9502320 Comp English I Ja06 - JMap
9502320 Comp English I Ja06 - JMap
9502320 Comp English I Ja06 - JMap
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COMPREHENSIVE ENGLISH<br />
The University of the State of New York<br />
SESSION ONE<br />
REGENTS HIGH SCHOOL EXAMINATION<br />
COMPREHENSIVE EXAMINATION<br />
IN<br />
ENGLISH<br />
SESSION ONE<br />
Tuesday, January 24, 2006 — 1:15 to 4:15 p.m., only<br />
The last page of this booklet is the answer sheet for the multiple-choice<br />
questions. Fold the last page along the perforations and, slowly and carefully, tear<br />
off the answer sheet. Then fill in the heading of your answer sheet. Now circle<br />
“Session One” and fill in the heading of each page of your essay booklet.<br />
This session of the examination has two parts. Part A tests listening skills; you<br />
are to answer all six multiple-choice questions and write a response, as directed.<br />
For Part B, you are to answer all ten multiple-choice questions and write a<br />
response, as directed.<br />
When you have completed this session of the examination, you must sign the<br />
statement printed at the end of the answer sheet, indicating that you had no<br />
unlawful knowledge of the questions or answers prior to the session and that you<br />
have neither given nor received assistance in answering any of the questions<br />
during the session. Your answer sheet cannot be accepted if you fail to sign this<br />
declaration.<br />
The use of any communications device is strictly prohibited when taking this<br />
examination. If you use any communications device, no matter how briefly, your<br />
examination will be invalidated and no score will be calculated for you.<br />
DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN.<br />
COMPREHENSIVE ENGLISH SESSION ONE
Part A<br />
Overview: For this part of the test, you will listen to a speech about medical doctors, answer some multiplechoice<br />
questions, and write a response based on the situation described below. You will hear the speech twice.<br />
You may take notes on the next page anytime you wish during the readings.<br />
The Situation: Your health class has been studying the roles of health-care<br />
workers. For a class project, you have decided to write a report in which you<br />
discuss the obligations of doctors toward their patients. In preparation for<br />
writing your report, listen to a speech by Dr. Margaret C. Heagarty to a new<br />
class of medical students. Then use relevant information from the speech to<br />
write your report.<br />
Your Task: Write a report for your health class in which you use relevant information from<br />
the speech to discuss the obligations of doctors toward their patients.<br />
Guidelines:<br />
Be sure to<br />
• Tell your audience what they need to know about the obligations of doctors toward<br />
their patients<br />
• Use specific, accurate, and relevant information from the speech to support your<br />
discussion<br />
• Use a tone and level of language appropriate for a report for a health class<br />
• Organize your ideas in a logical and coherent manner<br />
• Indicate any words taken directly from the speech by using quotation marks or<br />
referring to the speaker<br />
• Follow the conventions of standard written <strong>English</strong><br />
<strong>Comp</strong>. Eng. — Session One – Jan. ’06 [2]
NOTES<br />
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.<br />
<strong>Comp</strong>. Eng. — Session One – Jan. ’06 [3] [OVER]
Multiple-Choice Questions<br />
Directions (1–6): Use your notes to answer the following questions about the passage read to you. Select the best<br />
suggested answer and write its number in the space provided on the answer sheet. The questions may help you think<br />
about ideas and information you might use in your writing. You may return to these questions anytime you wish.<br />
1 The speaker’s description of her father as not<br />
having “vitamins, steroids, hormones, or antibiotics<br />
in his doctor’s bag” is used to emphasize the<br />
(1) changes that have occurred in medical<br />
practice since 1928<br />
(2) need for country doctors in the 21st century<br />
(3) lack of adequate training for country doctors<br />
both then and now<br />
(4) importance of communication between her<br />
father and his patients<br />
2 The speaker considers the practice of medicine<br />
to be a “vocation” because it<br />
(1) assures steady employment<br />
(2) serves the needs of others<br />
(3) provides high income and prestige<br />
(4) requires special skills<br />
3 According to the speaker, “an awareness of one’s<br />
limitations” is required in order for a physician to<br />
know<br />
(1) how to set reasonable fees<br />
(2) where to establish an office<br />
(3) when to seek assistance<br />
(4) why to become a doctor<br />
4 According to the speaker, in addition to skills in<br />
diagnosing diseases and prescribing therapies, a<br />
physician also needs skill in<br />
(1) teaching techniques to colleagues<br />
(2) researching causes of diseases<br />
(3) reducing the number of injuries<br />
(4) providing comfort to patients<br />
5 When the speaker refers to occasions when “the<br />
managed-care plan places bureaucratic obstacles<br />
in your path,” she is suggesting that<br />
(1) students may find it difficult to complete<br />
medical school<br />
(2) insurance companies may be unwilling to pay<br />
for some treatments<br />
(3) patients might not follow the advice of their<br />
doctors<br />
(4) contagious diseases may put doctors at risk<br />
6 What technique does the speaker use to develop<br />
her ideas about the obligations of doctors?<br />
(1) She pictures herself as a patient of the<br />
listeners.<br />
(2) She analyzes common misperceptions about<br />
doctors.<br />
(3) She provides anecdotes about some of her<br />
patients.<br />
(4) She reminds the listeners of their childhood<br />
illnesses.<br />
After you have finished these questions, turn to page 2. Review The<br />
Situation and read Your Task and the Guidelines. Use scrap paper to<br />
plan your response. Then write your response in Part A, beginning on<br />
page 1 of your essay booklet. After you finish your response for Part A, go<br />
to page 5 of your examination booklet and complete Part B.<br />
<strong>Comp</strong>. Eng. — Session One – Jan. ’06 [4]
Part B<br />
Directions: Read the text and study the table on the following pages, answer the multiple-choice questions,<br />
and write a response based on the situation described below. You may use the margins to take notes as you read<br />
and scrap paper to plan your response.<br />
The Situation: Your environmental science class is studying efforts to save<br />
endangered species. The class is creating a guide to effective methods used<br />
to save endangered species. You have chosen to contribute a chapter on the<br />
Florida manatee explaining why the Florida manatee is endangered and<br />
discussing effective methods used to save the Florida manatee.<br />
Your Task: Using relevant information from both documents, write a chapter for a guide<br />
for your environmental science class in which you explain why the Florida manatee is<br />
endangered and discuss effective methods used to save the Florida manatee.<br />
Guidelines:<br />
Be sure to<br />
• Tell your audience what they need to know about why the Florida manatee is<br />
endangered<br />
• Discuss effective methods used to save the Florida manatee<br />
• Use specific, accurate, and relevant information from the text and the table to<br />
support your opinion<br />
• Use a tone and level of language appropriate for a guide for your environmental<br />
science class<br />
• Organize your ideas in a logical and coherent manner<br />
• Indicate any words taken directly from the text by using quotation marks or<br />
referring to the author<br />
• Follow the conventions of standard written <strong>English</strong><br />
<strong>Comp</strong>. Eng. — Session One – Jan. ’06 [5] [OVER]
5<br />
10<br />
15<br />
20<br />
25<br />
30<br />
35<br />
40<br />
45<br />
50<br />
Text<br />
A dark lump broke the surface of the water, and air rushed out of it with a<br />
whoosh. Right away we knew what it was. We stopped paddling, and our canoe<br />
slid forward silently. Soon we could see a manatee, a big one, hovering serenely<br />
below. He was as wide as the canoe, and about half as long. “He looks a little like<br />
the Goodyear blimp,” I said. “Or maybe the Hindenburg,” my friend Robin<br />
answered. “Look at those scars.”<br />
The manatee’s back bore a series of diagonal slashes, souvenirs from a chance<br />
encounter with a boat propeller. Algae had grown over the scar tissue; apparently<br />
these were old wounds, long healed. As our canoe drifted quietly, a powerful twin<br />
outboard plowed slowly up the waterway with a throaty roar, passing within 50<br />
feet of us. The boater smiled and waved. Then he throttled up, confident the<br />
channel was clear. To our surprise, the manatee never budged. Was he deaf?<br />
Probably not. According to studies conducted by the David A. Straz Manatee<br />
Hospital at the Lowry Park Zoo in Tampa, FL, although manatees have an<br />
extremely delicate sense of hearing, they can’t hear the frequency of outboard<br />
motors very well—which may explain why boats kill and maim so many every<br />
year. It’s estimated that 90 percent of Florida’s manatees bear scars from boat<br />
strikes; nearly 300 are killed each year. And while boat collisions remain the<br />
leading cause of death in manatee populations, manatees are also killed or injured<br />
when they become entangled in or ingest fishing and crab trap lines, are caught<br />
in flood gates and canal locks, or lose habitat to development and pollution. Cold<br />
weather also kills many manatees, who are susceptible to pneumonia. According<br />
to the Department of Environmental Protection, 175 manatees died between<br />
January and June 2001—about one every day.<br />
Although manatees have been listed as endangered by the U.S. Fish and<br />
Wildlife Service since 1972, their numbers have continued to decline. Today<br />
there are fewer than 2,000 manatees remaining in the United States.<br />
Unfortunately, the blame lies largely with us; with the possible exception of<br />
sharks, manatees have no predators. In fact, humans are responsible for about 30<br />
percent of all manatee deaths.<br />
