SESSION ONE - JMap

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$JEFFERSON MATH PROJECT REGENTS BY CHAPTER - JMap$

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 Comp. Eng. — Session Two – Aug. ’08 [4]
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COMPREHENSIVE ENGLISH The Universit
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NOTES DO NOT TURN THIS PAGE UNTIL Y
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Part B Directions: Read the text an
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Multiple-Choice Questions Direction
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DIRECTIONS FOR TEACHERS LISTENING S
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still struggling to free itself fro
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E SESSION ONE FOR TEACHERS ONLY The
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QUALITY 6 Responses at this level:
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Anchor Paper - Part A—Level 6 - A
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Anchor Paper - Part A—Level 6 - B
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Anchor Paper - Part A—Level 5 - C
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Anchor Level 2 - C Quality Meaning
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Part A — Practice Paper - A [39]
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Part A — Practice Paper - C [41]
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Part A — Practice Paper - D [43]
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Part A — Practice Paper - E [45]
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Practice Paper A-Score Level 4 Conc
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Part A — Practice Paper - E [46]
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SESSION TWO - PART B - SCORING RUBR
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Anchor Paper - Part B—Level 6 - A
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Anchor Paper - Part B—Level 6 - B
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Anchor Paper - Part B—Level 5 - C
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Part B — Practice Paper - A [88]
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Part B — Practice Paper - B [90]
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Part B — Practice Paper - C [92]
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Part B — Practice Paper - D [94]
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Part B — Practice Paper - E [96]
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Total Essay Score Regents Comprehen
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SESSION ONE - JMap

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