequence of ideas but 

may lack internal 

consistency 

-establish, but fail to 

maintain, an appropriate 

focus 

- exhibit a rudimentary 

structure but may 

include some 

inconsistencies or 

irrelevancies 

-lack an appropriate 

focus but suggest some 

organization, or suggest 

a focus but lack 

organization 

Language Use: the 


response reveals an 

awareness of audience 

and purpose through 

effective use of words, 

sentence structure, 

and sentence variety 

-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 

-use language that is 

fluent and original, with 

evident awareness of 




control rhythm and 

pacing 

-use appropriate 

language, with some 


and purpose 

-occasionally make 

effective use of sentence 

structure or length 

-rely on basic 

vocabulary, with little 


or purpose 

-exhibit some attempt to 

vary sentence structure 

or length for effect, but 

with uneven success 


imprecise or unsuitable 

for the audience or 

purpose 

-reveal little awareness 

of how to use sentences 

to achieve an effect 

Conventions: the 



conventional spelling, 

punctuation, 

paragraphing, 

capitalization, 

grammar, and usage 

-demonstrate control of 

the conventions with 

essentially no errors, 

even with sophisticated 

language 


the conventions, 

exhibiting occasional 

errors only when using 

sophisticated language 

-demonstrate partial 

control, exhibiting 

occasional errors that do 

not hinder 

comprehension 

-demonstrate emerging 


occasional errors that 

hinder comprehension 

-demonstrate a lack of 


frequent errors that make 

comprehension difficult 

• 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. 

1 


level: 

-provide minimal or no 

evidence of textual 

understanding 

-make no connections 

between information in 


task 

-are minimal, with no 

evidence of development 

-show no focus or 

organization 

-are minimal 


incoherent or 

inappropriate 

-are minimal, making 

assessment of 

conventions unreliable 

- may be illegible or not 

recognizable as English 

[3]

Anchor Paper – Part A—Level 6 – A 

[4]


[5]

Anchor Level 6 – A 

Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Reveals an in-depth analysis of the text stating that while the electric guitar has become iconic 

… few know the guitar’s humble beginnings. The response makes insightful connections 

between information and ideas in the text and the assigned task, noting that early skeptics 

denounced the electric guitar, not realizing the tremendous success the electric guitar could, 

and would, come to achieve, and that along with artistic creation, the electric guitar brought a 

change in sociological and political aspects of American culture. 

Develops ideas clearly and fully, making effective use of a wide range of relevant and specific 

details from the text, explaining the reasons for the invention of the electric guitar. The response 

details the plight of the guitar during the jazz era, the early guitar makers who began to think 

boldly and to tinker with new guitar shapes, and guitar innovators, such as Jimi Hendrix, Eddie 

Van Halen, and Joan Jett, all of whom achieved success through the instrument. 

Maintains a clear and appropriate focus on the gradual development of the electric guitar … as 

… a symbol of American culture, wealth, and artistic diversity. The response exhibits a logical 

and coherent structure by first describing how American teens have embraced the electric 

guitar, and then reviews the origins of the electric guitar (Simply put, the guitar was taking a 

backseat to the rest of the band). The response then focuses on changes in the electric guitar, 

including innovative designs, artistic creation, and the fusion of the liberal left political stance 

along with the counterculture. Appropriate devices (Why the desire to go electric?) and 

transitions (Either way; Later, however; Since then) are skillfully used. 

Is stylistically sophisticated, using language that is precise and engaging (When performance 

spaces grew, so did the desire and need for the volume of the guitar), with a notable sense of 

voice and awareness of audience and purpose (Later the plight of the guitar worsened, with the 

overpowering scream of trumpets, saxophones and trombones characteristic of Big Band 

swing). The response varies structure and length of sentences to enhance meaning (The Gibson 

Flying V, introduced in 1958, was one of these new innovative designs, yet proved too eccentric 

for the market at the time). 

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]


[8]


[9]

Anchor Level 6 – B 

Quality 

Meaning 

Development 

Commentary 

The response: 

Reveals an in-depth analysis of the text by stating that the invention of the electric guitar ... was 

a key step in the development and progression of American music that changed music history. 

The response makes insightful connections between information and ideas in the text and the 

assigned task, noting that early composers defined the type of sound that could be achieved by a 

guitar but that these traditionalists are rare in contemporary society as more people begin to 

appreciate electric guitar tone, and that the electric guitar has benefitted the American music 

industry. 


details from the text. The response emphasizes the need to boost the sound of the guitar and the 

technological problems associated with electric guitars, as well as how these innovations 

allowed the guitar makers to experiment with designs and created sounds that can be achieved 

only by utilizing the electric guitar. 

Organization Maintains a clear and appropriate focus on the ways the invention of the electric guitar ... 

revolutionized American music. The response exhibits a logical and coherent structure, first 

presenting information about the history of the electric guitar and then showing how it has 

helped shape contemporary music in a positive way. The response makes skillful use of 

appropriate devices and transitions (Before the invention, To solve some of these issues, In fact). 

Language Use 

Conventions 

Uses language that is fluent and original, with evident awareness of audience and purpose (As 

the quality of electric guitars improved, guitar makers were able to focus on the aesthetic 

aspects of the electric guitars). The response varies structure and length of sentences to control 

rhythm and pacing (Long before the invention of the electric guitar ... to boost the volume of 

accoustic guitars). 

Demonstrates control of the conventions, exhibiting occasional errors in punctuation (work but, 

of the 1950’s such as, electric guitar … instruments’), capitalization (Big Band), and grammar 

(in bands who played and has ... begun as a result). 

Conclusion: Overall, the response best fits the criteria for Level 6, although it is somewhat weaker 

in language use and conventions. 

[10]


[11]


[12]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Conveys a thorough understanding of the text, describing how the electric guitar was born and 

became a leader in the new wave of music. The response makes clear and explicit connections 

between information and ideas in the text and the assigned task (In addition, this new “rock ’n’ 

roll” music was open to many segments of the population, not only in terms of listening to it, 

but also in terms of playing it). 

Develops ideas clearly and consistently, using relevant and specific details from the text to 

describe the evolution of the electric guitar (By the 1930’s, electronic amplification had become 

recognized as a solution to the problem of a guitar’s low volume and experimentation lead to … 

a solid body guitar that eliminated distortions) and its impact in later years (The electric guitar’s 

… loud sound allowed people to gather … to listen to it). 

Maintains a clear and appropriate focus on how the electric guitar slowly came to the forefront 

of the music industry. The response exhibits a logical sequence of ideas, moving from a 

discussion of how and why the electric guitar was developed, to the technological advances, 

and finally to the transformational effects on music and society. Appropriate transitions are 

used (At this same time, Thus, In addition). 

Uses language that is fluent and original (The idea of the electric guitar came from the hearts of 

musicians), with evident awareness of audience and purpose (Meanwhile, “rock ’n’ roll” was 

born). The response varies structure and length of sentences to control rhythm and pacing (Folk 

musician Bob Dylan also adopted the new electric guitar into his act, marrying the folk protest 

music to the “counterculture” of protest surrounding the Vietnam war, thereby creating a new 

political reality in America). 


language. 

Conclusion: Overall, the response best fits the criteria for Level 5, although it is somewhat 

stronger in conventions. 

[13]


[14]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Conveys a thorough understanding of the text, stating that the electric guitar had a great impact 

on society by shaping contemporary music and helping develop totally new kinds of music. The 

response makes clear and explicit connections between information and ideas in the text and the 

assigned task (The electric guitar singlehandedly led to the boom of rock-n-roll, but it also had 

an effect on other genres). 


describe the roots of the electric guitar (This led to a significant change: the hollow body 

became solid) and its effect on music (Bob Dylan “plugged in”; Eddie Van Halen … 

popularized … “dive bombing”; Soon, … women were playing loud rock-n-roll). 

Maintains a clear and appropriate focus on why the electric guitar is America’s instrument. The 

response begins with the early history of the electric guitar (there was a need for greater 

volume), moves to technical advances (the hollow body … freed up guitar makers to build new 

shapes), and ends with its impact (the electric guitar did change rock). Appropriate transitions 

are used (One such, Also, Later). 

Uses language that is fluent (The 1960’s saw the rise of guitar heros such as Jimi Hendrix, who 

revived the Flying V), with evident awareness of audience and purpose (More important, this 

led to the style known as heavy metal). The response varies structure and length of sentences to 

control rhythm and pacing (there was a need for greater volume from the traditional acoustic 

guitar, whose sound was lost among the rest of the band’s instruments). 

Demonstrates partial control, exhibiting occasional errors in spelling (heros and tremelow) and 

punctuation (bold, and was; guitar singlehandedly led; However the; history, was) that do not 

hinder comprehension. 


in conventions. 

[15]

Anchor Paper – Part A—Level 5 – C 

[16]


[17]


Anchor Level 5 – C 

Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Conveys a thorough understanding of the text, explaining how the electric guitar inspired the 

creation of many genres of music and shaped contempory music. The response makes clear and 

explicit connections between information and ideas in the text and the assigned task (In the 

making of the electric guitar, many problems needed to be overcome). 


describe the electric guitar’s creation (The problem with the low volume of the guitar kept it in 

the rhythm section and the hollow body … was replaced with a solid frame) and its role in the 

expansion of musical styles (All throughout the 1970s and the 1980s, rock musicions continued 

experimenting). 

Maintains a clear and appropriate focus on the history of the electric guitar. The response 

exhibits a logical sequence of ideas, moving from the electric guitar’s birth (there was no way to 

boost the guitar sound in the studio) to experimentation (The solid frame allowed guitars to be 

shaped in many different ways) and impact (The perception of who played electric guitars also 

changed during the 1970s). Appropriate transitions are used (Finally, these different shapes, 

also). 

Uses appropriate language, with some awareness of audience and purpose (The different shapes 

led to a growth in rock ’n’ roll). The response occasionally makes effective use of sentence 

structure (This caused people to tinker with the guitar and that created a new sound — the 

sound of the electric guitar). 

Demonstrates partial control, exhibiting occasional errors in spelling (contempory, accoustic, 

musicions, Rate, truely) and capitalization (Heavy Metal) that do not hinder comprehension. 



[18]


[19]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Conveys a basic understanding of the text (the invention … has helped to shape contemporary 

music). The response makes implicit connections between information and ideas in the text and 

the assigned task (Because of this and many other reasons, the guitar has revolutionized society 

and music). 

Develops some ideas more fully than others. The response uses specific and relevant details 

from the text to illustrate the demand for electrical amplification (the orchestra drowned out the 

guitar) and its successful creation (guitars with solid bodies, unique sound, Flying V or the 

Explorer). The idea that not everyone was pleased with the introduction of the electric guitar is 

less developed. 

Maintains a clear and appropriate focus on the invention of the electric guitar. The response 

exhibits a logical sequence of ideas, first presenting information on the need for the electric 

guitar, then moving to the design, and concluding with its influence on American culture and 

society. The response uses appropriate transitions (In the early 20 th Century, such as, Later on). 

Uses appropriate language, with some awareness of audience and purpose (Originally the guitar 

was created to accommodate the need for increased volume). The response occasionally makes 

effective use of sentence structure (But not everyone was pleased with the introduction of the 

electric guitar; many fans felt it was a betrayal), with some lapses (onetheless … and how it 

has helped to shape contemporary music). 

Demonstrates partial control, exhibiting occasional errors in spelling (espeially and 

representive), punctuation (wrong, the; After that the; history, The), and capitalization (Electric 

Guitar, Heavy Metal, Rock ’ Roll) that do not hinder comprehension. 


stronger in organization. 

[20]


[21]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Conveys a basic understanding of the text, stating that it took many years to perfect the electric 

guitars, but there were different events that took place to make it the way it is now. The 

response makes implicit connections between information and ideas in the text and the 

assigned task (This helped inventors create … many more and Bonnie Raitt and Joan Jett 

helped change the view of the electric guitar players). 


from the text to illustrate how changing the guitar’s design helped the guitar shape 

contemporary music (the guitar could be any shape … if it was solid and engineers fixed the 

tremolo system and allowed guitarists to dive bomb). The idea that the guitar is a symbol of 

American culture is undeveloped. 

Maintains a clear and appropriate focus on the invention of the electric guitar. The response 

exhibits a logical sequence of ideas, first discussing the introduction of the electric amplifier, 

then explaining design changes, and finishing with the effect this powerful instrument had on 

music. The lack of clear chronological order weakens internal consistency (well before the 

Civil War, The first event, Soon after). 

Uses appropriate language, with some awareness of audience and purpose (With the electric 

guitar near perfection, people like Jimmy Hendrix made them extremely popular in the 60s). 

The response occasionally makes effective use of sentence structure and length (Engineers 

created new guitars, but with the hollow body, the sound would get distorted). 

Demonstrates partial control, exhibiting occasional errors in spelling (existance and Jimmy), 

comma usage (mind the, after engineers, Also women), capitalization (flying, Heavy Metal, 

Jazz), grammar (guitars … it and guitar … them), and vague pronoun references (This made 

them and With that in mind) that do not hinder comprehension. 


[22]


[23]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Conveys a basic understanding of the text (Although the intent for the invention of the electric 

guitar was not to create new styles of music, many people are … pleased with the outcome). 

The response makes implicit connections between information and ideas in the text and the 

assigned task (In the 1920’s the increase in music fans made them want a louder sound out of 

the guitar). 

Develops ideas briefly, using some details from the text (Ingineers came up with new designs 

for the electric guitar and women are also becoming an increasing number of guitar players). 

Maintains a clear and appropriate focus on the history and impact of the electric guitar. The 

response exhibits a rudimentary structure, consisting of an introductory paragraph, one body 

paragraph consisting of several loosely related ideas, followed by a conclusion. 

Uses appropriate language that is sometimes inexact (messed up, more different, Males were the 

most common to play), with some awareness of audience and purpose (The electric guitar has 

helped shape the music world we have today). The response occasionally makes effective use of 

sentence length (It has made music what it is today). 

Demonstrates partial control, exhibiting occasional errors in spelling (musicans, amplications, 

greatful), punctuation (However many; 1920’s the; guitar, since), and capitalization (Rock & 

Roll) that do not hinder comprehension. 


in development and organization. 