Florida manatees, also known as West Indian manatees, are slow-moving,<br />
near-surface swimmers. They live primarily in shallow coastal waters, feeding on<br />
the abundance of sea grasses and floating seaweed. The water above the sea grass<br />
beds tends to be uniformly dark, which camouflages the manatees and makes<br />
them practically invisible to approaching boaters.<br />
When sick or injured manatees are found in Southwest Florida waters,<br />
they’re taken to the David A. Straz Manatee Hospital. Open since 1991, it’s one<br />
of only three critical care facilities in the state. (The other federally permitted<br />
rehabilitation centers are located in aquarium/theme parks—Miami’s<br />
Seaquarium and Orlando’s Sea World.) Since its inception, the Straz hospital has<br />
cared for more than 75 manatees and released more than 30 back into the wild.<br />
But rehabilitating these animals is an expensive proposition—the hospital spends<br />
almost $30,000 per year per manatee on food alone.<br />
Cupid came to the hospital horribly emaciated on Valentine’s Day 2001.<br />
Although almost fully grown, she weighed only 435 pounds, about one third the<br />
weight of a healthy adult female. Too weak to move, she was quarantined inside<br />
a narrow concrete trough filled with fresh water, supported by a canvas sling that<br />
prevented her from drowning. According to Jennifer Hackshaw, the hospital’s<br />
general curator, Cupid’s condition was beyond critical. Her eyes were sunken,<br />
and her skin was necrotic, covered with lesions and abrasions….<br />
<strong>Comp</strong>. Eng. — Session One – Jan. ’06 [6]
55<br />
60<br />
65<br />
70<br />
75<br />
80<br />
85<br />
90<br />
95<br />
Beth Wright, an associate research scientist for the Florida Marine Research<br />
Institutes’ Endangered and Threatened Species Department, tracks about 25 of<br />
these manatees by satellite from her office in St. Petersburg (each manatee has<br />
been fitted with a tag containing a satellite transmitter, a radio transmitter and a<br />
sonic beacon). The telemetric data Wright compiles will help federal agencies<br />
determine where manatees are likely to be found at different times of the year.<br />
This information will be particularly vital to the 13 coastal counties currently<br />
designated as “Manatee Protection Areas.” These counties have been required to<br />
file a three-part plan with the state, identifying boating speed zones, outlining<br />
educational programs and mapping out areas where new docks may be built. The<br />
locations of docks are a critical issue; it’s important that they not be permitted in<br />
areas that the slow-moving mammals are known to frequent. But keeping docks<br />
and manatees apart isn’t always easy. As one marine biologist at the Florida<br />
Marine Research Institute says, “Sometimes ideal manatee habitat and ideal boat<br />
habitat are one and the same.”<br />
In the early 1990s, former Florida Governor Bob Martinez ordered 13 coastal<br />
counties to create manatee protection plans, which would detail where docks,<br />
marinas and boat ramps should go, and mandate slow-speed zones, boater<br />
education and more enforcement. But a decade later, only four counties—<br />
Collier, Dade, Duvall and Citrus—have plans in place, and there are only 400<br />
marine patrol officers to enforce the entire state’s manatee laws.<br />
Because many scientists believe that dredging and dock construction projects<br />
approved by the Army Corps of Engineers and the U.S. Fish and Wildlife Service<br />
are depriving manatees of irreplaceable habitat, a lawsuit was brought against<br />
both agencies in January 2000 by a coalition of environmental groups, including<br />
the Save The Manatee Club, the Humane Society of the United States, the Sierra<br />
Club, Florida Defenders of the Environment and the International Wildlife<br />
Coalition. On April 19, a settlement was reached that calls for the review of eight<br />
areas, including Brevard County (the deadliest county for manatees), for the<br />
adoption of slow speed zones. Additionally, 14 areas are to be reviewed for the<br />
development of manatee refuges and sanctuaries. For more information, visit the<br />
Save The Manatee Club’s website….<br />
Not long ago, I had the opportunity to swim with and photograph Hurricane<br />
and Buffet, two young manatees at the Lowry Park Zoo. The two were recovering<br />
nicely from boat strike injuries and were soon to be released.<br />
I squeezed into my wetsuit and joined one of the zookeepers at the main pool.<br />
She pointed toward a pair of shadows gliding across the bottom. “Let them come<br />
to you,” she said. We entered the water. There was a ledge nearby, about five feet<br />
down. I swam to it. When I looked up, Hurricane, the larger of the two, was three<br />
feet away and closing fast.<br />
The manatee nuzzled my dive mask. It was like looking into the business end<br />
of a big vacuum cleaner. Delighted, I gently pushed him back. He squinted at me.<br />
His eyes were like grey M&M’s. Then he sidled in, presenting his belly for a rub.<br />
His skin was leathery and smooth. The zookeeper gave him a vitamin-laced<br />
biscuit and a brief pat. Then he rejoined his comrade, the two of them spiraling<br />
the length of the pool in a surprising graceful underwater pas de deux. 1<br />
A few months later, fully recovered, Hurricane and Buffet were returned to<br />
the wild.<br />
— James Phillips<br />
excerpted from “Saving Florida’s Sea Cows”<br />
ASPCA Animal Watch, Winter 2001<br />
________________________<br />
1 pas de deux— in ballet, a dance for two performers<br />
<strong>Comp</strong>. Eng. — Session One – Jan. ’06 [7] [OVER]
<strong>Comp</strong>. Eng. — Session One – Jan. ’06 [8]
Multiple-Choice Questions<br />
Directions (7–16): Select the best suggested answer to each question and write its number in the space<br />
provided on the answer sheet. The questions may help you think about ideas and information you might want<br />
to use in your writing. You may return to these questions anytime you wish.<br />
7 Which statement best describes the relationship<br />
between the manatee and the boater mentioned<br />
in lines 11 and 12?<br />
(1) They were unaware of each other.<br />
(2) They avoided each other.<br />
(3) They feared each other.<br />
(4) They trusted each other.<br />
12 The author implies that manatee protection plans<br />
ordered by former Governor Bob Martinez have<br />
not been effective because those plans<br />
(1) exist in only a few counties<br />
(2) do not mandate boater education<br />
(3) have not been adequately funded<br />
(4) are only for coastal counties<br />
8 The article suggests that manatees are susceptible<br />
to injury by boats because manatees<br />
(1) are poor swimmers<br />
(2) follow fishing boats<br />
(3) cannot hear motors<br />
(4) are too large to avoid<br />
13 Which group is responsible for successfully using<br />
legal means to protect manatee habitats in Florida?<br />
(1) veterinarians’ associations<br />
(2) tourist bureaus<br />
(3) construction companies<br />
(4) environmental organizations<br />
9 One factor that contributes to the accidental death<br />
and injury of manatees is that they<br />
(1) dart in front of swimmers<br />
(2) blend in with their surroundings<br />
(3) resemble animals that people hunt<br />
(4) eat fish that have been rejected by fishermen<br />
14 The effect of the anecdote about Hurricane and<br />
Buffet is to<br />
(1) leave the reader with a positive image<br />
(2) conclude the article with a somber warning<br />
(3) provide students with practical advice<br />
(4) challenge authorities to improve conditions<br />
10 The author includes the information about Cupid<br />
for what purpose?<br />
(1) to suggest a method for reducing expenses<br />
(2) to illustrate a technique for recruiting workers<br />
(3) to propose a theory about manatee populations<br />
(4) to provide an example of manatee rehabilitation<br />
11 The article implies that the information gained by<br />
Beth Wright from tracking manatees will be used<br />
to help determine<br />
(1) how to design boats<br />
(2) where to locate docks<br />
(3) when to release manatees<br />
(4) where to build rehabilitation centers<br />
15 According to the table, during what year were<br />
deaths due to watercraft collisions the highest?<br />
(1) 1984 (3) 1999<br />
(2) 1990 (4) 2001<br />
16 According to the table, the number of dependent<br />
calves that died in 1990 was<br />
(1) 41 (3) 47<br />
(2) 44 (4) 67<br />
After you have finished these questions, turn to page 5. Review The Situation<br />
and read Your Task and the Guidelines. Use scrap paper to plan your response.<br />
Then write your response to Part B, beginning on page 7 of your essay booklet.<br />
<strong>Comp</strong>. Eng. — Session One – Jan. ’06 [9]
The University of the State of New York<br />
Session One – Essay A<br />
Essay B<br />
________<br />
________<br />
REGENTS HIGH SCHOOL EXAMINATION<br />
COMPREHENSIVE EXAMINATION IN ENGLISH<br />
Session Two – Essay A<br />
Essay B<br />
________<br />
________<br />
Tear Here<br />
SESSION ONE<br />
Tuesday, January 24, 2006 — 1:15 to 4:15 p.m., only<br />
Total Essay Score<br />
Session One –<br />
A–Multiple Choice<br />
B–Multiple Choice<br />
________<br />
________<br />
Session Two –<br />
A–Multiple Choice<br />
________<br />
ANSWER SHEET<br />
Total Multiple Choice<br />
Final Score<br />
Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sex: ■ Male ■ Female<br />
School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grade . . . . . . . . . . . . Teacher . . . . . . . . . . . . . . . . . . . .<br />
Write your answers to the multiple-choice questions for Part A and Part B on this answer sheet.<br />
Part A<br />
Part B<br />
1 _______ 7 _______<br />
2 _______ 8 _______<br />
3 _______ 9 _______<br />
4 _______ 10 _______<br />
5 _______ 11 _______<br />
6 _______ 12 _______<br />
13 _______<br />
14 _______<br />
15 _______<br />
16 _______<br />
HAND IN THIS ANSWER SHEET WITH YOUR ESSAY BOOKLET,<br />
SCRAP PAPER, AND EXAMINATION BOOKLET.<br />
Your essay responses for Part A and Part B should be written in the essay booklet.<br />
Tear Here<br />
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<br />
that I have neither given nor received assistance in answering any of the questions during the examination.<br />
____________________________________________________________<br />
Signature<br />
<strong>Comp</strong>. Eng. — Session One – Jan. ’06 [11]
COMPREHENSIVE ENGLISH SESSION ONE<br />
Tear Here<br />
Tear Here<br />
<strong>Comp</strong>. Eng. — Session One – Jan. ’06 [12]<br />
COMPREHENSIVE ENGLISH SESSION ONE
E<br />
SESSION ONE<br />
FOR TEACHERS ONLY<br />
The University of the State of New York<br />
REGENTS HIGH SCHOOL EXAMINATION<br />
ENGLISH<br />
Tuesday, January 24, 2006— 1:15 to 4:15 p.m., only<br />
SCORING KEY AND RATING GUIDE<br />
Mechanics of Rating<br />
Updated information regarding the rating of this examination may be posted on the<br />
New York State Education Department’s web site during the rating period. Visit the site<br />
http://www.emsc.nysed.gov/osa/ and select the link “Latest Information” for any recently<br />
posted information regarding this examination. This site should be checked before the rating<br />
process for this examination begins and at least one more time before the final scores<br />
for the examination are recorded.<br />
The following procedures are to be used for rating papers in the <strong>Comp</strong>rehensive<br />
Examination in <strong>English</strong>. More detailed directions for the organization of the rating<br />
process and procedures for rating the examination are included in the Information<br />
Booklet for Administering and Scoring the <strong>Comp</strong>rehensive Examination in <strong>English</strong>.<br />
Scoring of Multiple-Choice Questions<br />
Indicate by means of a checkmark each incorrect or omitted answer to multiplechoice<br />
questions on the Session One answer sheet; do not place a checkmark beside<br />
a correct answer. Use only red ink or red pencil. In the box provided under each<br />
part, record the number of questions the student answered correctly for that part.<br />
Transfer the number of correct answers for the Part A and Part B multiple-choice<br />
questions to the appropriate spaces in the box in the upper right corner of each student’s<br />
SESSION ONE answer sheet.<br />
Session One<br />
Correct Answers<br />
Part A Part B<br />
(1) 1 (7) 1<br />
(2) 2 (8) 3<br />
(3) 3 (9) 2<br />
(4) 4 (10) 4<br />
(5) 2 (11) 2<br />
(6) 1 (12) 1<br />
(13) 4<br />
(14) 1<br />
(15) 3<br />
(16) 2<br />
The University of the State of New York • THE STATE EDUCATION DEPARTMENT • Albany, New York 12234
COMPREHENSIVE ENGLISH — SESSION ONE — continued<br />
Rating of Essays<br />
(1) Follow your school’s procedures for training for rating. This process should include:<br />
Introduction to the task—<br />
• Raters read the task and summarize its purpose, audience, and format<br />
• Raters read passage(s) and plan own response to task<br />
• Raters share response plans and summarize expectations for student responses<br />
Introduction to the rubric and anchor papers—<br />
• Trainer reviews rubric with reference to the task<br />
• Trainer reviews procedures for assigning scores<br />
• Trainer leads review of each anchor paper and commentary<br />
(Note: Anchor papers are ordered from high to low within each score level.)<br />
Practice scoring individually—<br />
• Raters score a set of five papers individually<br />
• Trainer records scores and leads discussion until raters feel confident enough to move<br />
on to actual scoring<br />
(2) When actual rating begins, each rater should record his or her individual rating for a<br />
student’s essay on the rating sheet provided, not directly on the student’s essay or<br />
answer sheet. Do not correct the student’s work by making insertions or changes of any<br />
kind.<br />
(3) Each essay must be rated by at least two raters; a third rater will be necessary to resolve<br />
scores that differ by more than one point. The scoring coordinator will be responsible<br />
for coordinating the movement of papers, calculating a final score for each student’s<br />
essay, and recording that information on the student’s answer paper for Session One.<br />
[2]
QUALITY<br />
6<br />
Responses at this<br />
level:<br />
SESSION ONE – PART A – SCORING RUBRIC<br />
LISTENING AND WRITING FOR INFORMATION AND UNDERSTANDING<br />
5<br />
Responses at this<br />
level:<br />
4<br />
Responses at this<br />
level:<br />
3<br />
Responses at this<br />
level:<br />
2<br />
Responses at this<br />
level:<br />
Meaning: the extent to<br />
which the response<br />
exhibits sound<br />
understanding,<br />
interpretation, and<br />
analysis of the task<br />
and text(s)<br />
-reveal an in-depth<br />
analysis of the text<br />
-make insightful<br />
connections between<br />
information and ideas in<br />
the text and the assigned<br />
task<br />
-convey a thorough<br />
understanding of the text<br />
-make clear and explicit<br />
connections between<br />
information and ideas in<br />
the text and the assigned<br />
task<br />
- convey a basic<br />
understanding of the text<br />
-make implicit<br />
connections between<br />
information and ideas in<br />
the text and the assigned<br />
task<br />
-convey a basic<br />
understanding of the text<br />
-make few or superficial<br />
connections between<br />
information and ideas in<br />
the text and the assigned<br />
task<br />
-convey a confused or<br />
inaccurate understanding<br />
of the text<br />
-allude to the text but<br />
make unclear or<br />
unwarranted<br />
connections to the<br />
assigned task<br />
Development: the<br />
extent to which ideas<br />
are elaborated using<br />
specific and relevant<br />
evidence from the<br />
text(s)<br />
-develop ideas clearly<br />
and fully, making<br />
effective use of a wide<br />
range of relevant and<br />
specific details from the<br />
text<br />
-develop ideas clearly<br />
and consistently, using<br />
relevant and specific<br />
details from the text<br />
-develop some ideas<br />
more fully than others,<br />
using specific and<br />
relevant details from the<br />
text<br />
-develop ideas briefly,<br />
using some details from<br />
the text<br />
-are incomplete or<br />
largely undeveloped,<br />
hinting at ideas, but<br />
references to the text are<br />
vague, irrelevant,<br />
repetitive, or unjustified<br />
Organization: the<br />
extent to which the<br />
response exhibits<br />
direction, shape, and<br />
coherence<br />
-maintain a clear and<br />
appropriate focus<br />
-exhibit a logical and<br />
coherent structure<br />
through skillful use of<br />
appropriate devices and<br />
transitions<br />
-maintain a clear and<br />
appropriate focus<br />
-exhibit a logical<br />
sequence of ideas<br />
through use of<br />
appropriate devices and<br />
transitions<br />
-maintain a clear and<br />
appropriate focus<br />
-exhibit a logical<br />
sequence of ideas but<br />
may lack internal<br />
consistency<br />
-establish, but fail to<br />
maintain, an appropriate<br />
focus<br />
- exhibit a rudimentary<br />
structure but may<br />
include some<br />
inconsistencies or<br />
irrelevancies<br />
-lack an appropriate<br />
focus but suggest some<br />
organization, or suggest<br />
a focus but lack<br />
organization<br />
Language Use: the<br />
extent to which the<br />
response reveals an<br />
awareness of audience<br />
and purpose through<br />
effective use of words,<br />
sentence structure,<br />
and sentence variety<br />
-are stylistically<br />
sophisticated, using<br />
language that is precise<br />
and engaging, with a<br />
notable sense of voice<br />
and awareness of<br />
audience and purpose<br />
-vary structure and<br />
length of sentences to<br />
enhance meaning<br />
-use language that is<br />
fluent and original, with<br />
evident awareness of<br />
audience and purpose<br />
-vary structure and<br />
length of sentences to<br />
control rhythm and<br />
pacing<br />
-use appropriate<br />
language, with some<br />
awareness of audience<br />
and purpose<br />
-occasionally make<br />
effective use of sentence<br />
structure or length<br />
-rely on basic<br />
vocabulary, with little<br />
awareness of audience<br />
or purpose<br />
-exhibit some attempt to<br />
vary sentence structure<br />
or length for effect, but<br />
with uneven success<br />
-use language that is<br />
imprecise or unsuitable<br />
for the audience or<br />
purpose<br />
-reveal little awareness<br />
of how to use sentences<br />
to achieve an effect<br />
Conventions: the<br />
extent to which the<br />
response exhibits<br />
conventional spelling,<br />
punctuation,<br />
paragraphing,<br />
capitalization,<br />
grammar, and usage<br />
-demonstrate control of<br />
the conventions with<br />
essentially no errors,<br />
even with sophisticated<br />
language<br />
-demonstrate control of<br />
the conventions,<br />
exhibiting occasional<br />
errors only when using<br />
sophisticated language<br />
-demonstrate partial<br />
control, exhibiting<br />
occasional errors that do<br />
not hinder<br />
comprehension<br />
-demonstrate emerging<br />
control, exhibiting<br />
occasional errors that<br />
hinder comprehension<br />
-demonstrate a lack of<br />
control, exhibiting<br />
frequent errors that make<br />
comprehension difficult<br />
• 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.<br />
• Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0.<br />
• A response totally copied from the text(s) with no original student writing should be scored a 0.<br />
1<br />
Responses at this<br />
level:<br />
-provide minimal or no<br />
evidence of textual<br />
understanding<br />
-make no connections<br />
between information in<br />
the text and the assigned<br />
task<br />
-are minimal, with no<br />
evidence of development<br />
-show no focus or<br />
organization<br />
-are minimal<br />
-use language that is<br />
incoherent or<br />
inappropriate<br />
-are minimal, making<br />
assessment of<br />
conventions unreliable<br />
- may be illegible or not<br />
recognizable as <strong>English</strong><br />
[3]
Part Anchor A — Paper Practice – Part Paper A—Level – A 6 – A<br />
[4]
Anchor Paper – Part A—Level 6 – A<br />
[5]
Anchor Level 6 – A<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Reveals an in-depth analysis of the text by discussing how the role of doctors has changed over<br />
time and how that relates to the obligations that doctors owe their patients. The response makes<br />
insightful connections between information and ideas in the text and the assigned task<br />
(scientific research will push doctors … to provide their patients with the best care and The<br />
doctor’s understanding of medical advances must be explained to patients in a comforting and<br />