[24]


[25]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Conveys a basic understanding of the text by stating that the electric guitar was designed to 

make the music loader and produced something new and worthwhile. The response makes 

few connections between information and ideas in the text and the assigned task (the electric 

guitar was no longer shameful but the symbol of American music). 

Develops ideas briefly, using some details from the text (Jimmi Hendrix brought back the 

flying V, Bob Dylon … tried spreading his folk blues via the electric guitar, Thanks to 

Vanhallen heavy metal was also introduced to the world). 

Establishes an appropriate focus on the invention of the electric guitar and the resulting 

whole new sound. The response exhibits a rudimentary structure, including an opening 

paragraph, one body paragraph of loosely related ideas, and a conclusion. 

Uses appropriate language that is sometimes inexact (The electric guitar had a tough rocky 

kickstart), with some awareness of purpose (Although looked down upon for quite some time, 

it eventually became the standard). The response occasionally makes effective use of 

sentence length (A whole new sound came about from this invention). 

Demonstrates partial control, exhibiting frequent errors in spelling (soly, loader, innvention, 

complecations, acustic, disstortion, Prodemetly) and occasional errors in punctuation (looks 

some and sound but) that do not hinder comprehension. 


stronger in language use and conventions. 

[26]


[27]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Conveys a basic understanding of the text. The response makes superficial connections between 

information and ideas in the text and the assigned task, stating that the inventors of the electric 

guitar were in search of a louder sound. 

Develops ideas briefly, using some ideas from the text, but is sometimes inaccurate (This new 

sound helped to shape big band music and Iventors then came up with the amp. in the 1930’s). 

Establishes, but fails to maintain, a focus on the idea that the electric guitar is an invention that 

revolutionized society. The response exhibits a rudimentary structure but includes some 

inconsistencies (presenting information about Jimmie Hendrix and dive-bombing then shifting 

to Bonnie Raitt and Jett, with no connection between the ideas) and irrelevancies (The way 

people act, dress, and live is shown through music). 

Relies on basic vocabulary that is sometimes imprecise (ways shape; amp.; The electric is), 

with little awareness of audience or purpose (And to think if the guitar had not been invented 

society would be totally different). The response exhibits some attempt to vary sentence 

structure and length, but with uneven success (This guitar is played world wide and is iconic). 

Demonstrates partial control, exhibiting occasional errors in spelling (contemperary, rythm, 

Jimmie), punctuation (on society. And to think; From the early 1920’s people; this new sound, 

others felt), and capitalization (Rock and Roll) that do not hinder comprehension. 



[28]


[29]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Conveys a basic understanding of the text. The response makes superficial connections between 

information and ideas in the text and the assigned task, stating that the first electric guitar ... 

could be connected to Speakers And Crowds of people Could hear the Sound and that the 

electric guitar will be here for many more years to come. 

Develops ideas briefly, using some details from the text (there was a problem with the electric 

guitar due it being hollow and two females … changed the perception of the female electric 

guitar players). 

Establishes an appropriate focus on how people tried to Create A Louder guitar, but fails to 

maintain it, ending with the future of the electric guitar. The response exhibits a rudimentary 

single-paragraph structure of loosely connected ideas that begins with a single introductory 

sentence and ends with a concluding sentence. 

Relies on basic vocabulary, with little awareness of audience or purpose (The guitar was a 

great indvention, but when it was played with other instruments the guitar was over powered 

due its volume). The response exhibits some attempt to vary sentence structure, but with uneven 

success (So the manufactors Created a Soild guitar insead of A Hollow guitar). 

Demonstrates a lack of control, exhibiting frequent errors in spelling (becomming, soid, 

discontuded), punctuation (Finally in 1920; the gibson flying v. Which created sales; 100 years 

old, It will be), capitalization (Company Came, people tried to Create, raitt), and a lack of 

paragraphing that make comprehension difficult. 



[30]


[31]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Conveys a confused understanding of the text (The electric Guitar has helped shape 

contemporary music in many ways and it has also made it bad in many ways also). The 

response alludes to the text but makes unclear connections to the assigned task (The electric 

Guitar created louder sound such as when you are at a concert, you can hear everything 

better). 

Is incomplete and largely undeveloped, hinting at ideas, but references to the text are vague 

(Jazz lost it as a Rythm instrument), irrelevant (Also they created the electric microphone which 

they thought was the best way to make everything louder), and unjustified (The Electric Guitar 

has been the “Good and Bad” instrument). 

Establishes, but fails to maintain, an appropriate focus on ways the electric guitar has helped 

shape contemporary music. The response exhibits a rudimentary structure (introduction, two 

body paragraphs, and a conclusion) but is inconsistent, shifting the discussion from the positive 

and Good ways of the electric guitar to a disorganized presentation of its Bad and egative 

affects. 

Uses language that is imprecise for the audience and purpose (The rise of the recording industry 

plumeted and Rock n Roll was finally brought out). The response reveals little awareness of 

how to use sentences to achieve an effect (It has helped shape contemporary music and it also 

has destoried sound within Rock n Roll and Jazz, and it took away the Solid Guitar from Jazz). 

Demonstrates emerging control, exhibiting occasional errors in spelling (plumeted, indostry, 

destorted), capitalization (Guitar, Good, Bad), and grammar (The Bad and egative affects … 

has been the way to alter sound made it to be destorted) that hinder comprehension. 


stronger in organization and conventions. 

[32]


[33]


[34]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Conveys a confused and inaccurate understanding of the text, stating that even though Guitar 

has had it’s side effects it has had success in music. The response alludes to the text but makes 

unwarranted connections to the assigned task (the piano used the guitar … to help make the 

music sound better). 


(Guitar was a simple instrument and The guitar … wanted to come out of that Style). 

Suggests a focus (the electric guitar change music) but lacks organization. The response 

consists of two paragraphs of loosely related statements. 

Uses language that is imprecise for the audience and purpose (that is playing along with and 

Amplification … wouldn’t have overtune). The response reveals little awareness of how to use 

sentences to achieve an effect (Eventually the eletric guitar made a huge turn around if it 

wasn’t for Rock & Roll). 

Demonstrates a lack of control, exhibiting frequent errors in spelling (thogh, Hendricks, 

eletric), punctuation (music for example the, better it, around if), capitalization (Guitar, Big 

Bang Music, Search, Amplification), and grammar (Guitar was a simple instrument and the 

electric guitar change music) that make comprehension difficult. 


[35]



Quality 

Meaning 

Development 

Organization 

Conventions 

Commentary 

The response: 

Provides no evidence of textual understanding beyond that found in the prompt. The response 

consists of personal reactions. 

Is minimal, offering primarily a personal response. 

Suggests a focus (the history of the type of music that they are listening to, or the history of 

these instruments) and suggests some organization (For Example). 

Relies on basic vocabulary that is occasionally imprecise (Music come second in Americans 

past time), with little awareness of audience and purpose. The response exhibits some attempt 

to vary sentence structure, but with uneven success (For Example, the electric guitar, its widely 

used and popurel world wide). 

Demonstrates emerging control, exhibiting occasional errors in spelling (past time, apeciciate, 

popurel), punctuation (time, television; guitar, its; wide. In), and grammar (world use 

instrument) that occasionally hinder comprehension. 

Conclusion: Although the response fits the criteria for Levels 1, 2, and 3, it remains at Level 1 

because the response makes no reference to the text. 

[36]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Provides minimal evidence of textual understanding beyond a reference to how the electric 

guitar is … made for more volume. but as time went by they found better us for it. The response 

makes no connections between information in the text and the assigned task. 

Is minimal. The response correctly mentions one idea from the text, but fails to discuss it (it 

couldn’t be heared in crowed places). 

Shows no organization. 

Is minimal. The response uses some language that is incoherent (they monedfly it). 

Is minimal, making assessment of conventions unreliable. 


[37]

Part A — Practice Paper – A 

[38]


[39]

Part A — Practice Paper – B 

[40]

Part A — Practice Paper – C 

[41]


[42]

Part A — Practice Paper – D 

[43]


[44]

Part A — Practice Paper – E 

[45]


[46]

Practice Paper A–Score Level 4 


Practice Paper B–Score Level 2 


Practice Paper C–Score Level 4 


Practice Paper D–Score Level 3 


Practice Paper E–Score Level 5 


[47]

SESSION ONE – PART B – SCORING RUBRIC 

READING AND WRITING FOR INFORMATION AND UNDERSTANDING 

QUALITY 

6 


level: 

5 


level: 

4 


level: 

3 


level: 

2 


level: 







and text(s) 

-reveal an in-depth 

analysis of the 

documents 




the documents and the 

assigned task 

-convey a thorough 

understanding of the 

documents 





assigned task 

- convey a basic 


documents 





assigned task 

-convey a basic 


documents 





assigned task 


inaccurate understanding 

of the documents 

-allude to the documents 

but make unclear or 

unwarranted 

connections to the 

assigned task 






document(s) 





specific details from the 

documents 


and consistently, using 

relevant and specific 

details from the 

documents 



using specific and 

relevant details from the 

documents 


using some details from 

the documents 




references to the 

documents are vague, 

irrelevant, repetitive, or 

unjustified 





coherence 







transitions 







transitions 






consistency 



focus 



include some 


irrelevancies 





organization 


























pacing 




and purpose 







or purpose 








purpose 








punctuation, 

paragraphing, 







language 









not hinder 

comprehension 









• If the student addresses only one text, the response can be scored no higher than a 3. 




1 


level: 


evidence of 

understanding 


between information in 


assigned task 




organization 

-are minimal 


predominantly 

incoherent, 

inappropriate, or copied 

directly from the text 


assessment of 


-may be illegible or not 


[48]

Anchor Paper – Part B—Level 6 – A 

[49]


[50]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Reveals an in-depth analysis of the documents (Lacrosse incorporates aspects of popular sports 

… and therefore would appeal to the sensibilities of many sports fans in the community). The 

response makes insightful connections between information and ideas in the documents and the 

assigned task (and it only makes sense that we as a school embrace the wave of change and 

include lacrosse in our sports program). 

Develops ideas clearly and fully. The response makes effective use of a wide range of relevant 

and specific details from the documents to discuss the popularity of lacrosse (it would greatly 

increase the number of school sporting events and the number of spectators who attend these 

events) and its healthy atmosphere (The newly formed Positive Coaching Alliance encourages 

an atmosphere of friendly conduct) as beneficial to both school and community. 

Maintains a clear and appropriate focus on the benefits of incorporating lacrosse into the 

school’s sports program. The response exhibits a logical and coherent structure, presenting 

arguments for adding lacrosse (The most logical reason … is its sheer popularity and Lacrosse 

also encourages sportsmanship and … cooperation), and concluding with a return to the 

original appeal (I implore you to include it in the budget for next year). Transitional devices are 

skillfully used (Since organized lacrosse is a relatively new innovation and By incorporating 

lacrosse). 

Is stylistically sophisticated, using language that is precise and engaging (Lacrosse has 

expanded its demographic … to a wide range of ages and ethnicities), with a notable sense of 

voice and awareness of audience and purpose (We have only to gain by adding lacrosse to our 

sports program). The response varies structure and length of sentences to enhance meaning 

(There is no pressure in lacrosse … any newcomer can pick up a stick and play). 


language. 


[51]

Anchor Paper – Part B—Level 6 – B 

[52]


[53]


[54]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

[55] 

Commentary 

The response: 

Reveals an in-depth analysis of the documents, stating that today, athletic teams across the 

nation partake in the sport which … retains an innocent “grassroots” essence, allowing 

athletes … to play at an appropriate level. The response makes insightful connections between 

information and ideas in the documents and the assigned task, explaining that through its 

blooming popularity and development as a game, lacrosse provides many valuable 

opportunities for students of all social backgrounds to grow … as more mature members of the 

community. 


details from the documents to discuss the appeal and popularity of lacrosse (freedom from strict 

regulations and increase of participants by nearly 50,000 since 1982) and its promotion of 

positive moral and social values (players from various backgrounds and Positive Coaching 

Alliance). 

Maintains a clear and appropriate focus on how lacrosse provides students with invaluable 

experiences and social interactions … often overlooked in other sports. The response exhibits a 

logical and coherent structure, first presenting the history of lacrosse, then providing arguments 

for its inclusion into the school’s athletic program (its universal appeal and kind, nuturing 

environment for young people), and concluding that the benefits of a school lacrosse team are 

undeniable. Transitions are skillfully used (These industry experts, Another source, As a newly 

established organized sport). 

Uses language that is fluent and original (The sport has also grown to incorporate players from 

every ethnic background and the ancient Indian game of traditional values imparts powerful, 

contemporary values), with evident awareness of audience and purpose (I ask you … consider 

the countless benefits of … lacrosse). The response varies structure and length of sentences to 

control rhythm and pacing (That game was lacrosse). 


language. 


in language use.


[56]


[57]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Reveals an in-depth analysis of the documents, stating that rising interest in the sport has 

encouraged many high schools to incorporate it into their athletic programs. The response 

makes insightful connections between information and ideas in the documents and the assigned 

task (Our school can’t afford to miss out on this popular and versatile sport). 

Develops ideas clearly and consistently. The response uses relevant and specific details from 

the documents to discuss lacrosse’s growth (Men’s high school lacrosse has grown by nearly 

20,000), popularity (ability to appeal to a wide variety of student athletes), and flexibility (it is 

easy to incorporate new rules and regulations). 

Maintains a clear and appropriate focus on why our school should embrace the trend of 

including lacrosse in its sports program. The response exhibits a logical sequence of ideas, 

providing evidence of growth (A graph … shows rapid growth in both male and female 

versions) and a rationale for its inclusion (diversity is the sport’s greatest strength and one of 

the most flexible high school sports). Appropriate transitions are used (The new nature of the 

sport and As a result). 

Uses language that is fluent and original (likened the sport’s stick and would surely garner 

support), with evident awareness of audience and purpose (A lacrosse program would result in 

well-rounded student athletes for our school). The response varies structure and length of 

sentences to control rhythm and pacing (Lacrosse is no longer a niche sport; the entire nation is 

experiencing its wide appeal). 

Demonstrates control of the conventions, exhibiting occasional errors in punctuation (it’s ability 

and terminology as well as). 


stronger in meaning. 

[58]


[59]


[60]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Conveys a thorough understanding of the documents, stating with all the excitement 

surrounding this sport, I think it is time for our school to get involved and to add lacrosse to 

our sports program. The response makes clear and explicit connections between the 

information and ideas in the documents and the assigned task (Lacrosse participation in the 

United States has more than doubled just since 2004 and Lacrosse could provide our other 

sports’ teams with an example to follow behaviorly). 

Develops ideas clearly and consistently, using relevant and specific details from the documents 

to discuss the positive aspects of a lacrosse team (Lacrosse is very flexible with rules relating to 

its games and players, but is strict when it comes to dealing with bad behavior and The sport 

doesn’t encourage just the playing one sport, but it also encourages players participate in and 

develop different skills) and the growth of lacrosse (in 2004 almost 60,000 were playing and 

participation has increased 44% in the ortheast). 

Maintains a clear and appropriate focus on how we need to get with the times and start a 

lacrosse program. The response exhibits a logical sequence of ideas, first establishing that 

lacrosse is having an explosion of popularity, then discussing its benefits (provide an example, 

mixture of different sports, would get those kids involved), and concluding with the appeal that 

we need a lacrosse team. Appropriate transitions are used (In 2004 alone, The main reason, A 

graph featured … shows). 

Uses language that is fluent and original (The most intriguing and rapidly growing sport in the 

United States is lacrosse), with evident awareness of audience and purpose (The numbers and 

the people speak for themselves; we need a lacrosse team!). The response varies structure and 

length of sentences to control rhythm and pacing (Since 2001, the number of participants has 

nearly doubled, and the trend will continue). 

Demonstrates partial control, exhibiting occasional errors in punctuation (to be, and is; 

lacrosse, but also; players, but is) and capitalization (“iche sport” and Community) that do not 




[61]

Anchor Paper – Part B—Level 5 – C 

[62]


[63]


[64]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Conveys a thorough understanding of the documents, noting that as a sport for all ages, male 

and female, lacrosse should … become a part of our school’s extracurriclar activities. The 

response makes clear and explicit connections between information and ideas in the documents 

and the assigned task (Many parents realize the sport’s versatility and they, too, are fans and a 

map of youth participation … also shows similar trends). 

Develops ideas clearly and consistently. The response uses relevant and specific details from 

the documents to discuss lacrosse’s versatility (Take basketball’s zone defense, soccer’s scoring 

techniques, ice hockey’s action, football’s contact, and you’ve defined the sport of lacrosse), 

growing popularity (Current trends show the rapid growth and interest), and sportsmanlike 

attributes (Positive Coaching Alliance, is trying … by eliminating abusive behavior). 

Maintains a clear and appropriate focus on the idea that we can surely find a way to allow the 

sport to be played at the high school level. The response exhibits a logical sequence of ideas, 

first presenting historical development (It’s origin comes from early ative American activity 

… but the sport has come to include all), followed by descriptions of lacrosse’s versatility and 

growth (participation has increased over 100%) and fan interest trends. Appropriate transitions 

are used (While lacrosse may be competitive and agressive and So far, these enforcements). 

Uses appropriate language that is sometimes inexact (the team conducting the behavior), with 

some awareness of audience and purpose (parents feel the sport isn’t as expensive for their 

child to play). The response occasionally makes effective use of sentence structure and length 

(Fan interest also shows similar trends). 

Demonstrates partial control, exhibiting occasional errors in spelling (agresive), punctuation 

(it’s … popularity, that since 1982, post season … games), capitalization (genders. only and 

football. lacrosse), and usage (In between 2001 and 2005, is due to the fact, behavior to the 

sport) that do not hinder comprehension. 



[65]


[66]


[67]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Conveys a basic understanding of the documents, stating that Lacrosse promotes positive 

behavior by all involved, includes skills from various sports and is a growing past-time all 

around the nation. The response makes implicit connections between information and ideas in 

the documents and the assigned task (Lacrosse is also a growing sport in the United States). 

Develops ideas clearly and consistently, using relevant and specific details from the documents 

to discuss the positive aspects of lacrosse, including the promotion of positive behaviors 

(Positive Coaching Alliance and side line managers), component skills (zones, precise passes, 

quick action), and growth statistics (58,000 players, 43,000 players, increased 337%). 

Maintains a clear and appropriate focus on the idea of adding Lacrosse to our schools sport’s 

program. The response exhibits a logical sequence of ideas, first establishing the positive 

effects of lacrosse on participants’ behaviors and skill level, followed by a discussion of its 

growth. The response lacks internal consistency, abruptly shifting discussion from skills 

included in lacrosse to the benefits of playing two sports at once and from statistics on growth 

to an appeal to add a Lacrosse team to school’s sports program without appropriate transitions. 

Uses appropriate language, with some awareness of audience and purpose (I would recommend 

that our school add Lacrosse to our sports program). The response occasionally makes 

effective use of sentence structure and length (The graph shows that Lacrosse has become 

extremely propular since the 1980s and continues to grow steadily). 

Demonstrates partial control, exhibiting occasional errors in spelling (sportmen-like, 

unappriate, oppurtunity), punctuation (players while, also with, womens), capitalization (United 

states and Lacrosse), grammar (has only grow and sport … build), and usage (behaviors of and 

behaviors to) that do not hinder comprehension. 


stronger in development. 

[68]


[69]


[70]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Conveys a basic understanding of the documents, stating that this sport will prove to be 

successful, engaging, enjoyable. The response makes implicit connections between information 

and ideas in the documents and the assigned task (I can just about guarentee that the sport will 

be popular in our school as it is in others locally and nationally). 


from the documents to describe lacrosse’s popularity (ot only is the sport escalating on a 

school level but its popularity is increasing nationally as well) and appeal (it brings spectators 

to their feet with goals). The discussions of sport-related issues and of lacrosse’s history are 

less developed. 

Maintains a clear and appropriate focus on reasons that should be enough to convince you to 

include lacrosse in the schools Athletes Department budget. The response exhibits a logical 

sequence of ideas, presenting its benefits by first noting the popularity will ensure competetion 

and school spirit, then explaining how lacrosse can encompass and make use of any athletic 

ability and has a tactic that warns people that their behavior is unacceptable. The loosely 

connected ideas in the fifth and sixth paragraphs affect internal consistency. 

Uses appropriate language, with some awareness of audience and purpose (Lacrosse is a sport 

whose popularity is exploding, and I think we should include ourselves in the hype), although 

some inexact phrasing (the advantages of the setups and terminologies are very identical) and 

word omissions (I like to propose and For those enjoy) exist. The response occasionally makes 

effective use of sentence structure or length (Lacrosse is a sport with unusual approaches to 

present day issues that will most likely prove successful). 

Demonstrates partial control, exhibiting occasional errors in spelling (competetion and 

guarentee), punctuation (In addition it, Americans then later, schools … budget), capitalization 

(Lacrosse, High School, Increase), grammar (sport exist and athlete … their), and usage (team 

of whom and in 2001 – 2004) that do not hinder comprehension. 


[71]


[72]


[73]


[74]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Conveys a basic understanding of the documents (the addition of lacrosse to the athletic 

program would allow for the school to develop and advance with the times). The response 

makes implicit connections between information and ideas in the documents and the assigned 

task (With the excitement and thrill of lacrosse it is obvious why the percentages have increased 

and As a society the lacrosse craze is sweeping the nation). 


from the documents to discuss lacrosse’s appeal (the ability to experiance aspects of many 

sports) and growth (In our area … there has been a 44% increase of youth participation). The 

ideas of promotion of school spirit, affordability, and safety are less developed. 

Maintains a clear and appropriate focus on the idea that with its increased interest and 

likeability lacrosse is a beneficial program for kids. The response exhibits a logical sequence of 

ideas, first suggesting that lacrosse be added to the school program, then presenting reasons 

why (a sport that has everything will satisfy the needs of most and With this growing talent and 

interest), ending with a demand for action. The response is weakened through a lack of 

transition when presenting quoted material. 

Uses appropriate language, although sometimes inexact (stretch the nation and also 

encompassed from outside sports), with some awareness of audience and purpose (With the 

athletic department growing a new sport would add to the school spirit). The response exhibits 

some attempt to vary sentence structure and length, but with uneven success (The setup is just 

like soccer with the feild a net the thrill of a goal). 

Demonstrates partial control, exhibiting occasional errors in spelling (guarenteed, equiptment, 

banwagon), comma usage (lacrosse he, learn learing, years lacrosses), and grammar (As a 

student in this school the addition of lacrosse, could have be found, us students) that do not 



weaker in language use. 

[75]


[76]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Conveys a basic understanding of the documents, stating that lacrosse is a sport that is rapidly 

becoming popular that everyone should love. The response makes few and superficial 

connections between information and ideas in the text and the assigned task (Its a sports even 

the fan will get into and Lacrosse is often abriviated by Lax). There is no reference to the 

graphic. 


from the text to discuss the appeal of lacrosse (If you like man on man contact … then lacrosse 

is the sport for you and A socor player or football player can play Lacrosse … and train for the 

next season for their sport). The idea of the growing popularity of lacrosse introduced in the 

opening paragraph is less developed. 

Establishes an appropriate focus on the reasons our school should have a Lacrosse team. The 

response exhibits a rudimentary structure, starting with a brief introduction, followed by a 

loosely constructed body paragraph about the benefits of lacrosse, and concluding with a 

summary of reasons and a return to the task. 

Relies on basic vocabulary that is sometimes imprecise (Its is rapidly and become professionol 

a lacrosse), with little awareness of audience and purpose (Having a Lax team would mean 

more compition for our school). The response exhibits some attempt to vary sentence structure 

and length for effect, but with uneven success (The game can be played by anyone, men, women 

child, teenager or adult are all alike). 

Demonstrates emerging control, exhibiting frequent errors in spelling (soccor, nolledge, 

abriviated, opprotunity, intrest) and occasional errors in punctuation (Lacrosse team. A sport; 

Its a; competive sport, it will), capitalization (united states and Lacrosse), and usage (to stay fit 

… to keep … and train, player … their, to the game, on their off season) that hinder 

comprehension. 

Conclusion: Although the response best fits the criteria for Levels 3 and 4, it remains at Level 3 

because the response addresses only one document. 

[77]


[78]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Conveys a basic understanding of the documents (It is now starting to become the popular 

sport). The response makes few connections between information and ideas in the documents 

and the assigned task (Lacrosse should be added to our program because it is a very unique 

sport). 

Develops ideas briefly, using some details from the documents to discuss the reasons to make 

lacrosse a school sport (During 2004 many sports industries have annsuced that lacrosse 

should be the next best sports to watch and Its not only for males but also for females as well). 

The response includes some statements that are inaccurate (it is an antidote for sickness) and 

unjustified (This helps out parents). 

Establishes an appropriate focus on adding lacrosse to the athletic department sports program. 

The response exhibits a rudimentary structure with a brief introduction and two body 

paragraphs. Inconsistencies exist in the second paragraph, which consists of a series of 

unrelated facts, moving from behavior control to male and female involvement to world-wide 

play. There is no conclusion. 

Relies on basic vocabulary (There is also a great program), with little awareness of audience 

and purpose (The situation that is described in this essay is about me recommending in a letter). 

The response exhibits some attempt to vary sentence structure and length for effect, but with 

uneven success (The youth leagues and at a high school level are at the same pace). 

Demonstrates emerging control, exhibiting occasional errors in spelling (annsuced and 

envolvement), punctuation (Its becoming, face offs and for football, whats going on), grammar 

(the next best sports to watch, this sports, males has increased), and usage (To many people’s 

opinion and for teens to professionals) that hinder comprehension. 


[79]


[80]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Conveys a basic understanding of the documents, making few connections between information 

and ideas in the documents and the assigned task (I would like to inform you of a change I … 

would like to see and It all started with the native americans … its popularity is on the rise). 

Is incomplete and largely undeveloped, hinting at ideas (ot only is the sports popularity on the 

rise … the antidote to what ails youth sports), but some references to the documents are 

unjustified (an increase of 80,000 athletes on the high school level, In the Past year … more 

than doubled, extreme safety precautions). 

Establishes a focus (it would be silly to not include lacrosse … in this years budget). The 

response suggests organization, beginning with two introductory sentences, an assortment of 

facts from both documents, and a concluding sentence in one paragraph. 

Relies on basic vocabulary (This popularity is also being seen at the Major league and college 

levels). The response exhibits some attempt to vary sentence structure for effect, but with 

uneven success (Our athletic department is lacking in one sport I feel should be added into the 

mix, that sport is Lacrosse). 

Demonstrates emerging control, exhibiting occasional errors in punctuation (other students 

would like; the mix, that sport; on the rise but,; on top of that there), capitalization (native 

americans, the Past year, to What ails, more exciting than Soccer), and a lack of paragraphing 

that hinder comprehension. 


weaker in development. 

[81]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Conveys a confused or inaccurate understanding of the documents (Lacrosse is known to exist 

as a niche in certain of areas in ew York, Baltimore and in ew England). The response 

alludes to the documents but makes unwarranted connections to the assigned task (helps 

basketball players, football players, baseball player and even ice hockey players impove their 

speed, or strength). 

Is incomplete and largely undeveloped, hinting at ideas, but references to the documents are 

vague (rates go up for both males and females) and unjustified (According the text the company 

of Cascade had quoted). 

Establishes an appropriate focus on the idea that lacrosse should be a part of the school’s sport 

program. The response exhibits a rudimentary structure, moving from how more and more 

children play lacrosse every day to why it should be part of the school’s sports program. 

Uses language that is imprecise (his quote informs) for the audience and purpose. The response 

reveals little awareness of how to use sentences to achieve an effect (Lacrosse had double its 

rates from 2001 to 2005). 

Demonstrates emerging control, exhibiting occasional errors in punctuation (Each Year 

lacrosse; text the; speed, or), capitalization (Year; Company; lacross.” his), and usage (certain 

of and Company of Cascade) that hinder comprehension. 


stronger in organization and conventions. 