supportive manner).<br />
Develops ideas clearly and fully, making effective use of a wide range of relevant and specific<br />
details from the text. The response discusses changes in medicine since 1928 (today’s<br />
sophisticated drugs) and the obligations of doctors to stay current in their field (learn about<br />
new treatments, understand their own limitations, consult with other physicians) while<br />
providing important personal care to their patients.<br />
Maintains a clear and appropriate focus on the role of doctors. The response exhibits a logical<br />
and coherent structure, moving from a discussion of changes in health care to the need for<br />
doctors to provide their patients with the best care, and concluding with a doctor’s obligations<br />
to provide control of patient’s care. Appropriate devices and transitions (how her father, also a<br />
doctor, practiced medicine and Because scientific and biomedical knowledge has expanded) are<br />
skillfully used.<br />
Is stylistically sophisticated, using language that is precise and engaging (the average American<br />
citizen did not frequent the doctor’s office and more knowledgeable in certain specialized<br />
fields), with a notable sense of voice and awareness of audience and purpose. The response<br />
varies the structure and length of sentences to enhance meaning (As she said, “I do not … by a<br />
committee” and Whether these concerns … her overall health).<br />
Demonstrates control of the conventions with essentially no errors, even with sophisticated<br />
language.<br />
Conclusion: Overall, the response best fits the criteria for Level 6 in all qualities.<br />
[6]
Anchor Paper – Part A—Level 6 – B<br />
[7]
Anchor Paper – Part A—Level 6 – B<br />
[8]
Anchor Level 6 – B<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Reveals an in-depth analysis of the text by emphasizing the unique responsibilities and<br />
awesome burden doctors have, as well as the altruistic motives which have led them to this<br />
great profession. The response makes insightful connections between information and ideas in<br />
the text and the assigned task (doctors must immerse themselves in the scientific advancements,<br />
It is always honorable to ask for help, The final facet … is the personal connection between a<br />
patient and doctor).<br />
Develops ideas clearly and fully, making effective use of a wide range of relevant and specific<br />
details from the text to discuss each obligation mentioned (they opt for a vocation … an,<br />
“idealistic need or calling to serve; Dr. Heagarty advises doctors to have a comprehensive<br />
awareness of their limitations; a doctor vows to act in the patient’s best interest, regardless of<br />
the cost).<br />
Maintains a clear and appropriate focus on the idea that doctors must always keep in mind their<br />
responsibilities to both the physical and mental/emotional well-being of their patients. The<br />
response exhibits a logical and coherent structure, building from the general to the specific (The<br />
science of medicine … Doctors owe it to their patients to ensure they are up to date).<br />
Appropriate devices and transitions (In spite of the aforementioned burden and To fulfill this<br />
final requirement) are skillfully used.<br />
Is stylistically sophisticated, using language that is precise and engaging, with a notable sense<br />
of voice (present state of sophistication and intensifies to a panic level) and awareness of<br />
audience and purpose. The response varies the structure and length of sentences to enhance<br />
meaning (Patients do not wish … they wish and “Comfort, support, and care,” asserts Dr.<br />
Heagarty, are the basics of proper bedside manner).<br />
Demonstrates control of the conventions, exhibiting occasional errors in agreement (When one<br />
decides … they opt, A doctor … their pride, he/she … their continuing responsibility).<br />
Conclusion: Overall, the response best fits the criteria for Level 6, although it is somewhat weaker<br />
in conventions.<br />
[9]
Part Anchor A — Paper Practice – Part Paper A—Level – A 5 – A<br />
[10]
Part Anchor A — Paper Practice – Part Paper A—Level – A 5 – A<br />
[11]
Anchor Paper – Part A—Level 5 – A<br />
Anchor Level 5 – A<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Conveys a thorough understanding of the text, explaining why the obligations of doctors over<br />
the years have remained centered on caring for their patients. The response makes clear and<br />
explicit connections between information and ideas in the text and the assigned task (Not only<br />
must they make a diagnosis … but they must provide comfort, support and care).<br />
Develops ideas clearly and consistently, using relevant and specific details from the text. The<br />
response explains obligations of doctors (staying true to their vocation) and what doctors need<br />
to do (awareness of ones limitations, fight for patient’s best interest, provide comfort for their<br />
patients).<br />
Maintains a clear and appropriate focus on the role of doctors in providing care for patients. The<br />
response exhibits a logical sequence of ideas, moving from doctor’s obligations to doctors’<br />
attributes, although the distinction between attributes and obligations is sometimes unclear. The<br />
response uses appropriate transitions (Throughout the past sixty years; true to their vocation.<br />
Dr. Heagarty defines a vocation; although health care has improved).<br />
Uses language that is fluent (Patients relied on their doctors … and doctors relied on what they<br />
knew), with evident awareness of purpose (health care has changed … but the obligations of<br />
doctors … has remained the same). The response varies sentence structure to control rhythm<br />
and pacing (In a speech by Dr. Margaret C. Heagarty … workers).<br />
Demonstrates partial control, exhibiting occasional errors in spelling (perscriptions and<br />
recognise), punctuation (ones limitations and medical care, they), and agreement (attributes …<br />
is and a patient … their) that do not hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 5, although it is somewhat weaker<br />
in conventions.<br />
[12]
Part Anchor A — Paper Practice – Part Paper A—Level – A 5 – B<br />
[13]
Part Anchor A — Paper Practice – Part Paper A—Level – A 5 – B<br />
[14]
Part Anchor A — Paper Practice – Part Paper A—Level – A 5 – B<br />
[15]
Part Anchor A — Paper Practice – Part Paper A—Level – A 5 – B<br />
Anchor Level 5 – B<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Conveys a thorough understanding of the text, explaining how a doctor must take care of a<br />
patient’s physical well being, as well as to make the patient feel mentally secure. The response<br />
makes clear and explicit connections between information and ideas in the text and the assigned<br />
task (a doctor should know what he or she is doing, ask questions, accept his or her own<br />
limitations, comfort patients).<br />
Develops ideas clearly and consistently, using relevant and specific details from the text to<br />
explain what a doctor’s obligation entails (to be medically compotent, keeping up with medical<br />
advances, your … interest, comfort them when they’re scared).<br />
Maintains a clear and appropriate focus on how a doctor can successfully fulfill his obligations.<br />
The response exhibits a logical sequence of ideas by presenting information about doctors’<br />
competency and knowledge, moving to a discussion of their ethical mandates (needing to fight<br />
for you), and concluding with their need to relate to you as a patient. Appropriate transitions<br />
(For example, However, as well as) are used.<br />
Uses language that is fluent (Moreover, patients should be correct when they assume …<br />
therapeutics), with evident awareness of purpose (A speech … clearly outlines what a doctor<br />
can do). The response varies sentence structure to control pacing (That skill is listening).<br />
Demonstrates partial control, exhibiting occasional errors in spelling (compotent), punctuation<br />
(reasons one, dont, this then), and agreement (a doctor … their, your doctor … They, there’s<br />
three main things) that do not hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 5, although it is somewhat weaker<br />
in conventions.<br />
[16]
Anchor Paper – Part A—Level 5 – C<br />
[17]
Part Anchor A — Paper Practice – Part Paper A—Level – A 5 – C<br />
Anchor Level 5 – C<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
[18]<br />
Commentary<br />
The response:<br />
Conveys a thorough understanding of the text, explaining how the obligations of a doctor to a<br />
patient are the most important aspect of medicine. The response makes clear and explicit<br />
connections between information and ideas in the text and the assigned task (Dr. Heagarty<br />
explains that dealing with patients correctly is as formidable a task as … knowledge and All of<br />
this makes a steadfast relationship between a patient and a doctor).<br />
Develops ideas clearly and consistently, using relevant details to explain doctors’ traits<br />
(competent, up to date, know what they are doing) and expected care (listen to patients’<br />
concerns and give the best care … with indifference to bureaucratic barriers).<br />
Maintains a clear and appropriate focus on a doctor’s role, offering patients certain comforts<br />
and medical expertise. The response then moves to the aspect of vocation (Doctors must want<br />
to help their fellow man). The response exhibits a logical sequence of ideas through the use of a<br />
controlling metaphor (elements of the doctor-patient relationship as the foundation, brick, and<br />
mortar), as well as appropriate transitions (Most importantly, However, To keep this<br />
foundation).<br />
Uses language that is fluent and original (brought radical changes to … medicine and as<br />
formidable a task), with evident awareness of purpose (Fulfilled obligations of a doctor …<br />
holds the foundation of medicine together). The response varies sentence structure to control<br />
pacing (The answer is the love of the vocation).<br />
Demonstrates partial control, exhibiting occasional errors in spelling (expertiese, recieve,<br />
reconize), punctuation (obligations just; money, it; situation doctors), and agreement (a patient<br />
… they and obligations … builds) that do not hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 5, although it is somewhat<br />
weaker in conventions.
Part Anchor A — Paper Practice – Part Paper A—Level – A 4 – A<br />
[19]
Part Anchor A — Paper Practice – Part Paper A—Level – A 4 – A<br />
[20]
Part Anchor A — Paper Practice – Part Paper A—Level – A 4 – A<br />
Anchor Level 4 – A<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Conveys a thorough understanding of the text (Doctors have many obligations … and many<br />
unwritten rules). The response makes explicit connections between information and ideas in the<br />
text and the assigned task (This is relavant … she tells about how times have changed).<br />
Develops some ideas more fully than others, using specific and relevant details from the text to<br />
discuss relationships with patients (Make sure you learn about your patients), but consultation<br />
with specialists and coordination of patient care is not addressed.<br />
Maintains a clear and appropriate focus on important facts students becoming doctors need to<br />
know. The response exhibits a logical sequence of ideas, moving from Dr. Heagarty’s<br />
background as a doctor’s daughter, to the aspect of vocation, to a doctor’s competence and<br />
compassion. The response lacks internal consistency in paragraph 2, which starts with<br />
Heagarty’s background and ends with the field of perscribing medicine.<br />
Uses appropriate language that is sometimes repetitive (talks about this, talks about and<br />
explains, obligation of the doctor, obligations a doctor has) and inexact (closest examples and<br />
the full way). The response occasionally makes effective use of sentence structure and length<br />
(There is always something new to learn).<br />
Demonstrates partial control, exhibiting occasional errors in spelling (perscription, exspected,<br />
curtious), punctuation (patients shoes and and whatever you do make), pronoun agreement<br />
(doctor… their patients and patient … they), and usage (shifts in point of view) that do not<br />
hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 4, although it is somewhat<br />
stronger in meaning.<br />
[21]
Anchor Paper – Part A—Level 4 – B<br />
[22]
Anchor Paper – Part A—Level 4 – B<br />
[23]
Anchor Level 4 – B<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Conveys a basic understanding of the text, explaining how medicine has changed, things<br />
doctors need to know, and their obligations toward patients. The response makes implicit<br />
connections between information and ideas in the text and the assigned task (patients … need<br />
your utmost care and want someone that they can rely on).<br />
Develops some ideas more fully than others. The response uses specific and relevant details<br />
from the text to discuss knowledge (keep up with new advances and know your own limitations)<br />
and obligations (Patients need care … comfort and security) of doctors. Changes in medicine<br />
since 1928 and the concept of vocation are less developed.<br />
Maintains a clear and appropriate focus on the core of being a doctor. The response exhibits a<br />
logical sequence of ideas following the order established in the introduction by first presenting<br />
information about changes in medicine and then moving to what … doctors need to know and<br />
their obligations … towards their patients. The response lacks internal consistency in paragraph<br />
3, jumping from social and ethical learning to new advances.<br />
Uses appropriate language, with some awareness of audience and purpose (Since we have been<br />
discussing heath-care workers … their obligations). The response occasionally makes effective<br />
use of sentence structure (One thing has remained unchanged and always will, according to Dr.<br />
Heagarty).<br />
Demonstrates partial control, exhibiting occasional errors in spelling (proffessions, insite,<br />
limitiations), punctuation (doctor which, learning it, do just), agreement (There has been many<br />
changes, Medical research and technology has come, a doctor’s obligations to their patients),<br />
and usage (shifts in point of view) that do not hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 4 in all qualtities.<br />
[24]
Anchor Paper – Part A—Level 4 – C<br />
[25]
Anchor Paper – Part A—Level 4 – C<br />
[26]
Anchor Level 4 – C<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Conveys a basic understanding of the text (Doctors have important responsibilities and<br />
obligations toward their patients). The response makes implicit connections between<br />
information and ideas in the text and the assigned task (They should know what the patient<br />
needs or does not need to get better).<br />
Develops some ideas more fully than others. The response uses specific and relevant details to<br />
explain that doctors must have knowledge (Doctors … know the basic skills and keep up with<br />
medical advances) and caring (Patients are frightened when they come in to see their doctor).<br />
The concept of vocation is undeveloped.<br />
Maintains a clear and appropriate focus on doctor’s obligations. The response exhibits a logical<br />
sequence of ideas, establishing main arguments about knowledge, limitations, and comfort in<br />
the introduction, then presenting information about each of these ideas in separate paragraphs,<br />
ending with a summary conclusion.<br />
Uses appropriate language that is sometimes repetitive (to know the basic skills, know their<br />
abilities and limitations, know what they know … and don’t know), with some awareness of<br />
audience and purpose (I will use a speech by Dr. Margaret Heagarty to prove this). The<br />
response occasionally makes effective use of sentence structure (They are not expected to know<br />
everything … patients put all their trust in their doctors hands).<br />
Demonstrates partial control, exhibiting occasional errors in punctuation (do. To; doctor and<br />
they; vocation, they), and agreement (patient … they and patient … their) that do not hinder<br />
comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 4 in all qualities.<br />
[27]
Part Anchor A — Paper Practice – Part Paper A—Level – A 3 – A<br />
[28]
Anchor Level 3 – A<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Conveys a basic understanding of the text by stating that a health-care worker’s obligations<br />
towards their patients include comforting them, and knowing your limitations. The response<br />
makes superficial connections between information and ideas in the text and the assigned task<br />
(Even if the problem is chest pains, depression, or Parkinson’s Disease, it should be recognized<br />
and Knowing your limitations could help prevent you from giving false information).<br />
Develops ideas briefly, using some details from the text (Asking help from other physicians and<br />
Keeping up with the new discoveries of science).<br />
Establishes a focus on the idea that health-care workers are very important in society. The<br />
response exhibits a rudimentary structure but the arrangement of information in paragraph 2 is<br />
inconsistent, mentioning different techniques of comforting a patient but presenting these<br />
techniques out of sequence (address the problem, recognize the problem, be attentive and<br />
freindly).<br />
Relies on basic vocabulary, with little awareness of audience or purpose (Both are important for<br />
giving your knowledge and trust to your patient). The response exhibits some attempt to vary<br />
sentence structure or length for effect, but with uneven success (Although, health-care workers<br />
have a large number of tasks to complete).<br />
Demonstrates partial control, exhibiting occasional errors in spelling (freindly), punctuation<br />
(workers career and “Anything less would be a betrayal to your vocation), and agreement (a<br />
patient … their and a patient … them) that do not hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 3, although it is somewhat<br />
stronger in conventions.<br />
[29]
Anchor Paper – Part A—Level 3 – B<br />
[30]
Part Anchor A — Paper Practice – Part Paper A—Level – A 3 – B<br />
Anchor Level 3 – B<br />
Quality<br />
Meaning<br />
Development<br />
Commentary<br />
The response:<br />
Conveys a basic understanding of the text (The main obligation of Doctors today is to serve the<br />
needs of the patient, not only physical, but emotional also). The response makes superficial<br />
connections between information and ideas in the text and the assigned task (The first thing that<br />
… physical needs of the patient and The next thing … the patients emotional needs).<br />
Develops ideas briefly, using some details from the text (A doctor must be able to show<br />
comfort, care and support to their patients). The response offers some details about how<br />
doctors can meet the emotional needs of their patients in paragraph 3, but fails to develop other<br />
ideas it introduces (the physical needs of the patient and They must also know when to ask for<br />
help and when not to), and contains occasional unjustified assertions (Her fathers methods of<br />
Helping the patients was just common sense and a little Bit of care and There are many<br />
obligations … But there are only two important ones).<br />
Organization Establishes an appropriate focus on the obligations of doctors, but loses focus in paragraph 2,<br />
shifting from patient’s physical needs to Doctor Heagarty’s experiences when she was sixteen.<br />
The response exhibits a rudimentary structure but includes some irrelevancies (her father …<br />
graduated from the University of Georgia in 1929).<br />
Language Use<br />
Conventions<br />
Relies on basic vocabulary that is sometimes repetitive (She shows this, This is shown, A doctor<br />
must be able to show), with little awareness of audience or purpose. The response exhibits some<br />
attempt to vary sentence structure or length, but with uneven success (The next thing that<br />
Doctors need to Do is taking care of the patients emotional needs).<br />
Demonstrates partial control, exhibiting occasional errors in apostrophe use (fathers methods<br />
and patients emotional needs), grammar (methods was and doctor … their), and random use of<br />
capitalization (in a Speech, be come a Doctor, a speech Given) that do not hinder<br />
comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 3, although it is somewhat<br />
stronger in conventions.<br />
[31]
Part Anchor A — Paper Practice – Part Paper A—Level – A 3 – C<br />
[32]
Anchor Level 3 – C<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Conveys a basic understanding of the text, explaining that comfort and … patients well being<br />
are key obligations of doctors. The response makes superficial connections between information<br />
and ideas in the text and the assigned task (The doctor is required to make sure the patient is<br />
taken care of and … helped).<br />
Is largely undeveloped, hinting at ideas, but references to the text are vague (The doctor needs<br />
to make a good feeling in the room and If a patient is sick, the doctor is required to care of<br />
them).<br />
Establishes a focus on doctor’s roles. The response exhibits a rudimentary structure, discussing<br />
two obligations sequentially (making a patient comfortable and taking care of the patient),<br />
followed by a conclusion.<br />
Relies on basic vocabulary that is sometimes inexact (many certain roles to play and conformity<br />
for “comfort”). The response makes some attempt to vary sentence structure, but with uneven<br />
success (Without these … nervous and restless).<br />
Demonstrates partial control, exhibiting occasional errors in punctuation (doctors obligations;<br />
sick. The doctor; when they did they), agreement (doctor … them, patient … them, doctor…<br />
their), and proofreading (they, they) that do not hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 3, although it is somewhat<br />