[82]


[83]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Conveys a confused understanding of the documents (It is like play football without the stick in 

your hand). The response alludes to the documents but makes unwarranted connections to the 

assigned task (U.S. Lacross which makes rules an policies for most levels of the game to promet 

the sport from $1.1 million to $9 million). 

Is largely undeveloped, hinting at ideas, but references to the documents are vague and irrelevant 

(Espn’s CAA Championship coverage over the summer Espn 2 plans). 

Suggests a focus (Do you think that we can have lacrosse be part of our school’s sport 

program?). The response lacks organization, consisting of a series of loosely connected ideas 

about the popularity of lacrosse (locross is a very popular game to play) interrupted by 

fragmented comments about football, rules, and revenue. 

Uses language that is imprecise (that for “than” and an for “and”). The response reveals little 

awareness of how to use sentences to achieve an effect (Players in the U.S. aged 15 and under 

estimated to be about 186,000 more that twice what it was in 2001). Several phrases are directly 

copied from the text. 

Demonstrates a lack of control, exhibiting frequent errors in spelling (Athleetes, scine, promet), 

comma usage (ago lacross; U.S. aged; 186,000 more; Lacross which; still the), capitalization 

(new england and Athleetes), and grammar (Players … estimated to be and It is like play 

football) that make comprehension difficult. 


[84]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

[85] 

Commentary 

The response: 

Conveys a confused understanding of the documents (in year 2004 … Male and Females were 

added and the High Schools students and it is 100,000 student). The response alludes to the 

documents but makes unwarranted connections to the assigned task (The have the students 

parents won’t have To Worrie Becuse it is safer the Football and it’s like BaseBall, 

BasketBall). 

Is largely undeveloped, hinting at ideas, but references to the documents are vague (it will have 

alot of us playing lacross and it is like the all in one). 

Suggests a focus (that is Why we should have Lacross at are school). The response lacks 

organization, consisting of one paragraph of three loosely constructed sentences. 

Uses language that is imprecise (This is a cuople of Resons why Lacross should Be Part of are 

athlitic department and it will Be good For are school). The response reveals little awareness of 

how to use sentences to achieve an effect. 

Demonstrates a lack of control, exhibiting frequent errors in spelling (resson, pouprler, lacross, 

alot), punctuation (togathe Male; added and; Lacross so; students parents), and capitalization 

(Frist, High Schools, Becuse, Lacross) that make comprehension difficult. 

Conclusion: Overall, the response best fits the criteria for Level 2 in all qualities.



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Provides minimal evidence of understanding (I think that Lacrosse must be a part of school’s 

sports programs because I saw a lot of students bored of The Typic school’s sports). The 

response makes no connections between information in the documents and the assigned task, 

offering only a personal response. 

Is minimal, with no evidence of development. The response includes no details from either 

document. 

Suggests a focus on the idea that lacrosse should be part of the school’s sports program but 

lacks organization. The response consists of five loosely related sentences. 

Uses language that is imprecise for the audience and purpose (of school’s sports programs and 

a new way to Have Fun, is a good sport). The response reveals little awareness of how to use 

sentences to achieve an effect (Remember, Sport is Health). 

Demonstrates a lack of control, exhibiting frequent errors in punctuation (Maybe, … school, 

The; Fun, is; Too Remember), capitalization (Have Fun and Happy), grammar (because I saw 

and Typic school’s), and usage (bored of and sport to) that make comprehension difficult. 

Conclusion: Although the response fits criteria for Levels 1 and 2, it remains at Level 1 because 

the response makes no reference to any documents. 

[86]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Provides no evidence of understanding. The response makes no connections between 

information in the documents and the assigned task (One of the most famous sport in our school 

is Lacrosse). 

Is minimal, with no evidence of development. 

Shows no organization. 

Is minimal. The response’s original language is at times incoherent (I will write about a 

program my schools is having to support the school’s athletic department that is planning its 

budget has asked for student input). 



[87]

Part B — Practice Paper – A 

[88]


[89]

Part B — Practice Paper – B 

[90]


[91]


[92]

Part B — Practice Paper – C 

[93]

Part B — Practice Paper – D 

[94]

Part B — Practice Paper – E 

[95]


[96]

Practice Paper A – Score Level 4 


Practice Paper B – Score Level 5 


Practice Paper C – Score Level 3 


Practice Paper D – Score Level 2 


Practice Paper E – Score Level 4 



[97]

COMPREHENSIVE ENGLISH 


SESSION TWO 


COMPREHENSIVE EXAMINATION 

IN 

ENGLISH 


Thursday, August 14, 2008 — 8:30 to 11:30 a.m., only 

The last page of this booklet is the answer sheet for the multiple-choice 

questions. Fold the last page along the perforations and, slowly and carefully, tear 

off the answer sheet. Then fill in the heading of your answer sheet. Now circle 

“Session Two” and fill in the heading of each page of your essay booklet. 

This session of the examination has two parts. For Part A, you are to answer 

all ten multiple-choice questions and write a response, as directed. For Part B, you 

are to write a response, as directed. 

When you have completed this session of the examination, you must sign the 

statement printed at the end of the answer sheet, indicating that you had no 

unlawful knowledge of the questions or answers prior to the session and that you 

have neither given nor received assistance in answering any of the questions 

during the session. Your answer sheet cannot be accepted if you fail to sign this 

declaration. 

The use of any communications device is strictly prohibited when taking this 

examination. If you use any communications device, no matter how briefly, your 

examination will be invalidated and no score will be calculated for you. 

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

COMPREHENSIVE ENGLISH SESSION TWO

Part A 

Directions: Read the passages on the following pages (an excerpt from an autobiography and an excerpt from 

a novel). Write the number of the answer to each multiple-choice question on your answer sheet. Then write 

the essay in your essay booklet as described in Your Task. You may use the margins to take notes as you read 

and scrap paper to plan your response. 

Your Task: 

After you have read the passages and answered the multiple-choice questions, 

write a unified essay about the effect of a particular location as revealed in the 

passages. In your essay, use ideas from both passages to establish a controlling 

idea about the effect of a particular location. Using evidence from each 

passage, develop your controlling idea and show how the author uses specific 

literary elements or techniques to convey that idea. 

Guidelines: 

Be sure to 

• Use ideas from both passages to establish a controlling idea about the effect of a 

particular location 

• Use specific and relevant evidence from each passage to develop your controlling 

idea 

• Show how each author uses specific literary elements (for example: theme, 

characterization, structure, point of view) or techniques (for example: symbolism, 

irony, figurative language) to convey the controlling idea 


• Use language that communicates ideas effectively 


Comp. Eng. — Session Two – Aug. ’08 [2]

Passage I 

5 

10 

15 

20 

25 

30 

35 

40 

45 

When I left home for college, I sought to escape the provincial 1 world of 

farmers, small towns, and country life. I longed for the excitement of the city, for 

the intensity that rural life lacked, for adventure beyond the horizon. I dreamed 

of exploring the city, living within a new culture and landscape, becoming part of 

the pulse of an urban jungle. 

Yet some of my best times were driving home, leaving the city behind and 

slipping back into the valley. As city life faded and traffic thinned, I could see the 

faces of the other drivers relax. Then, around a bend in the highway, the 

rangelands of the valley would materialize, revealing a horizon of gentle rolling 

mounds. The land seemed eternal and permanent. I felt as if I had stepped back 

in time. 

I took comfort in the stability of the valley. Driving through small farm 

communities, I imagined the founding families still rooted in their stately homes, 

generations working the same lands, neighbors remaining neighbors for 

generations. Small farms dominated the vista. I allowed familiar barn and 

farmhouse landmarks to guide me. 

Close to home, I often turned off the main highway and took different routes, 

reacquainting myself with farms and testing my memory. Friends lived in those 

houses. I had eaten meals and spent time there; I had worked on some of these 

farms, lending a hand during a peak harvest, helping a family friend for a day or 

two. The houses and lands looked the same, and I could picture the gentle faces 

and hear familiar voices as if little had been altered. As I eased into our driveway 

I’d revert to old ways, becoming a son once again, a child on the family farm. 

My feelings were honest and real. But my eyes deceived me, tainted by my 

longing for a touchstone—a land where life stood still and my memories could be 

relived. When I left the farm for college, I could only return as a visitor to the 

valley, a traveler looking for home. 

Now the farm is once again my true home. I live in that farmhouse and work 

the eternal lands. My world may seem unchanged to casual observers, but they 

are wrong. I now know this: if there’s a constant on these farms, it’s the constant 

of change. 

The keen observer will recognize the differences. A farmer replants an 

orchard with a new variety of peaches. Drip irrigation is added to a block of old 

grapes, so I imagine the vineyard has a new owner—perhaps a younger farmer 

with many more years ahead to recover the costs—or the farm is now part of a 

larger operation with capital reserves to finance the improvement. Occasionally 

the changes are clearly evident, like a FOR SALE sign. But I need to read the 

small print in order to discern if the seller is a bank that foreclosed on the farmer. 

Most of the changes contain two stories. One is the physical alteration of the 

farm, the other involves the people on that land, the human story behind the 

change. 

I’ve been back on the farm for a decade and still haven’t heard all the stories 

behind the changes around me. But once I add my stories to the landscape, I can 

call this place my home, a home that continues to evolve and change as I add 

more and more of my stories. 

1 provincial — restricted in interest or outlook 

Comp. Eng. — Session Two – Aug. ’08 [3] [OVER]

50 

A poet returns to the valley and proclaims, “How closed-minded you all are.” 

He comments about the lack of interest in the arts, in social and environmental 

issues, in the poverty and inequality of our life. “Little has changed in the valley.” 

He was born and raised here, which supposedly grants him license to criticize 

and lecture us. Yet he speaks for many who think they know the valley. 

How differently would others think of us if they knew the stories of a raisin 

harvest in a wet year or a peach without a home?… 

—David Mas Masumoto 

excerpted from Epitaph for a Peach, 1995 

HarperSanFrancisco 


Passage II 

5 

10 

15 

20 

25 

30 

35 

40 

…We went there every year for our summer holidays. I do not suppose, now, 

that it was a very large house, but it seemed enormous then. I had a nursery on 

the top floor and every morning I woke up there, except for the day or two before 

the horrid end of the holidays, seemed a renewal of happiness. In my memory 

the sun always shone at Blithbury though I do not think there was really anything 

especially remarkable about the climate in Staffordshire in the 1920s. 

My parents lived in the South of France for most of the year. It was their 

home, but for me home was not on the Riviera but at Blithbury. When I went 

there twice a year on leave from school, I would be looked after by my 

redoubtable 1 aunt, who lived there all the time and was the merriest of spinsters 2 . 

When the car collecting me from the station turned the corner into the little park 

and I saw the house in the distance I would feel I was back where I belonged. 

I remember the house with almost painful clarity. I am sure it was Blithbury 

that gave me the feeling for beauty which for me is one of the most important 

values in the world. Everything there was calculated to please, from the panelled 

hall with its portraits of our rather brief lineage supplemented by a few 

eighteenth-century ladies and gentlemen who came with the house, to the narrow, 

creaking housemaids’ corridor, scrubbed by generations of Staffordshire lasses. 

My aunt kept the house in impeccable order, and it was filled with a sense of 

cleanliness and care. It had a smell of beeswax, and soap, and roses, and old 

leather, at least I suppose those were the ingredients. I have hardly found that 

smell anywhere else and nowadays it probably scarcely exists. 

The library was my favourite room. It had been added to an older house in 

the late eighteenth century, by James Wyatt 3 we liked to think. It retained its 

original bookcases and a marble chimneypiece with rams’ heads in the corners, 

and everything in the room, the curtains, the carpets, the backs of the books, 

seemed to have faded to the same soft honey colour. It had a large table for a 

dozen readers, but there were seldom any readers there apart from me. Even on 

the brightest days, when sun and sports beckoned, I found myself drawn to the 

library, wanting to read everything in the world, impelled by the pleasures and 

dangers and excitements awaiting me between the covers of books. It became 

known as my room, and when I was needed someone always looked for me in the 

library. 

The garden I loved almost as much. The house stood on a little hill, with 

hanging woods (on a modest scale) beneath it. Stretching to the south was a series 

of lakes, connected by streams with little bridges over them. Huge elms overhung 

the lakes, and in summer when one rowed or punted around, one seemed to be 

in an enchanted landscape, shaded by great trees, with lapping water all around 

one and in the distance the prospect of smiling countryside where nonetheless 

giants might lurk. During those afternoons, the lakes would be almost silent, with 

only the wood pigeons to disturb the stillness. 

Recently, the house was destroyed. Nobody wants to live now in a place 

devoted to beauty, and elegance, and peace. They prefer to live in bungalows 4 

along the arterial road. And with the house my childhood disappeared, too. 

—Giles Waterfield 

excerpted from The Long Afternoon, 2000 

Review 

1 redoubtable — inspiring reverence 

2 spinster — an unmarried woman 

3 James Wyatt — a famous eighteenth-century architect 

4 bungalow — a one-story cottage 

Comp. Eng. — Session Two – Aug. ’08 [5] [OVER]


Directions (1–10): Select the best suggested answer to each question and write its number in the space 

provided on the answer sheet. The questions may help you think about the ideas and information you might 

want to use in your essay. You may return to these questions anytime you wish. 

Passage I (the autobiographical excerpt) — 

Questions 1–5 refer to Passage I. 

Passage II (the novel excerpt) — Questions 6–10 

refer to Passage II. 

1 The narrator originally views his move to college 

as a benefit because he can 

(1) earn more money 

(2) have new experiences 

(3) meet some celebrities 

(4) make many friends 

2 In lines 22 and 23, the narrator’s return to the 

family brings about a change in his 

(1) self-image (3) time schedule 

(2) personal finances (4) well-being 

6 The narrator is telling the story of Blithbury Hall 

from the perspective of 

(1) an owner (3) a developer 

(2) an adult (4) a judge 

7 Where does the narrator believe that his 

appreciation of beauty was developed? 