stronger in conventions and somewhat weaker in development.<br />
[33]
Anchor Paper – Part A—Level 2 – A<br />
.<br />
Anchor Level 2 – A<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Conveys a confused understanding of the text (obligations of doctors … have to be “vocation”).<br />
The response alludes to the text but makes unwarranted connections to the assigned task (I hope<br />
this speech has helped you All).<br />
Is incomplete and largely undeveloped, hinting at ideas, but references to the text are vague<br />
(You have to be at your very best and Back then).<br />
Suggests a focus on advice to doctors (This is a very symblic step) but lacks organization.<br />
Relies on basic vocabulary, with little awareness of audience (everybody needs you). The<br />
response exhibits some attempt to vary sentence structure, but with uneven success (as the<br />
population ages to when people have HIV).<br />
Demonstrates emerging control, exhibiting occasional errors in spelling (memerobal, Medician,<br />
reconitions), punctuation (In your life ths), and pronoun referents (This is a very symblic step)<br />
that hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 2, although it is somewhat<br />
stronger in language use and conventions.<br />
[34]
Anchor Paper – Part A—Level 2 – B<br />
[35]
Anchor Level 2 – B<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Conveys a confused understanding of the text (She don’t want medical care to be serve by the<br />
community). The response alludes to the text but makes unclear connections to the assigned task<br />
(We want people to survive … in the world).<br />
Is largely undeveloped, hinting at ideas, but references to the text are vague (she knew it was a<br />
great career and she also follow her fathers foot step) and unjustified (1928’s medical practice<br />
when there was hardly any medicine).<br />
Lacks an appropriate focus but suggests some organization, using separate paragraphs for an<br />
introduction, body, and conclusion. Ideas between and within paragraphs are unconnected.<br />
Uses language that is imprecise (then for “than” and As year pass medicine has improve). The<br />
response reveals little awareness of how to use sentences to achieve an effect (She describes<br />
how when and “an awareness … on when to seek assistance).<br />
Demonstrates emerging control, exhibiting occasional errors in punctuation (worker you need;<br />
Doctor. Margaret C. Heagarty; year pass medicine) and grammar (there was no “vitamins,<br />
changes has occur, She don’t want) that hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 2, although it is somewhat<br />
stronger in conventions.<br />
[36]
Anchor Paper – Part A—Level 2 – C<br />
[37]
Part Anchor A — Paper Practice – Part Paper A—Level – A 2 – C<br />
Anchor Level 2 – C<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Conveys a confused understanding of the text (The speech … was basicly compareing her<br />
father day … to Physician in today society). The response makes unwarranted connections to<br />
the assigned task (time to step up and save our future).<br />
Is largely undeveloped, hinting at ideas, but references to the text are irrelevant (today society<br />
have more medicial school and teacher), repetitive (her father days and Dr. Margret father<br />
days), and unjustified (medicial might be boring and difficult to complete).<br />
Lacks an appropriate focus but suggests some organization through paragraphing and use of<br />
transitions (also and In today society). The response often combines different ideas in the same<br />
paragraph.<br />
Uses language that is imprecise for the audience and purpose (talked how in her father days,<br />
like HIV and Aids the we have, how it time). The response reveals little awareness of how to use<br />
sentences to achieve an effect.<br />
Demonstrates a lack of control, exhibiting frequent errors in spelling (basicly, compareing,<br />
develope, bin for “been”), use of possessives (father day, today society, Dr. Margret point),<br />
grammar (diseases was and cure we still looking), and the omission of inflectional endings (Dr.<br />
Margaret talk about, diseases that could have kill you, as physician they) that make<br />
comprehension difficult.<br />
Conclusion: Overall, the response best fits the criteria for Level 2 in all qualities.<br />
[38]
Part Anchor A — Paper Practice – Part Paper A—Level – A 1 – A<br />
Anchor Level 1 – A<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Provides minimal evidence of textual understanding beyond a reference in the first sentence to<br />
the task. The response makes no connections between information in the text and the assigned<br />
task.<br />
Is minimal, with no evidence of development.<br />
Suggests a focus on doctors but lacks organization.<br />
Is minimal.<br />
Is minimal, making assessment of conventions unreliable.<br />
Conclusion: Overall, the response best fits the criteria for Level 1, although it is somewhat<br />
stronger in organization.<br />
[39]
Part Anchor A — Paper Practice – Part Paper A—Level – A 1 – B<br />
Anchor Level 1 – B<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Provides minimal evidence of textual understanding beyond a reference to the assigned task.<br />
The response makes no connections between information in the text and the assigned task.<br />
Is minimal, offering primarily a personal response to the text.<br />
Suggests a focus on doctors but lacks organization.<br />
Is minimal.<br />
Is minimal, making assessment of conventions unreliable.<br />
Conclusion: Overall, the response best fits the criteria for Level 1, although it is somewhat<br />
stronger in organization.<br />
[40]
Part A — Practice Paper – A<br />
[41]
Part A — Practice Paper – A<br />
[42]
Part A — Practice Paper – A<br />
[43]
Part A — Practice Paper – B<br />
[44]
Part A — Practice Paper – C<br />
[45]
Part A — Practice Paper – C<br />
[46]
Part A — Practice Paper – D<br />
[47]
Part A — Practice Paper – E<br />
[48]
Part A — Practice Paper – E<br />
[49]
Practice Paper A–Score Level 4<br />
Conclusion: Overall, the response best fits the criteria for Level 4 in all qualities.<br />
Practice Paper B–Score Level 3<br />
Conclusion: Overall, the response best fits the criteria for Level 3 in all qualities.<br />
Practice Paper C–Score Level 5<br />
Conclusion: Overall, the response best fits the criteria for Level 5, although it is somewhat weaker<br />
in conventions.<br />
Practice Paper D–Score Level 2<br />
Conclusion: Overall, the response best fits the criteria for Level 2 in all qualities.<br />
Practice Paper E–Score Level 4<br />
Conclusion: Overall, the response best fits the criteria for Level 4, although it is somewhat weaker<br />
in development.<br />
[50]
SESSION ONE – PART B – SCORING RUBRIC<br />
READING AND WRITING FOR INFORMATION AND UNDERSTANDING<br />
QUALITY<br />
6<br />
Responses at this<br />
level:<br />
5<br />
Responses at this<br />
level:<br />
4<br />
Responses at this<br />
level:<br />
3<br />
Responses at this<br />
level:<br />
2<br />
Responses at this<br />
level:<br />
Meaning: the extent to<br />
which the response<br />
exhibits sound<br />
understanding,<br />
interpretation, and<br />
analysis of the task<br />
and text(s)<br />
-reveal an in-depth<br />
analysis of the<br />
documents<br />
-make insightful<br />
connections between<br />
information and ideas in<br />
the documents and the<br />
assigned task<br />
-convey a thorough<br />
understanding of the<br />
documents<br />
-make clear and explicit<br />
connections between<br />
information and ideas in<br />
the documents and the<br />
assigned task<br />
- convey a basic<br />
understanding of the<br />
documents<br />
-make implicit<br />
connections between<br />
information and ideas in<br />
the documents and the<br />
assigned task<br />
-convey a basic<br />
understanding of the<br />
documents<br />
-make few or superficial<br />
connections between<br />
information and ideas in<br />
the documents and the<br />
assigned task<br />
-convey a confused or<br />
inaccurate understanding<br />
of the documents<br />
-allude to the documents<br />
but make unclear or<br />
unwarranted<br />
connections to the<br />
assigned task<br />
Development: the<br />
extent to which ideas<br />
are elaborated using<br />
specific and relevant<br />
evidence from the<br />
document(s)<br />
-develop ideas clearly<br />
and fully, making<br />
effective use of a wide<br />
range of relevant and<br />
specific details from the<br />
documents<br />
-develop ideas clearly<br />
and consistently, using<br />
relevant and specific<br />
details from the<br />
documents<br />
-develop some ideas<br />
more fully than others,<br />
using specific and<br />
relevant details from the<br />
documents<br />
-develop ideas briefly,<br />
using some details from<br />
the documents<br />
-are incomplete or<br />
largely undeveloped,<br />
hinting at ideas, but<br />
references to the<br />
documents are vague,<br />
irrelevant, repetitive, or<br />
unjustified<br />
Organization: the<br />
extent to which the<br />
response exhibits<br />
direction, shape, and<br />
coherence<br />
-maintain a clear and<br />
appropriate focus<br />
-exhibit a logical and<br />
coherent structure<br />
through skillful use of<br />
appropriate devices and<br />
transitions<br />
-maintain a clear and<br />
appropriate focus<br />
-exhibit a logical<br />
sequence of ideas<br />
through use of<br />
appropriate devices and<br />
transitions<br />
-maintain a clear and<br />
appropriate focus<br />
-exhibit a logical<br />
sequence of ideas but<br />
may lack internal<br />
consistency<br />
-establish, but fail to<br />
maintain, an appropriate<br />
focus<br />
- exhibit a rudimentary<br />
structure but may<br />
include some<br />
inconsistencies or<br />
irrelevancies<br />
-lack an appropriate<br />
focus but suggest some<br />
organization, or suggest<br />
a focus but lack<br />
organization<br />
Language Use: the<br />
extent to which the<br />
response reveals an<br />
awareness of audience<br />
and purpose through<br />
effective use of words,<br />
sentence structure,<br />
and sentence variety<br />
-are stylistically<br />
sophisticated, using<br />
language that is precise<br />
and engaging, with a<br />
notable sense of voice<br />
and awareness of<br />
audience and purpose<br />
-vary structure and<br />
length of sentences to<br />
enhance meaning<br />
-use language that is<br />
fluent and original, with<br />
evident awareness of<br />
audience and purpose<br />
-vary structure and<br />
length of sentences to<br />
control rhythm and<br />
pacing<br />
-use appropriate<br />
language, with some<br />
awareness of audience<br />
and purpose<br />
-occasionally make<br />
effective use of sentence<br />
structure or length<br />
-rely on basic<br />
vocabulary, with little<br />
awareness of audience<br />
or purpose<br />
-exhibit some attempt to<br />
vary sentence structure<br />
or length for effect, but<br />
with uneven success<br />
-use language that is<br />
imprecise or unsuitable<br />
for the audience or<br />
purpose<br />
-reveal little awareness<br />
of how to use sentences<br />
to achieve an effect<br />
Conventions: the<br />
extent to which the<br />
response exhibits<br />
conventional spelling,<br />
punctuation,<br />
paragraphing,<br />
capitalization,<br />
grammar, and usage<br />
-demonstrate control of<br />
the conventions with<br />
essentially no errors,<br />
even with sophisticated<br />
language<br />
-demonstrate control of<br />
the conventions,<br />
exhibiting occasional<br />
errors only when using<br />
sophisticated language<br />
-demonstrate partial<br />
control, exhibiting<br />
occasional errors that do<br />
not hinder<br />
comprehension<br />
-demonstrate emerging<br />
control, exhibiting<br />
occasional errors that<br />
hinder comprehension<br />
-demonstrate a lack of<br />
control, exhibiting<br />
frequent errors that make<br />
comprehension difficult<br />
• If the student addresses only one text, the response can be scored no higher than a 3.<br />
• 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.<br />
• Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0.<br />
• A response totally copied from the text(s) with no original student writing should be scored a 0.<br />
1<br />
Responses at this<br />
level:<br />
-provide minimal or no<br />
evidence of<br />
understanding<br />
-make no connections<br />
between information in<br />
the documents and the<br />
assigned task<br />
-are minimal, with no<br />
evidence of development<br />
-show no focus or<br />
organization<br />
-are minimal<br />
-use language that is<br />
predominantly<br />
incoherent,<br />
inappropriate, or copied<br />
directly from the text<br />
-are minimal, making<br />
assessment of<br />
conventions unreliable<br />
-may be illegible or not<br />
recognizable as <strong>English</strong><br />
[51]
Anchor Part B — Paper Practice – Part Paper B—Level – A 6 – A<br />
[52]
Anchor Part B — Paper Practice – Part Paper B—Level – A 6 – A<br />
[53]
Anchor Part B — Paper Practice – Part Paper B—Level – A 6 – A<br />
Anchor Level 6 – A<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Reveals an in-depth analysis of the documents by connecting information from the text (the<br />
population … fewer than 2,000 remaining) and the table (Other human related causes …<br />
fishing lines) to explain the danger to the manatee. The response makes insightful connections<br />
between information and ideas in the documents and the assigned task (In most cases, humans<br />
aid … species … with the Florida manatee, however, this is yet to happen).<br />
Develops ideas clearly and fully, making effective use of a wide range of relevant and specific<br />
details from the documents to discuss humans as the cause of the manatee’s decline (flood gates<br />
and canal locks; litter, poaching; watercraft collisions) and ways to further the welfare of this<br />
species (slow-speed zones, boater education, legal action).<br />
Maintains a clear and appropriate focus on the manatee as an endangered species and the<br />
effective means to save it. The response exhibits a logical and coherent structure, moving from<br />
a consideration of wildlife on this planet to the plight of the Florida manatee, to efforts<br />
underway to protect it (Florida has ordered … protection plans”). The conclusion reconnects<br />
the manatee with other endangered animals, placing the responsibility for saving it on humans.<br />
Transitional devices are skillfully used (Therefore, In fact, With cooperation and organization).<br />
Is stylistically sophisticated, using language that is precise and engaging (While the incentive …<br />
forced by law to act), with a notable sense of voice (A greater awareness … wonderful animal)<br />
and awareness of audience and purpose (Of course … have unleashed). The response varies<br />
structure and length of sentences to enhance meaning (It is clear, therefore, that human<br />
development and carelessness are leading to the extinction of the manatees).<br />
Demonstrates control of the conventions with essentially no errors, even with sophisticated<br />
language.<br />
Conclusion: Overall, the response best fits the criteria for Level 6 in all qualities.<br />
[54]
Anchor Part B — Paper Practice – Part Paper B—Level – A 6 – B<br />
[55]
Anchor Part B — Paper Practice – Part Paper B—Level – A 6 – B<br />
[56]
Anchor Part B — Paper Practice – Part Paper B—Level – A 6 – B<br />
[57]
Anchor Level 6 – B<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Reveals an in-depth analysis of the documents, stating there are many factors, some natural<br />
and some human induced, that exist as dangers to the health of manatees in the wild. The<br />
response makes insightful connections between information and ideas in the documents and the<br />
assigned task (humans greatly increase the number of manatee deaths, mainly through actions<br />
that people are unaware of).<br />
Develops ideas clearly and fully, making effective use of a wide range of relevant and specific<br />
details from the documents to identify the natural causes from which manatees die (manatees<br />
are susceptible to diseases … caused by cold weather and stress, perinatal deaths) emphasizing<br />
human related deaths and discussing the effectiveness of current actions.<br />
Maintains a clear and appropriate focus on the factors that present dangers to manatees. The<br />
response exhibits a logical and coherent structure initiated by a pair of questions (So why …<br />
killed every year? and And why … are the mortality rates not yet declining?). The response<br />
answers the questions by identifying the common environmental factors that result in manatee<br />
mortality and those caused by humans, suggests involving more people … in making the<br />
Florida waters safer places as a solution to the manatee’s decline, and concludes with a<br />
personal plea for a positive outcome. Transitions are skillfully used (That is why and may also<br />
be caught).<br />
Uses language that is fluent (Their inability to recognize … to avoid them), with evident<br />
awareness of audience and purpose (If we are doing so much … doing something about it?).<br />
The response varies structure and length of sentences to control rhythm and pacing (The Truth<br />
is … already established).<br />
Demonstrates control of the conventions with essentially no errors, even with sophisticated<br />
language.<br />
Conclusion: Overall, the response best fits the criteria for Level 6, although it is somewhat weaker<br />
in language use.<br />
[58]
Anchor Part B — Paper Practice – Part Paper B—Level – A 5 – A<br />
[59]
Anchor Part B — Paper Practice – Part Paper B—Level – A 5 – A<br />
[60]
Anchor Part B — Paper Practice – Part Paper B—Level – A 5 – A<br />
Anchor Level 5 – A<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Conveys a thorough understanding of the documents, explaining the causes of the manatee’s<br />
problems, while calling on the human race to protect and help this species, although misstating<br />
fatality totals from the table (fatalities … exceeded 100 from 1976 to 2001). The response<br />
makes clear and explicit connections between information and ideas in the documents and the<br />
assigned task (it takes a great deal of time and money and almost $30,000 per year … on food<br />
alone).<br />
Develops ideas clearly and consistently, using relevant and specific details from the documents<br />
to highlight the hazards manatees confront (death or severe injury due to boats, pollution, cold<br />
weather, diseases). The response explains the attempts to protect and save the manatee<br />
(manatee protection plans, satellite transmitters, nursed back to health).<br />
Maintains a clear and appropriate focus on the endangering factors and conservation<br />
requirements for manatee survival. The response exhibits a logical and coherent structure, first<br />
establishing the scope of the manatee problem, then presenting information about its causes<br />
(severe injury due to boats) and solutions, and ending with a call for action. Transitions are<br />
skillfully used (Despite the many fatalities; Aside from those statistics; Unfortunately, 10 years<br />
later).<br />
Uses language that is fluent and original (rendering them unaware of the impending danger),<br />
with evident awareness of audience and purpose (something must be done and Expenses like<br />
these could be reduced). The response varies structure and length of sentences to control<br />
rhythm and pacing (Animals as gentle as these do not deserve the fate that commonly awaits<br />
them).<br />
Demonstrates control of the conventions, exhibiting occasional errors in spelling (distruction<br />
and inaudable), punctuation (problem is and locks, and), and usage (death … surpass).<br />
Conclusion: Overall, the response best fits the criteria for Level 5, although it is somewhat<br />
stronger in organization.<br />
[61]
Anchor Paper – Part B—Level 5 – B<br />
[62]
Anchor Paper – Part B—Level 5 – B<br />
[63]
Anchor Part B — Paper Practice – Part Paper B—Level – A 5 – B<br />
Anchor Level 5 – B<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Conveys a thorough understanding of the documents, explaining that manatees are affected by<br />
the oftentimes reckless things humans do. The response makes clear and explicit connections<br />
between the information and ideas in the documents and the assigned task, noting that humans<br />
must take responsibility for their actions as well as correct this massive problem.<br />
Develops ideas clearly and consistently, using relevant and specific details from the documents<br />
to discuss human factors that contribute to the endangerment of manatees (90 percent of<br />
manatees … have been afflicted with scars from boats and people have destroyed manatee<br />
habitat), steps that have been taken to alleviate the problem (three hospitals … care for<br />
wounded manatees ), and drawbacks of each effort (expensive undertaking).<br />
Maintains a clear and appropriate focus on the problem of the manatee. The response exhibits a<br />
logical sequence of ideas, first acknowledging the problem, then addressing its causes<br />
(proliferate use of high-speed water crafts) and current solutions (law suits), and ending with an<br />
appeal for action. Transitions are appropriately used (If even thirty, Thankfully, Other steps).<br />
Uses language that is generally fluent and original (could ever replicate, deaths have escalated,<br />
marine mammals), with evident awareness audience and purpose (our actions affect the world<br />
in lasting ways), but sometimes lapses into personal asides (Math is not a virtue of mine and<br />
Math whiz or not). The response varies structure and length of sentences to control rhythm and<br />
pacing (Unfortunately, getting support in this movement is not a simple task).<br />
Demonstrates partial control, exhibiting occasional errors in spelling (measely, legistically,<br />
rediculous), use of the hyphen (collision induced, human caused, seventy five), and use of<br />
prepositions (on total and $30,000 a year in each manatee’s food) that do not hinder<br />
comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 5, although it is somewhat weaker<br />
in conventions.<br />
[64]
Anchor Paper – Part B—Level 5 – C<br />
[65]
Anchor Part B — Paper Practice – Part Paper B—Level – A 5 – C<br />
[66]
Anchor Paper – Part B—Level 5 – C<br />
[67]
Anchor Part B — Paper Practice – Part Paper B—Level – A 5 – C<br />
Anchor Level 5 – C<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Conveys a thorough understanding of the documents, establishing the dangers manatees face<br />
and the efforts to help them. The response makes clear and explicit connections between the<br />
information and ideas in the documents and the assigned task, observing that while the effert to<br />
protect manatees increases, so does the destructive behavior that harms them.<br />
Develops ideas clearly and consistently, using relevant and specific details from the documents<br />
to explain the several dangers manatees face, from boat related collisions to natural<br />
phenomenon, like the red tide, and then explores the efforts to aid these gentle giants.<br />
Maintains a clear and appropriate focus on the necessity to come to the defense of the helpless<br />
manatee. The response exhibits a logical sequence of ideas by establishing the problem<br />
(manatees are headed quickly for extinction), describing the many causes for this, seguing into<br />