(1) in his aunt’s mansion 

(2) at a French villa 

(3) at his boarding school 

(4) in a local bungalow 

3 In lines 30 and 31, the nature of change on farms 

is emphasized through the use of 

(1) personification (3) irony 

(2) simile (4) hyperbole 

8 The narrator reinforces the idea of “cleanliness 

and care” (line 20) through his use of 

(1) situational irony (3) sensory imagery 

(2) direct quotation (4) extended metaphor 

4 In lines 33 through 36, the narrator implies that 

decisions about farms are primarily driven by 

(1) economics (3) weather 

(2) education (4) legislation 

5 The narrator believes that the poet’s criticism of 

the valley is based on the poet’s 

(1) environmental activity 

(2) prejudiced acquaintances 

(3) difficult childhood 

(4) limited viewpoint 

9 In line 40, the word “giants” seems to suggest a 

(1) sailor’s warning 

(2) future problem 

(3) child’s imagination 

(4) modern achievement 

10 According to the narrator, Blithbury Hall was 

destroyed because of 

(1) financial problems (3) ongoing wars 

(2) natural disasters (4) current attitudes 

After you have finished these questions, turn to page 2. Review Your Task and the 

Guidelines. Use scrap paper to plan your response. Then write your response to Part A, 

beginning on page 1 of your essay booklet. After you finish your response for Part A, go on to 

page 7 of your examination booklet and complete Part B. 


Part B 

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 in Part B, beginning on page 7 of the essay booklet. 

Critical Lens: 

“The real hero is always a hero by mistake…” 

—Umberto Eco 

Travels in Hyperreality, 1986 

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 





Tear Here 



Thursday, August 14, 2008 — 8:30 to 11:30 a.m., only 

ANSWER SHEET 

Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sex: ■ Male ■ Female 

School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grade . . . . . . . . . . . . . . Teacher . . . . . . . . . . . . . . . . . . . . 

Write your answers to the multiple-choice questions for Part A on this answer sheet. 

Part A 

1 _______ 6 _______ 

2 _______ 7 _______ 

3 _______ 8 _______ 

4 _______ 9 _______ 

5 _______ 10 _______ 

HAND IN THIS ANSWER SHEET WITH YOUR ESSAY BOOKLET, 

SCRAP PAPER, AND EXAMINATION BOOKLET. 

Your essay responses for Part A and Part B should be written in the essay booklet. 

Tear Here 

I do hereby affirm, at the close of this examination, that I had no unlawful knowledge of the questions or answers prior to the examination and 

that I have neither given nor received assistance in answering any of the questions during the examination. 

Comp. Eng. — Session Two – Aug. ’08 [11] 

____________________________________________________________ 

Signature


FOR TEACHERS ONLY 



E 

ENGLISH 

Thursday, August 14, 2008— 8:30 to 11:30 a.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 multiplechoice 

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) 2 

(2) 1 

(3) 3 

(4) 1 

(5) 4 

(6) 2 

(7) 1 

(8) 3 

(9) 3 

(10) 4 

The University of the State of New York • THE STATE EDUCATION DEPARTMENT • Albany, New York 12234

COMPREHENSIVE ENGLISH — SESSION TWO — continued 

Rating of Essays 

(1) Follow your school’s procedures for training for rating. This process should include: 

Introduction to the task— 

• Raters read the task and summarize its purpose, audience, and format 

• Raters read passage(s) and plan own response to 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 scores 

• 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 papers individually 

• 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 not correct 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]

SESSION TWO – PART A – SCORING RUBRIC 

READING AND WRITING FOR LITERARY RESPONSE 

QUALITY 







and text(s) 

6 


level: 

-establish a controlling 

idea that reveals an indepth 

analysis of both 

texts 


connections between the 

controlling idea and the 

ideas in each text 

5 


level: 


idea that reveals a 

thorough understanding 

of both texts 





4 


level: 


idea that shows a basic 

understanding of both 

texts 





3 


level: 


idea that shows a basic 


texts 




ideas in the texts 

2 


level: 


incomplete 


texts 

-make a few connections 

but fail to establish a 

controlling idea 






text(s) 





specific evidence and 

appropriate literary 

elements from both texts 


and consistently, with 

reference to relevant and 






with reference to 


evidence and 




using some evidence 

from the texts 

-may rely primarily on 

plot summary 











coherence 

-maintain the focus 

established by the 






transitions 


established by the 






transitions 






consistency 



focus 



include some 


irrelevancies 





organization 


























pacing 




and purpose 







or purpose 








purpose 








punctuation, 

paragraphing, 







language 









not hinder 

comprehension 













1 


level: 


evidence of textual 

understanding 


between the texts or 

among ideas in the texts 




organization 

-are minimal 


incoherent or 

inappropriate 


assessment of 




[3]


[4]


[5]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Establishes a controlling idea that reveals an in-depth analysis of both texts, stating that certain 

significant places can stir up bittersweet emotions and that memories of such places evoke 

feelings of both pain and pleasure. The response makes insightful connections between the 

controlling idea and the ideas in Passage I (By the conclusion of the recollection, the reader 

recognizes both the pain … and the pleasure … these memories trigger for the narrator) and 

Passage II (For the narrator, the pleasure of Blithbury was the appreciation for beauty it 

instilled in him; the pain of Blithbury was its impermanence). 


evidence from Passage I (College afforded the narrator the daring opportunity to transition 

from family farm to city life and He realizes much has changed, but he is accepting of it) and 

from Passage II (the narrator shares his fond recollections and he returns us abruptly to the 

present, when he reveals that the house has been destroyed). The response uses irony in 

Passage I to show the narrator’s attitude toward change and flashback and sensory imagery in 

Passage II to show the details of the house which provided comfort to the narrator. 

Maintains the focus established by the controlling idea on the emotional impact of childhood 

locations. The response exhibits a logical and coherent structure, moving from the initial 

emotional reaction of each narrator (initial feelings of discontent and Just a view of the house 

… gave him a feeling of security and well-being) to their later reactions (He seems eager to 

make his own changes and The last line of Passage II is sadly nostalgic). Appropriate devices 

and transitions are skillfully used (Usually, Moreover, Just when). 

Is stylistically sophisticated, using language that is precise and engaging (paint word pictures, 

shaped by the limitations, lured the reader), with a notable sense of voice and awareness of 

audience and purpose. The response varies structure and length of sentences to enhance 

meaning (Returning to a place of emotional significance and finding it gone is difficult). 


language. 


[6]


[7]


[8]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Establishes a controlling idea that reveals an in-depth analysis of both texts, stating that location 

plays a critical role in each writer’s recollection and interpretation of his childhood 

experience. The response makes insightful connections between the controlling idea and the 

ideas in Passage I (He travelled to the city for adventure but now, ironically, he finds excitement 

at home) and Passage II (the values he learned at Blithbury are with him wherever he goes). 


evidence from Passage I (As a youth, the writer assumed that the familiar farms and way of life 

were eternal and he decides to not just visit, but to remain on the farm) and Passage II 

(Blithbury, a large country estate in the English countryside, was the place where the writer felt 

he most belonged and He … brings the reader with him to admire the “enchanted landscape”). 

The response uses appropriate literary elements (theme, irony, and point-of-view) from Passage 

I and (point-of-view) from Passage II to further the analysis. 

Maintains the focus established by the controlling idea that the narrators appreciate the impact 

of location on their lives. The response exhibits a logical and coherent structure, moving from 

location as a general idea to specific examples of its interaction with characters or events in 

Passage I (He feels himself not just going back to the land, but also going back to his old self) 

and in Passage II (But the impact of this location on the writer’s life is no less pervasive and 

important). Appropriate devices and transitions are skillfully used (However and It is not). 

Is stylistically sophisticated, using language that is precise and engaging (There are times when 

setting does not just provide a context for action and understanding, but when it is central to 

both), with a notable sense of voice and awareness of audience and purpose. The response 

varies structure and length of sentences to enhance meaning (What was once boring is now 

comforting. Instead of longing for action, he enjoys peace). 

Demonstrates control of the conventions, exhibiting occasional errors in spelling (forclosures 

and compells) and punctuation (adventure but and back but) only when using sophisticated 

language. 



[9]


[10]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Establishes a controlling idea that reveals a thorough understanding of both texts by stating that 

a sense of belonging … imparts comfort, security and happiness because a person is in a place 

that is familiar. The response makes clear and explicit connections between the controlling idea 

and ideas in each text (In both passages, the narrators feel this sense of belonging when they 

return to a particular location … the family farm or a favorite house from childhood). 

Develops ideas clearly and consistently, with reference to relevant and specific evidence (in 

Passage I, the narrator … realized that he missed the countryside and his times at Blithbury 

were the happiest). The response builds a discussion of Passage I and Passage II around the 

literary devices of visual imagery (the honey-colored library decor, the garden full of lakes, 

bridges, elms), the ironic “constant of change”, adult point of view, and characterization (both 

were permanently shaped by their particular locations). 

Maintains the focus established by the controlling idea that everyone longs for a place to fit-in, 

to be safe, to be happy. The response exhibits a logical sequence of ideas, introducing the 

universal feeling of belonging, expanding on the narrator of Passage I, whose feeling of 

emptyness in “the urban jungle” is relieved by his return home, and the narrator of Passage II, 

whose frequent visits to his aunt’s mansion … taught him what beauty meant. Appropriate 

transitions are used (For example, By the end, When his house, The other narrator). 

Uses language that is fluent and original, with evident awareness of audience and purpose (new 

neighbors … gradually modernized agriculture, he can describe countless details, his 

childhood self reading in the library, now mourns its loss). The response varies structure and 

length of sentences to control rhythm and pacing (He is a loyal son, a helpful neighbor and a 

story-writing farmer). 

Demonstrates control of the conventions, exhibiting occasional errors in spelling (emptyness 

and fit-in) and agreement in verb tense (he comes … and realized). 


[11]


[12]


[13]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Establishes a controlling idea that reveals a thorough understanding of both texts (People’s hearts 

can be connected to particular locations). The response makes clear and explicit connections 

between the controlling idea and the ideas in Passage I (When he finally returned he realized how 

much the country meant to him, it would always be his home) and Passage II (The mansion … was 

his home … it was his childhood as well). 

Develops ideas clearly and consistently, with reference to relevant and specific evidence from 

Passage I to explain the narrator’s attitude (He is proud to be part of this beautiful country life and 

defends it’s growth) and from Passage II to describe the effect of the well kept home and land 

surrounding the house and how it was capable of taking the narrator to an “enchanted landscape”. 

The response refers to appropriate literary elements from both texts, citing the countryside as a 

symbol of his childhood in Passage I, and identifying the imagery and the tone in Passage II. 

Maintains the focus established by the controlling idea on the deep emotional connection between 

the narrator’s hearts and the land in which they grew up. The response exhibits a logical sequence 

of ideas, first addressing in Passage I the narrator’s desire to leave the country life and his 

realizations upon his return (He now holds dear the countryside) and then the emotional tie 

between the narrator of Passage II and Blithbury, and concluding that both locations greatly 

impacted the narrators. The response exhibits a logical sequence of ideas through use of 

appropriate devices and transitions (When he finally returned, Instead of, Both locations). 

Uses language that is fluent and original (memories provide sensations like pride and reverence, 

with a hint of resentment, his initial longing to escape the confinements of “provincial” country 

life), with some lapses (He … remorses and ostracizing himself) and evident awareness of 

audience and purpose. The response varies structure and length of sentences to control rhythm and 

pacing (The location where the house used to stand now brings back sorrowful, wistful memories). 

Demonstrates partial control, exhibiting occasional errors in spelling (melencoly and Blithberry), 

punctuation (home, passage; meant to him, it; it’s growth), and usage (resentment to and in which 

the grew up in) that do not hinder comprehension. 



[14]


[15]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Establishes a controlling idea that reveals a thorough understanding of both texts (to express the 

… lasting effects a home can have on a person and that for both narrators these effects are a 

positive effect). The response makes clear and explicit connections between the controlling idea 

and Passage I (the rural scenery he loved and cherished from childhood) and Passage II 

(Explaining, thoroughly, the beautiful and unforgettable memories he had as a child, it is very 

apparent that his outlook on his childhood home is positive). 


Passage I to describe the country’s beauty (as he drives around the bend … gentle rolling 

mounds and familiar family farms) and from Passage II the effect of the environment on the 

narrator (These words paint a gorgeous picture of the harmony and peace that he would feel 

every time he was in Blithbury). The response uses appropriate literary elements from both 

texts, identifying descriptive imagery and the farmland’s “constant of change” which is so 

ironic in Passage I and sensory images and personification in Passage II. 

Maintains a clear and appropriate focus on the feelings and passion shown by the narrators for 

their homes. The response exhibits a logical sequence of ideas, moving from a thoughtful 

introductory question to a thorough discussion of each passage, and to the conclusion that the 

impact of these two insightful descriptions is truly lasting. The discussion of the author 

symbolized as “a peach without a home” detracts from internal consistency. 

Uses language that is fluent and original (now been torn from him, perhaps dull to outsiders, he 

once lived dreams in), with evident awareness of audience and purpose. The response varies 

structure and length of sentences to control rhythm and pacing (Both authors share a common 

passion for these places). 

Demonstrates partial control of the conventions, exhibiting occasional errors in grammar (use 

… help and uses … would) only when using sophisticated language. 


in organization. 

[16]


[17]


[18]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Establishes a controlling idea that shows a basic understanding of both texts, stating that where 

people live and grow up greatly affects their personalities and mental well being. The response 

makes implicit connections between the controlling idea and the ideas in Passage I (This shows 

that country life really is calming because it is more peaceful and relaxing) and in Passage II 

(The narrator seems to become happier and more excited when he discusses his aunt’s house). 

Develops some ideas more fully than others. The response refers to specific and relevant 

evidence to discuss the effect of location on one’s well being in Passage I, stating that when the 

narrator returns to the farm from college, he realizes he missed the familiarity of country life 

and in Passage II, stating that the narrator loved everything about his aunt’s house and this 

house made him feel safe and secure. The response makes reference to theme in Passage I (The 

theme of passage one is once the narrator got to the city he just wanted to go back home) and to 

characterization in Passage II, although characterization is not developed. 

Maintains the focus established by the controlling idea on people who grow up some place they 

love being. The response exhibits a logical sequence of ideas, first addressing, in Passage I, the 

narrator’s move to an urban area and his reaction to city life (once the narrator got to the city he 

just wanted to go back home) and then discussing, in Passage II, the narrator’s appreciation of 

his time spent at Blithbury (He hated being away from it nomatter where he went), followed by 

a summary conclusion. Transitions are appropriate (In the first passage, In the second passage, 

In conclusion). 

Uses appropriate language, with some awareness of audience and purpose (The idea that a 

place affects a persons personality and well being is shown in the first passage with the literary 

element theme). The response occasionally makes effective use of sentence length (He is able to 

describe all of these details about the house). 

Demonstrates partial control, exhibiting frequent errors in punctuation (city they; to visit he 

realizes; his aunt’s house, the rooms; busy stressful area they; being they are happy) that do 

not hinder comprehension. 



[19]


[20]


[21]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Establishes a controlling idea that shows a basic understanding of both texts, stating that in both 

of these passages, the narrators feel a sense of home within a certain location as well as a 

sense of belonging. The response makes implicit connections between the controlling idea and 

the ideas in the Passage I (The narrator longs for childhood, where his life was less 

complicated) and in Passage II (It was his home and gave him a sense of belonging). 

Develops some ideas more fully than others. The response refers to specific and relevant 

evidence from both texts to discuss the significance of a childhood home (Returning to his farm 

allows him to return to his youth and The boy saw the beauty in the world by living here, and 

learned to appreciate it). The response suggests characterization in the first passage (He is 

learning to become independent while at the same time, attempting to retain his boyish youth) 

but makes no reference to literary elements in Passage II. 

Maintains a clear and appropriate focus on the significance of a home and belonging. The 

response exhibits a logical sequence of ideas, first addressing in Passage I the narrator’s 

enjoyment of the stability of the valley, the familiarity of it and in Passage II the importance of 

his aunt’s mansion in the country. The response concludes that as people grow and mature and 

reflect upon their childhood, they realize how much beauty there is in the world. 

Uses appropriate language, with some awareness of audience and purpose (Both authors, by 

living in these location have a better understanding of not only themselves, but the world as 

well). The response occasionally makes effective use of sentence length (This is true 

everywhere). 

Demonstrates partial control, exhibiting occasional errors in punctuation (farm, leaves; while 

the; capsule, but; here, and) and usage (reflection on their background) that do not hinder 



[22]


[23]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Establishes a controlling idea that shows a basic understanding of both texts, stating that home 

is not just a place you reside, but a place that resides in you. The response makes implicit 

connections between the controlling idea and the ideas in Passage I (As he arrived home, he 

noticed some changes made around his home, but realized his home was still his home) and in 

Passage II (His memories of the times spent at the mansion were painfully clear … he 

remembered it all). 

Develops ideas briefly, using some evidence from Passage I (the speaker was excited to travel 

into the city and Though his experiences were wonderful for him, he still found himself having 

some of his best times driving home) and from Passage II (the speaker is recalling old 

childhood memories from his Aunt’s Mansion and Even though he spent little time there, he was 

quick to name it his home). The response makes no reference to literary elements or techniques. 

Maintains a clear and appropriate focus on the idea of a home. The response exhibits a logical 

sequence of ideas, first addressing in Passage I the realization that the narrator’s home remains 

in his heart, then addressing in Passage II the idea that the narrator remembers every room in 

the house, and concluding that each passage illustrates two differences about the idea of a 

home, and each is right. Internal consistency is weakened through the use of an ineffective final 

transition (Although … it is proven in Passage II … Each passage) 

Uses appropriate language, with some awareness of audience and purpose (Whether it is a place 

in which you have lived your whole life, or a place that you spend little time at but love to be, 

each one may be called a home). The response occasionally makes effective use of sentence 

structure (He loved racing out of the urban jungle and taking comfort in the stability of the 

valley, for it was a place he knew). 

Demonstrates partial control, exhibiting occasional errors in semicolons (home; the place and 

home; whether), commas (home, but and clear, from), capitalization (Aunt’s Mansion), and 

grammar (each speaker is discussing their home) that do not hinder comprehension. 


weaker in development. 

[24]


[25]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Establishes a controlling idea that shows a basic understanding of the texts (Passage 1 and 

Passage 2 are about how a change in location can change one’s attitude). The response makes 

superficial connections between the controlling idea and the ideas in Passage I (The changing 

harvests and new technology were more than enough change for the author) and in Passage II 

(the author’s outlook changes when she goes to her summer house in Strattsfordshire). 

Develops ideas briefly, using some evidence from the texts (The author discusses desiring a 

change and seeking that change in an urban city and She says the weather is always sunny and 

the garden is like an oasis). The response makes no reference to literary elements or techniques. 

Establishes an appropriate focus on how a different location can change a person’s outlook. The 

response exhibits a rudimentary four-paragraph structure, but includes some irrelevancies (As 

the saying goes, “you always want what you don’t have” and everyone is happy). 

Uses appropriate language (Location dictates how people live everyday), with some awareness 

of audience and purpose. The response occasionally makes effective use of sentence length (A 

change in location can alter the way one feels). 

Demonstrates partial control, exhibiting occasional errors in comma use (change, and seeking 

and trees hang perfectly and) and grammar (there was more change) that do not hinder 




[26]


[27]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Establishes a controlling idea that shows a basic understanding of the texts (When people go on 

in life, what they have left behind may begin to change). The response makes superficial 

connections between the controlling idea and the ideas in Passage I (When he left home … he 

came back to next to nothing). The connection to Passage II is less clear (Passage II discusses 

how a young boy and his parents would go away every summer). 

Develops ideas briefly, using some evidence from the texts (He goes away to school and 

realizes how important home really is and He would describe every inch of the relaxing beauty) 

with an unjustified reference to the “FOR SALE” sign. The response makes no reference to literary 

elements or techniques. 

Establishes, but fails to maintain, an appropriate focus on how a location can change with time. 

The response exhibits a rudimentary structure, first addressing, in Passage I, a location’s effect 

on the narrator (the way you grow up really has an impact on ones self-image), then discussing, 

in Passage II, the beauty of the location (They would go somewhere beautiful), and concluding 

that people move on in life not realizing what they are leaving behind. 

Relies on basic vocabulary (As time goes by people move on and your gonna go back), with 

some imprecision (This narrats how, quite for “quiet,” your for “you’re”), and little awareness 

of audience and purpose. The response exhibits some attempt to vary sentence structure and 

length for effect, but with uneven success (But where they made those memories may be gone). 

Demonstrates partial control, exhibiting occasional errors in punctuation (As time goes by 

people, ones, life not) that do not hinder comprehension. 



[28]


[29]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

The response: 

Commentary 

Establishes a controlling idea that shows a basic understanding of the texts (Location playes a 

large effect on the mind setting of a paticular individual). The response makes superficial 

connections between the controlling idea and the ideas in Passage I (In lines 6 to 11 the author 

tries to show why the location of his favorite place is so wonderfull to him). There is no 

discussion of Passage II. 

Is incomplete and largely undeveloped, hinting at ideas, but references to Passage I are vague 

(Their true love was in the country where they grew up and nothing could change that and The 

author also uses imagery). There is no development of Passage II. While the response makes 

reference to literary elements (Passage 1 uses imagery and theme while passage 2 uses imagery 

and symbolism), they are undeveloped. 

Establishes, but fails to maintain, an appropriate focus on the effect of location on a person’s 

state of mind. The response exhibits a rudimentary structure, first addressing the narrator’s 

discovery that city life wasnt what they really wanted, and then describing the country as a care 

free zone. There is no conclusion. 

Relies on basic vocabulary (The author has a great messege to get out) that is sometimes 

imprecise (their for “there,” his farm town country, your for “you’re”). The response exhibits 

some attempt to vary sentence structure and length for effect, but with uneven success (A place 

where you can feel like yourself in every way). 

Demonstrates emerging control, exhibiting occasional errors in spelling (oppurtunity, excitment, 

aquanted, becaue) and punctuation (get their you forget, authors view points, hes) that hinder 



in development. 

[30]


[31]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Conveys a confused and incomplete understanding of the texts (The Main Character describes 

Many things that is seen at these Many places visitied). The response makes a few connections 

to Passage I (The main purpose for the Main Character To go off to College was to learn more 

and get a good experience, but When he returned home things weren’t the same) but fails to 

establish a controlling idea other than paraphrasing the task. 

Is incomplete and largely undeveloped, hinting at ideas, but references to the texts are vague 

(The main Character went off to College, it gave him different experiences in culture and in life 

in general and In the second passage was speaking about going on summer vactions). The 

response makes no reference to literary elements or techniques. 

Suggests a focus on how location can have Many different effects and suggests organization 

with an introductory statement and a discussion of Passage I in the first paragraph and of 

Passage II in the second paragraph. There is no conclusion. 

Relies on basic vocabulary (Every time a Summer holiday Came around The family went some 

were for vaction), with little awareness of audience and purpose. The response exhibits some 

attempt to vary sentence structure and length for effect, but with uneven success (Location can 

have Many different effects, it all depends on where you are at). 

Demonstrates emerging control, exhibiting occasional errors in spelling (some were, vaction, 

visitied), punctuation (effects, it; college it; home things), random capitalization, and grammar 

(In the second passage was speaking and many things … is seen) that hinder comprehension. 



[32]


[33]


Quality 

Meaning 

Commentary 

The response: 

Conveys a confused and incomplete understanding of the texts (When you grow up in a certain 

area, and you have all your memories … you feel comfortable). The response makes a few 

connections but fails to establish a controlling idea (In these two passages they discuss how 

hard it is to leave home). 

Development Is incomplete and largely undeveloped, hinting at ideas, but references to the text are vague (a 

child wants to leave home) and unjustified (when you return to your home town and see that its 

been destroyed and know your only a visitor in this town). 

Organization 

Language Use 

Conventions 

Suggests a focus (when you are away from home for awhile … you miss it) and suggests 

organization, with an introduction and body paragraph. There is no conclusion. 

Relies on basic vocabulary that is sometimes imprecise (their for “there,” your for “you’re,” 

know for “now”), with little awareness of audience and purpose (when you get back its just like 

it used to be). The response exhibits some attempt to vary sentence structure and length for 

effect, but with uneven success (But when you are away from home … you think to yourself … 

your only a visitor in this town). 

Demonstrates a lack of control, exhibiting frequent errors in punctuation (two passages they; its 

been; for awhile you; twice, when; changes, its never) and pronoun point of view (When you 

grow up and I ate a meal) that make comprehension difficult. 


stronger in language use. 

[34]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

[35] 

Commentary 

The response: 

Conveys a confused and incomplete understanding of the texts (they learned and experienced 

new things outside what you would of called there world which wasn’t much). The response 

makes a few connections to Passage I but fails to establish a controlling idea, only noting that 

the passages were very simular. 


(When he came back home … everything was back to normal where he wasn’t all grown up and 

he was in the same type of situation where he learned knew things). 

Lacks an appropriate focus but suggests some organization (Both passages, The first passage is 

about, The other story). 

Uses language that is imprecise for the audience and purpose (A guy … learning and feeling the 

experiences of the city life is like). The response reveals little awareness of how to use sentences 

to achieve an effect (Where he wasn’t the adult). 

Demonstrates emerging control, exhibiting occasional errors in punctuation (college learning, 

home though where, farming everything), grammar (guy … learn and would of called), and a 

lack of paragraphing that hinder comprehension. 


stronger in conventions.



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Provides no evidence of textual understanding, only making reference to the task through the 

use of the word location. 

Is minimal, with no evidence of development beyond the general statements about the 

importance of location (location of where you are determines every thing about you). 

Lacks an appropriate focus but suggests some organization, with an introductory paragraph and 

a paragraph focusing on the influnce of where you live. There is no conclusion. 

Relies on basic vocabulary that is at times repetitive (you), with little awareness of audience and 

purpose. The response exhibits some attempt to vary sentence structure and length for effect, 

but with uneven success (Where you live … what to where). 

Demonstrates emerging control, exhibiting occasional errors in spelling (every thing, influnce, 

snowbord, sruff), punctuation (about you where, you get you, live you might), and capitalization 

(location of, it also, depending on) that hinder comprehension. 

Conclusion: Although the response best fits the criteria for Levels 1, 2, and 3, it remains at 

Level 1 because the response makes no reference to either text. 

[36]


Anchor Level 1 – B 30162 

Quality 

Commentary 

Meaning 

Development 

Organization 

Language Use 

Conventions 

The response: 

Provides no evidence of textual understanding. The response makes no connections between the 

texts or among ideas in the texts. 


Suggests a focus (Being in a certain area … can have huge effect on your life), but lacks 

organization. 

Is minimal. 




[37]


[38]


[39]


[40]


[41]


[42]


[43]


[44]


[45]


[46]











in organization. 



[47]

SESSION TWO – PART B – SCORING RUBRIC 

READING AND WRITING FOR CRITICAL ANALYSIS 

QUALITY 







and text(s) 

6 


level: 

-provide an interpretation 

of the "critical lens" that 

is faithful to the 

complexity of the 

statement and clearly 

establishes the criteria 

for analysis 

-use the criteria to make 

insightful analysis of the 

chosen texts 

5 


level: 

-provide a thoughtful 

interpretation of the 

"critical lens" that clearly 


for analysis 

-use the criteria to make 

a clear and reasoned 

analysis of the chosen 

texts 

4 


level: 

-provide a reasonable 


"critical lens" that 


for analysis 



criteria and the chosen 

texts 

3 


level: 

-provide a simple 


"critical lens" that 

suggests some criteria 

for analysis 

-make superficial 


criteria and the chosen 

texts 

2 


level: 

-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 






text(s) 









and consistently, with 

reference to relevant and 






with reference to specific 

and relevant evidence 

and appropriate literary 



using some evidence 

from the text 

-may rely primarily on 

plot summary 











coherence 


established by the critical 

lens 





transitions 


established by the critical 

lens 





transitions 






consistency 



focus 



include some 


irrelevancies 





organization 


























pacing 




and purpose 







or purpose 








purpose 








punctuation, 

paragraphing, 







language 









not hinder 

comprehension 













1 


level: 

-do not refer to the 

"critical lens" 

-reflect minimal or no 

analysis of the chosen 

texts 




organization 

-are minimal 


incoherent or 

inappropriate 


assessment of 




[48]


[49]


[50]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Provides an interpretation of the critical lens that is faithful to the complexity of the statement 

and clearly establishes the criteria for analysis (true heroes are not those who intend to be 

heroes). The response uses the criteria to make an insightful analysis of The Scarlet Letter and 

Harry Potter and the Half-Blood Prince (Hester Prynne and Harry Potter are both characters 

never intended to become heroes, but who have heroism thrust upon them by unexpected 

circumstances). 


evidence from the texts. The response relates Hester’s unexpected pregnancy to the Puritan 

values of its time to explain her situation and then positively characterizes her as determined to 

be a good mother to Pearl and live her life with pride and strength. The response explains that 

Harry Potter’s fate to be the only one able to destroy Lord Voldemort makes him frustrated that 

he cannot be like the other students, then discusses Harry’s epic journey, and positively 

characterizes him for his ability to muster bravery despite his desire to lead a normal life. 

Maintains the focus established by the critical lens on characters who would have preferred to 

lead quieter lives but who conjure the strength and courage they need. The response exhibits a 

logical and coherent structure, introducing the controlling idea of accidental or reluctant heroes 

presenting information about each character’s situation and heroic coping techniques (a 

passionate woman … whose determination to survive and Harry must conquer many fears and 

muster courage), and ending with a conclusion that reiterates the controlling idea. The response 

makes skillful use of transitions (Despite, In a setting drastically different, Oftentimes). 

Uses language that is fluent and original, although occasionally imprecise (diversity for 

“adversity”), with evident awareness of audience and purpose (Both Hester Prynne and Harry 

Potter had no intentions of becoming heroes). The response varies structure and length of 

sentences to control rhythm and pacing (The locket is a symbol of Voldemort’s precarious 

immortality; it must be destroyed for Voldemort to be destroyed). 

Demonstrates control of the conventions with essentially no errors. 


in language use. 

[51]


[52]


[53]


[54]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Provides an interpretation of the critical lens that is faithful to the complexity of the statement 

and clearly establishes the criteria for analysis of Kaffir Boy and A Raisin in the Sun (a hero is a 

person who helps someone in the midst of a problem). The response uses the criteria to make 

insightful analysis of the chosen texts (Even in the face of adversity, Mathabane’s mother 

selflessly showed courage and loyalty to her children and Walter Younger puts his love for his 

family above all else). 

Develops ideas clearly and consistently, with reference to relevant and specific evidence of 

each text’s setting (during the period of apartheid, she was married to a man … who abused 

her constantly, Chicago in the 1950s, a society laden with prejudice and discrimination) to 

discuss how the courage of Mathabane’s mother and the unselfishness of Walter Younger made 

them heroic characters (when their families were faced with adversity, they both showed a 

selfless valor that truly made them heroes). 

Maintains the focus established by the critical lens (Both authors use the theme of family love to 

show what it means to be a true hero). The response exhibits a logical and coherent structure, 

moving from the mother’s self-sacrifice to better her children in Kaffir Boy, to the son’s 

sacrifice of future plans for his family in a Raisin in the Sun, ending with a conclusion that 

synthesizes the argument. Appropriate transitions are skillfully used (despite the hardship, Even 

in the face, Shortly before). 

Is stylistically sophisticated, using language that is precise and engaging (A hero is altruistic 

and benevolent, someone who does not look for any gain when helping others), with a notable 

sense of voice and awareness of audience and purpose (This is absolutely true; a hero … never 

stopping to consider what they have to gain from their deeds). The response varies structure and 

length of sentences to enhance meaning (Walter’s true heroic character shines through when he 

ultimately decides to delay his own dreams in order to fulfill his family’s). 


language. 



[55]


[56]



Quality 

Meaning 

Development 

Organization 

Language Use 

Commentary 

The response: 

Provides a thoughtful interpretation of the critical lens that clearly establishes the criteria for 

analysis (a real hero is someone who acts without thinking about what the heroic thing to do 

is). The response uses the criteria to make a clear and reasoned analysis of To Kill a 

Mockingbird (Atticus did not care about the other people because he knew that Tom was 

innocent) and Lord of the Flies (Ralph … heroically looks out for one of the boys who always 

got picked on). 


both texts to show how a true hero acts without thinking about how others see him. The 

response integrates references to the controlling idea with setting and characterization (his small 

town of Maycomb; during a time period when people were not treated equally; young boys, are 

stranded on an island during war time … Ralph is chosen to be the leader.). 

Maintains the focus established by the critical lens (Without premeditation, the hero does the 

right thing and so, stands out to the rest of us). The response exhibits a logical sequence of 

ideas, beginning with an interpretation of the “real hero” who will think about what is right, 

moving into the characterization of Atticus, a kind and well-respected lawyer who avoids 

confrontations when possible. The response then characterizes Ralph, the “fair boy”, as 

someone who tried to preserve civilization with rules. Appropriate transitions are used (IN 

other words; Also, he had; However, Ralph). 

Uses language that is fluent and original (Atticus … adamantly did not like guns and white 

people in town chided him), with evident awareness of audience and purpose (William Golding 

also shows the truth of this quotation). The response varies structure and length of sentences to 

control rhythm and pacing (Tom was a kind and gentle man and He, and many other young 

boys … without any adults). 

Conventions Demonstrates control of the conventions, exhibiting occasional errors in pronoun agreement (a 

real hero … they think) and verb tense (Ralph is chosen … Ralph tried). 


[57]


[58]


[59]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 


analysis (someone who isn’t really supposed to be a hero always turns out to be one). The 

response uses the criteria to make a clear and reasoned analysis of Siddhartha (Siddhartha is 

searching for the meaning of his life) and Henry IV (Prince Hal had no intentions of becoming a 

hero; he simply wanted to be loved by his father). 

Develops some ideas more fully than others, with reference to specific and relevant evidence 

alluding to characterization in both works (By letting his son go and being at peace with it, 

Siddhartha became a real hero and Hal starts to take control of situations rather than running 

away) and conflict in Henry IV (hand-to-hand combat with Hotspur, who was portrayed as a 

better warrior). Siddhartha’s many previous stages of life, when he was seen as a hero to everyone 

around him, are less developed. 

Maintains the focus established by the critical lens that both characters had no longing to become 

heroes, but at the end of their journey, that was exactly what they had become. The response 

exhibits a logical sequence of ideas, moving from an interpretation of the critical lens, to an 

analysis of each work, concluding that The quote … by Umberto Eco, exemplifies the ideas of the 

character Siddhartha … and Prince Hal. Appropriate transitions are used (The main, A second, 

One example). 

Uses language that is fluent and original, with evident awareness of audience and purpose (Prince 

Hal took the iniative, and he organized a plan to stop the opposition). The response varies 

structure and length of sentences to control rhythm and pacing (King Henry sees the honor in 

Hal’s actions and gives him praise for his bravery). 

Demonstrates control of the conventions, exhibiting occasional errors in spelling (devizes and 

iniative) only when using sophisticated language. 



[60]


[61]


[62]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 


analysis (the true hero does not intend to be a hero at first). The response uses the criteria to 

make a clear and reasoned analysis of The Grapes of Wrath (Tom becomes the real hero at the 

end) and The Crucible (John Proctor … becomes a moral, honest man who stands up). 


both texts. The response uses specific details regarding setting (on the road from Oklahoma to 

California during the Great Depression and in Salem during the witch hunt) and 

characterization (he learns to be responsible and caring, stands up for a migrant worker, he 

will follow Jim’s path, Proctor does nothing, he learns, He risks his reputation, sacrifices his 

life to ensure) in discussing unintentional heroism in both works. 

Maintains the focus established by the critical lens on the idea that characters come accross 

instances where they cannot prevent themselves from helping others and therefore becoming 

true heros. The response exhibits a logical sequence of ideas, first presenting information to 

describe Tom Joad’s character change (Tom Joad begins as a selfish young man and ends up as 

a hero who sacrifices his life for the good of others), then John Proctor’s character change 

(John Proctor starts out as a liar and adulterer, but becomes a hero … to admit the truth and 

defend Elizabeth and other innocent people), and concluding with an assessment of heros. 

Transitions are appropriate (Both writers, Therefore, In the beginning). 

Uses language that is fluent an original, with evident awareness of audience and purpose (In 

this act of selflessness, which directly contrasts from his former selfishness and preoccupation, 

Tom Joad becomes a true hero), but is occasionally inexact (Tom defends Jim Casy as a police 

officer shoots him by killing the cop). The response varies structure and length of sentences to 

control rhythm and pacing (In essence, heros would not be real heros if they set out to 

intentionally do an honorable, moral act). 

Demonstrates partial control, exhibiting occasional errors in spelling (unitentionally, heros, 

accross) and punctuation (caught since and cave and when ) that do not hinder comprehension. 



[63]


[64]


[65]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 


analysis, stating a hero is never put in his heroic situation purposely, it is always by chance that 

a hero is put to his test. The response makes a clear and reasoned analysis of The Crucible 

(Proctor does not voluntarily put himself in a situation to cause himself to be seen as a hero, 

but it are the actions he takes in this situation which make him a hero) and Lord of the Flies 

(Ralph … crashes on the remote island by chance, and is not voluntarily put in a fight for his 

life). 

Develops some ideas more fully than others. The response identifies John Proctor as a middle 

aged man of Puritan Salem Massachusetts who becomes one of the few in Salem who do not 

admit to the practice to salvage their own life. The discussion of Lord of the Flies is less fully 

developed, identifying the conflict between Ralph, as protagonist, and Jack, as antagonist (when 

many of the boys side with the antagonist, Jack, Ralph becomes a hero as he stands up to the 

thurst for power and savagry). 

Maintains a clear and appropriate focus on the idea that heroes are established by mistake. The 

response exhibits a logical sequence of ideas, first interpreting the lens, then providing 

information about John Proctor’s difficult situation in The Crucible, followed by Ralph’s 

opportunity for heroism in Lord of the Flies. The response concludes by reiterating the idea that 

John Proctor and Ralph become heroes by the actions they take during their difficult task that 

occurred by chance. The response lacks internal consistency through the presence of a 

repetitive conclusion. 

Uses appropriate language (heroic situation, supposed witchcraft, praiseworthy), with some 

awareness of audience and purpose (Another work that supports Umberto Eco’s statement is 

Lord of the Flies, by William Golding). The response occasionally makes effective use of 

sentence structure (This classic novel’s protagonist, Ralph, also comes to heroism by chance). 

Demonstrates partial control, exhibiting occasional errors in spelling (thurst and savagry), 

punctuation (purposely, it; chance but; Salem Massachusetts), and grammar (it are, actions … 

makes, hero … themselves) that do not hinder comprehension. 



[66]


[67]


[68]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Provides a reasonable interpretation of the critical lens by stating that a hero becomes a hero 

not intentionally, disagreeing with the lens, and suggesting that a hero earns their title and is 

not called a hero by mistake. The response makes implicit connections between the criteria and 

Beowulf (Beowulf intentionally batteled with Grendel to save the town and the people in it) and 

The Color Purple (She became a hero to herself not by mistake but to save her life). 

Develops some ideas more fully than others. The response uses specific and relevant evidence 

from Beowulf by briefly identifying the conflict (the protagonist character, Beowulf defeats 

Grendel, the antagonist character and Grendel was causing chaos in the town and was killing 

innocent people who lived in the town). The discussion of The Color Purple is more fully 

developed through the author’s characterization of Celie (the main character, Celie was faced 

with abuse, rape, and mistreatment) and use of plot (As the book progressed Celie began to 

learn how to stand up to herself). The discussion of Beowulf is less developed. 

Maintains a clear and appropriate focus on the idea that heros are not heros by mistake. The 

response exhibits a logical sequence of ideas, first interpreting the lens, then disagreeing and 

offering an alternative definition of heroes. Ideas are supported through a presentation of the 

heroic actions taken in Beowulf, followed by The Color Purple. Internal consistency is 

weakened through a lack of external transitions. 

Uses appropriate language, that is sometimes inexact (not become hero and a lot), with some 

awareness of audience and purpose (Conflict is the problem that occurs between characters 

throught the novel). The response occasionally makes effective use of sentence structure (She 

eventually left her husband, moved, and opened her own business). 

Demonstrates partial control, exhibiting occasional errors in spelling (heros, throught, batteled), 

punctuation (untrue, a hero; Beowulf defeats; Celie was), grammar (hero … their, stand up to 

herself, a hero to herself), and tense shifts (present and past) in paragraphs 2 and 3 that do not 



[69]


[70]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Provides a reasonable interpretation of the critical lens, suggesting that a hero is your average 

Joe who is in the right place at the right time. The response makes implicit connections 

between the criteria and The Crucible (That makes him a hero in a way) and The Adventures of 

Huckleberry Finn (Huck starts to realize the dangers of slavery). 

Develops some ideas more fully than others. The response makes reference to specific and 

relevant evidence about setting for both works (takes place during the Salem witch-hunts in 

Salem, Massachusets during the late 1600’s and takes place during pre-Civil War times along 

the Mississippi River). The response alludes to characterization in both works (tried to do 

something noone else would try and Huck … does anything to keep Jim safe), but the discussion 

is less developed. 

Maintains a clear and appropriate focus on the idea that heroes are characters doing something 

they were not expected to do. The response exhibits a logical sequence of ideas, first 

interpreting the lens, then presenting information about each character’s circumstances, and 

concluding with an assessment of heroism in literature and life. The response is weakened by a 

lack of external transitions. 

Relies on basic vocabulary (This quote is true and is shown in many books). The response 

exhibits some attempt to vary sentence structure and length, but with uneven success (The book 

is about a boy, named Huck Finn, and his slave friend, Jim, and their journey North for 

freedom). 

Demonstrates partial control, exhibiting occasional errors in spelling (Massachusets and lieing), 

punctuation (Superman, its; For example a; heroic. He), and grammar (person that and child … 

their) that do not hinder comprehension. 


in language use. 

[71]


[72]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Provides a simple interpretation of the critical lens, stating that a person/character may do 

certain things and never think about what will become of the event afterwards. The response 

makes superficial connections between the criteria and The Old Man and the Sea (Santiago had 

become a hero to Manolin without even trying) and Jane Eyre (Bertha was a hero because she 

saved Rochester from having to stay with her). 

Develops ideas briefly, using some evidence from the texts (out at sea for a few days, going 

through and enduring much hardship and pain and Without knowing, and even though she died 

… she helped Jane). The response relies on plot summary. 

Establishes, but fails to maintain, an appropriate focus on people who will end up being the hero 

when they don’t even mean to be. The response exhibits a rudimentary structure of introduction 

and a body paragraph for each text. There is no conclusion. References to Bertha as crazy and 

use of her setting the house on fire so that Jane would be able to marry the man she [Jane] loved 

as an example of heroism are inconsistent with the definition of a hero. 

Uses appropriate language, with some awareness of audience and purpose (There are many 

obstacles that he needed to overcome and Another novel that exemplifies Umberto Eco’s quote). 

The response exhibits some attempt to vary sentence structure (Jane then returned to Rochester 

and ended up marrying him). 

Demonstrates partial control, exhibiting occasional errors in comma usage (character Santiago 

is; Eventually when Santiago; And, Manolin; Further into the novel Jane) and grammar (he or 

she … them and good friends of Santiago) that do not hinder comprehension. 



[73]


[74]


[75]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Provides a simple interpretation of the critical lens (a person that saves the day never really 

means to do it they just do). The response makes superficial connections between the criteria 

and To Kill a Mockingbird (Atticus … was the hero by mistake) and Of Mice and Men (George 

… would have to be the hero by mistake). 

Develops ideas briefly, using some evidence from the text (Atticus was assigned … Mayella 

Ewell and when Lenny killed the dog … people were after him). The response refers to setting 

and uses the term “protagonist,” but relies primarily on plot summary. 

Establishes, but fails to maintain, an appropriate focus. The interpretation of the critical lens is 

not supported by the second paragraph (Atticus … believed that he could still get Tom out and 

he did it for Lenny so that he wouldn’t be killed). The response returns more clearly to the focus 

in the conclusion (heros are never trying to be a hero it just happens that way). The response 

exhibits a rudimentary structure, but it includes irrelevancies (many people showed their 

appreciation to Atticus by bringing … food) and an inaccurate reference to Atticus and the Civil 

Rights Movement. 

Relies on basic vocabulary that is often imprecise (This was the case … Atticus said he had to 

do, he started a beginning, that ranch thing). The response exhibits some attempt to vary 

sentence structure, but with uneven success (the protagonist scout … in this novel). 

Demonstrates a lack of control, exhibiting frequent errors in spelling (negroe, exexidently, 

heros), punctuation (by Harper Lee and and in the end Atticus), capitalization (this means, 

scout, Guilty), and grammar (a person that saves the day … they, the jury founded, By George 

killing Lenny) that make comprehension difficult. 



[76]


[77]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Provides a simple interpretation of the critical lens that suggests some criteria for analysis 

(when a person does not want to or dosen’t think they can they are). The response makes 

superficial connections to Romeo and Juliet (they were heroes by the chance of what they did) 

and any one of the Sherlock Holmes stories. 

Is incomplete and largely undeveloped. The response makes vague references to Romeo and 

Juliet (they carried on following their dreams and by the actions they took to overcome the 

troubles they had) and very general references to Sherlock Holmes (He likes helping people). 

Establishes, but fails to maintain, an appropriate focus. The response exhibits a rudimentary 

structure but shifts from the focus in the third paragraph and in the conclusion. 

Relies on basic vocabulary that is sometimes imprecise (in their own way and could be one by 

want). The response exhibits some attempt to vary sentence structure and length for effect, but 

with uneven success (I agree with this statement because … they are and Romeo and Juliet … 

sense). 

Demonstrates emerging control, exhibiting occasional errors in spelling (dosen’t, declaired, 

desirs), punctuation (heroes but, want its, chance not), and grammar (a person … they, could be 

considered heroes … as can, I believes) that hinder comprehension. 



[78]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Provides a simple interpretation of the critical lens (hero’s in the stories didn’t know that they 

were hero’s and their actions in a speciffic situation made them hero’s), but does not use it to 

analyze The Great Santini. Lord of the Rings is mentioned, but not analyzed. 

Is incomplete and largely undeveloped. The response hints at ideas about Santini (a man who is 

a pilot who fly’s an F-4 phantom fighter jet for the US military), but references are vague 

(Inspite of him being a defender of freedom he does have some family problems and is an 

alcholic). The response offers no discussion of Lord of the Rings. 

Suggests a focus on the critical lens in the opening paragraph but lacks organization, presenting 

a two-sentence description of Santini in the second paragraph. 

Relies on basic vocabulary (The Great Santiny is about a man), with little awareness of 

audience and purpose. The response exhibits some attempt to vary sentence structure or length 

for effect, but with uneven success (Inspite of him being … he does). 

Demonstrates a lack of control, exhibiting frequent errors in spelling (peaces, Santiny, hero’s, 

speciffic), punctuation (statement “The … mistake” can; hero’s, their; freedom he), random 

capitalization, and grammar (Two peaces of literature … is and him being) that make 

comprehension difficult. 


stronger in meaning and language use. 

[79]


[80]


Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Provides a simple interpretation of the critical lens, stating that people just don’t wake up one 

day and decide that there next job is going to be a hero, but rather heroes are made during a 

time of crises. The response makes superficial connections to Fallen Angels (a man named 

caree only helped people because he got scared) and The Things They Carried (a soldier who 

always runs aways from fights actaly helped someone). 

Is incomplete and largely undeveloped. The response hints at the actions of characters in Fallen 

Angels and The Things They Carried, but references to the texts are vague. The response relies 

heavily on a discussion of why people act heroically. 

Suggests a focus on the critical lens but lacks organization. The response consists of one 

paragraph that begins with a restatement of the lens, followed by a reference to Fallen Angels, 

then a discussion of fear and bravery, followed by an interpretation of the lens, and ending with 

a reference to The Things They Carried. 

Uses language that is imprecise for the audience and purpose (his bravery made him help 

people, there for “their,” It is when during, the for “he”). The response reveals little awareness 

of how to use sentences to achieve an effect (Fear of someone going to hurt a loved one, or a 

person going to hurt you). 

Demonstrates a lack of control, exhibiting frequent errors in spelling (Some times, couarge, 

over powers, actaly, turend), punctuation (book Fallen angels a, scared and, book the things 

they carried a), capitalization (angels, caree, the things they carried), and grammar (couarge … 

make) that make comprehension difficult. 



[81]


[82]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Provides an incomplete interpretation of the critical lens. The response alludes to the critical 

lens but does not use it to analyze “The Bet” or The Great Gatsby. 

Is incomplete and largely undeveloped. The response provides a synopsis of “The Bet” that is 

irrelevant to the criteria established by the lens. The discussion of The Great Gatsby is vague 

(Gasbty thew alot of party looking for this cold love) and unjustified (Tom was rich that why 

she left Gastby for Tom). 

Lacks an appropriate focus but suggests some organization, beginning, in paragraph 1, with a 

restatement of and agreement with the lens and followed by some loosely related statements 

from “The Bet.” The response contains two additional paragraphs of loosely related ideas about 

The Great Gatsby, but lacks a conclusion. 

Uses language that is imprecise for the audience and purpose (two works of literary, layer for 

“lawyer,” for like 10 years, living for “leaving”). The response reveals little awareness of how 

to use sentences to achieve an effect (The Great Gasbty it go with). 

Demonstrates a lack of control, exhibiting frequent errors in spelling (Gastby and thew), 

punctuation (Eco statement, The Great Gastby, that why), and grammar (Bet’ go, lock up, He 

end) that make comprehension difficult. 


[83]


[84]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Provides a simple interpretation of the critical lens, stating a hero is a hero by mistake because 

he dont even know when is going to happens, and he is ready to save a person’s life at random. 

The response does not use the critical lens to analyze any texts. 

Is incomplete and largely undeveloped. The response refers to little things like an old lady 

crossing and you offer to help her as being a hero by mistake. The response is repetitive in its 

suggestion that it is the person’s heart that makes him/her heroic. There is no mention of any 

texts. 

Suggests a focus on the critical lens by restating it, agreeing with it, and making personal 

statements about it. The response lacks organization. 

Uses language that is imprecise and unsuitable for the audience and purpose (I see it happen all 

the time, well of course the person and And then they end up being a hero by random by 

mistake). The response reveals little awareness of how to use sentences to achieve an effect 

(And most of the time when things happens its at random … so a hero is always ready and 

willing). 

Demonstrates a lack of control, exhibiting frequent errors in apostrophes (people lives, its at 

random, thats, dont), use of commas (statement, is; time, well; random, even; her thats), and 

grammar (person … are heroes, things happens, he dont) that make comprehension difficult. 

Conclusion: Although the response fits the criteria for Levels 2 and 3, it remains at Level 1 

because the response makes no reference to any texts. 

[85]



Quality 

Meaning 

Development 

Organization 

Language Use 

Conventions 

Commentary 

The response: 

Provides a confused interpretation of the critical lens (most people that are heroes don’t plan 

out to be heroes and help people for the sake of lending an extra hand when its needed). The 

response does not use the critical lens to analyze any texts. 


Suggests a focus on the critical lens, but is too brief to demonstrate organization. 

Is minimal. 


Conclusion: Overall, the response fits the criteria for Level 1, although it is somewhat stronger in 

meaning and organization. 

[86]


[87]


[88]


[89]


[90]


[91]

Part B — Practice Paper – C 

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[93]


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[95]


[96]














Regents Comprehensive Examination in English 

Map to Learning Standards 

Standards Key Ideas 

Listening and writing for 

information and understanding 

Reading and writing for 

information and understanding 

Reading and writing for literary 

response 

Reading and writing for critical 

analysis and evaluation 

Part of Test 

Session One – Part A 

Session One – Part B 

Session Two – Part A 

Session Two – Part B 

[97]

Total 

Essay 

Score 

Regents Comprehensive Examination in English—August 2008 

Chart for Determining the Final Examination Score (Use for August 2008 examination only.) 

To determine the student’s final examination score, locate the student’s total essay score across the top of the chart and the student’s total multiplechoice 

score down the side of the chart. The point where those two scores intersect is the student’s final examination score. For example, a student 

receiving a total essay score of 16 and a total multiple-choice score of 19 would receive a final examination score of 70. 

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 

0 0 1 1 2 2 3 5 7 9 11 14 17 20 23 26 30 34 38 41 45 49 53 57 61 65 

1 1 1 2 2 3 4 6 8 10 12 15 18 21 24 28 32 36 39 43 47 51 55 59 63 67 

2 1 1 2 2 3 5 7 9 11 14 17 20 23 26 30 34 38 41 45 49 53 57 61 65 69 

3 1 2 2 3 4 6 8 10 12 15 18 21 24 28 32 36 39 43 47 51 55 59 63 67 70 

4 1 2 2 3 5 7 9 11 14 17 20 23 26 30 34 38 41 45 49 53 57 61 65 69 72 

5 2 2 3 4 6 8 10 12 15 18 21 24 28 32 36 39 43 47 51 55 59 63 67 70 74 

6 2 2 3 5 7 9 11 14 17 20 23 26 30 34 38 41 45 49 53 57 61 65 69 72 76 

7 2 3 4 6 8 10 12 15 18 21 24 28 32 36 39 43 47 51 55 59 63 67 70 74 77 

8 2 3 5 7 9 11 14 17 20 23 26 30 34 38 41 45 49 53 57 61 65 69 72 76 79 

9 3 4 6 8 10 12 15 18 21 24 28 32 36 39 43 47 51 55 59 63 67 70 74 77 80 

10 3 5 7 9 11 14 17 20 23 26 30 34 38 41 45 49 53 57 61 65 69 72 76 79 82 

11 4 6 8 10 12 15 18 21 24 28 32 36 39 43 47 51 55 59 63 67 70 74 77 80 84 

12 5 7 9 11 14 17 20 23 26 30 34 38 41 45 49 53 57 61 65 69 72 76 79 82 85 

13 6 8 10 12 15 18 21 24 28 32 36 39 43 47 51 55 59 63 67 70 74 77 80 84 86 

14 7 9 11 14 17 20 23 26 30 34 38 41 45 49 53 57 61 65 69 72 76 79 82 85 88 

15 8 10 12 15 18 21 24 28 32 36 39 43 47 51 55 59 63 67 70 74 77 80 84 86 89 

16 9 11 14 17 20 23 26 30 34 38 41 45 49 53 57 61 65 69 72 76 79 82 85 88 90 

17 10 12 15 18 21 24 28 32 36 39 43 47 51 55 59 63 67 70 74 77 80 84 86 89 92 

Total Multiple-Choice Score 

18 11 14 17 20 23 26 30 34 38 41 45 49 53 57 61 65 69 72 76 79 82 85 88 90 93 

19 12 15 18 21 24 28 32 36 39 43 47 51 55 59 63 67 70 74 77 80 84 86 89 92 94 

20 14 17 20 23 26 30 34 38 41 45 49 53 57 61 65 69 72 76 79 82 85 88 90 93 95 

21 15 18 21 24 28 32 36 39 43 47 51 55 59 63 67 70 74 77 80 84 86 89 92 94 96 

22 17 20 23 26 30 34 38 41 45 49 53 57 61 65 69 72 76 79 82 85 88 90 93 95 97 

23 18 21 24 28 32 36 39 43 47 51 55 59 63 67 70 74 77 80 84 86 89 92 94 96 98 

24 20 23 26 30 34 38 41 45 49 53 57 61 65 69 72 76 79 82 85 88 90 93 95 97 99 

25 21 24 28 32 36 39 43 47 51 55 59 63 67 70 74 77 80 84 86 89 92 94 96 98 99 

26 23 26 30 34 38 41 45 49 53 57 61 65 69 72 76 79 82 85 88 90 93 95 97 99 100

SESSION ONE - JMap

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