the efforts to help the manatee, and concluding with a call to combat extinction with wild life<br />
protection. Appropriate transitions are used (second leading cause and Other causes).<br />
Uses appropriate language, with some awareness of audience and purpose (Can humanity find a<br />
solution to the problem?). The response occasionally makes effective use of sentence structure<br />
and length (Despite the glowing sucess of the hospital, rehabilitating these animals is a<br />
daunting task).<br />
Demonstrates partial control, exhibiting occasional errors in spelling (thier, speices,<br />
technologie, dissapear), punctuation (oceans gentle giants; heart wrenching; red tide also;<br />
rehabilitated,awareness), grammar (one of the most … creature and calfs for “calves”), usage<br />
(cause for manatee deaths), and proofreading (due the) that do not hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 5, although it is somewhat weaker<br />
in language use and conventions.<br />
[68]
Anchor Part B — Paper Practice – Part Paper B—Level – A 4 – A<br />
[69]
Anchor Paper – Part B—Level 4 – A<br />
[70]
Anchor Level 4 – A<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Conveys a basic understanding of the documents (The study of efforts to save endangered<br />
species is crucial). The response makes implicit connections between information and ideas in<br />
the documents and the assigned task (With this taking place … something needs to be done).<br />
Develops some ideas more fully than others, using specific and relevant details from the<br />
documents to discuss reasons for manatee endangerment (watercraft collisions … flood gates).<br />
Beth Wright’s research work and Governor Martinez’s efforts are less developed.<br />
Maintains a clear and appropriate focus on the Florida manatee and methods used to save it<br />
from extinction. The response exhibits a logical sequence of ideas, first establishing causes of<br />
manatee mortality (watercraft collisions … and some are to badly decomposed before a<br />
conclusion could be made), followed by methods to decrease mortality (being monitored and<br />
speed limits). The conclusion that help from others is necessary to save the manatees is vague.<br />
Uses appropriate language that is at times awkward (methods in which to use) and imprecise (to<br />
for “too”), with some awareness of audience and purpose (You may be asking … delicate<br />
species?”). The response occasionally makes effective use of sentence structure and length<br />
(Some ask … boats? and The answer is simple).<br />
Demonstrates partial control, exhibiting occasional errors in spelling (thoughtfullness,<br />
successfull, Unfortunetly), punctuation (In situations like this it is and in 1991 the), and<br />
capitalization (Endangered Animals and florida which is) that do not hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 4 in all qualities.<br />
[71]
Anchor Part B — Paper Practice – Part Paper B—Level – A 4 – B<br />
[72]
Anchor Part B — Paper Practice – Part Paper B—Level – A 4 – B<br />
Anchor Level 4 – B<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Conveys a basic understanding of the documents by addressing why we don’t have many<br />
manatees left and discussing the ways manatees need to be protected. The response makes<br />
implicit connections between information and ideas in the documents and the assigned task (we<br />
should … be doing much more to help them).<br />
Develops some ideas more fully than others. The response uses specific and relevant details<br />
from the documents to discuss the problem of manatee deaths (trying to prevent accidents and<br />
they are taken to the hospital) and ways the problem might be helped (Manatee Protection Area<br />
and boat speed zones, educational programs and mapping areas for new docks). Other causes<br />
of death (undetermined) and Bob Martinez … protection plans are less developed.<br />
Maintains a clear and appropriate focus on the Florida manatee and methods used to save it<br />
from extinction. The response exhibits a logical sequence of ideas, first establishing why the<br />
manatee is endangered (Manatees are killed by boating accidents … development or polution),<br />
followed by solutions (This allowed to identify boat speed zones … new docks to be built). The<br />
loosely connected ideas in the second paragraph lack internal consistency.<br />
Uses appropriate language, with some awareness of audience and purpose (We have begun<br />
helping a little … to survive). The response exhibits some attempt to vary sentence structure for<br />
effect, but often produces awkward constructions (Treating these animals … cost 30,000 a<br />
year.)<br />
Demonstrates partial control of the conventions, exhibiting occasional errors in spelling<br />
(polution, Instituts’, Threatenened), punctuation (lines, they and isnt), and grammar (Treating<br />
these animals are very costly and who had order) that do not hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 4.<br />
[73]
Anchor Part B — Paper Practice – Part Paper B—Level – A 4 – C<br />
[74]
Anchor Paper – Part B—Level 4 – C<br />
[75]
Anchor Level 4 – C<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Conveys a basic understanding of the documents (There are a number of Different things that<br />
Kill off the manatees … in the United States). The response makes implicit connections between<br />
information and ideas in the text and the assigned task (Sence manatees cannot hear …hit by<br />
passing boaters), but misinterprets some data from the chart (per year increase in manatee<br />
deaths).<br />
Develops some ideas more fully than others, using specific and relevant details from the<br />
documents to discuss why the Florida manatee is endangered (boat motors, becomeing tangled<br />
or ingesting Fishing or crab trap lines, getting caught in Flood gates and canals). The number<br />
of surviving manatees is inaccurate (7000). The response mentions some things that we can do<br />
to help preserve the Florida manatee’s, but discusses only one (“manatee protection areas”).<br />
Maintains a clear and appropriate focus on manatee endangerment. The response exhibits a<br />
logical sequence of ideas, first establishing the problem of manatee mortality (There are only<br />
about 7000 manatees … in the United States) followed by a description of “manatee protection<br />
areas” to reduce the decline in population.<br />
Relies on basic vocabulary that is sometimes imprecise (there for “their” and were for<br />
“where”), with little awareness of audience and purpose (there are some things that we can do).<br />
The response exhibits some attempt to vary sentence structure for effect, but with uneven<br />
success (Sence 1976 the Deaths … mostly).<br />
Demonstrates emerging control, exhibiting occasional errors in spelling (sence, susceptable,<br />
useing), punctuation (floridas manatees; life. and; pneumonia cold), and the random use of<br />
capitalization (Deaths and Boats) that hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 4, although it is somewhat weaker<br />
in language use and conventions.<br />
[76]
Anchor Part B — Paper Practice – Part Paper B—Level – A 3 – A<br />
[77]
Anchor Part B — Paper Practice – Part Paper B—Level – A 3 – A<br />
Anchor Level 3 – A<br />
Quality<br />
Meaning<br />
Commentary<br />
The response:<br />
Conveys a basic understanding of the text, stating that manatees … should be helped. The<br />
response makes few connections between the text and the task (To help protect Manatees steps<br />
can be taken) and alludes to the table.<br />
Development Develops ideas briefly, using some details from the text (Since the year 1972 … 2,000<br />
remaining, Ninety percent of them have scars … three hundred are killed per year, Govenor<br />
Bob Martinez … proposed protection plans).<br />
Organization<br />
Language Use<br />
Conventions<br />
Maintains a clear and appropriate focus on manatee endangerment and protection. The response<br />
exhibits a logical sequence of ideas, establishing the potential extinction of the manatee,<br />
followed by the reasons manatees die and ways they may be protected, and concluding with an<br />
appeal to the reader. The response lacks a transition between the discussion of how humans are<br />
responsible and how nature (pneumonia) is responsible for the deaths of manatees.<br />
Relies on basic vocabulary, with little awareness of audience (If an ordinary person wated to<br />
help). The response exhibits some attempt to vary sentence structure, but with uneven success<br />
(They can also become entangled in nets which leads … to death also).<br />
Demonstrates partial control, exhibiting occasional errors in spelling (wated) and punctuation<br />
(1972 the number; has been declining, today; boats motor) that do not hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 3, although it is somewhat<br />
stronger in organization and conventions.<br />
[78]
Anchor Paper – Part B—Level 3 – B<br />
[79]
Anchor Level 3 – B<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Conveys a basic understanding of the documents (Manatees have scars … because of boat<br />
propellers). The response makes few and superficial connections between information and<br />
ideas in the documents and the assigned task (Something has to be done and educate the<br />
public).<br />
Develops ideas briefly, using details from the documents relative to watercraft collisions as the<br />
cause of death For Manatees.<br />
Establishes an appropriate focus on manatees and boats. The response exhibits a rudimentary<br />
structure and includes some irrelevancies (Fines and Classes … to obtain a boating license).<br />
Relies on basic vocabulary (a lot and stuff), with some awareness of audience (Something must<br />
be done). The response primarily relies on simple sentences.<br />
Demonstrates emerging control, exhibiting occasional errors in spelling (seperate and<br />
eachother), random use of capitalization (There are Now, Left, Further), and grammar (less<br />
than 2,000 and work good).<br />
Conclusion: Overall, the response best fits the criteria for Level 3 in all qualities.<br />
[80]
Anchor Part B — Paper Practice – Part Paper B—Level – A 3 – C<br />
[81]
Anchor Paper – Part B—Level 3 – C<br />
Anchor Level 3 – C<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Conveys a basic understanding of the documents (Many die from … cuts on there back and the<br />
rest are caused by … unknow or natural causes), but mistakenly attributes Beth Wright’s work<br />
to an enviromeatal group. The response makes few connections between information and ideas<br />
in the documents and the assigned task (They say the main cause of there population dropping<br />
is because of watercraft collisions).<br />
Develops ideas briefly, using some details from the text (30 percent of all manatee’s deaths,<br />
2,000 manatees alive, a plan to save the manatees) and making minimal use of the table.<br />
Establishes a focus on the Florida manatee as an endangered species (If you are planning …<br />
watch out for the Florida Manatee’s). The response exhibits a rudimentary structure with some<br />
inconsistencies (Since the Governor … the coalition of enviromental groups … 8 more areas).<br />
Relies on basic vocabulary that is sometimes imprecise (there for “there” and witch for<br />
“which”), with little awareness of audience and purpose (We can only hope for best). The<br />
response exhibits some attempt to vary sentence structure or length for effect, but with uneven<br />
success (Only four countries took that plan in affect … , and Citrus).<br />
Demonstrates a lack of control, exhibiting frequent errors in spelling (comeing, scares for<br />
“scars”, enviromental, partes), punctuation (human. Witch and killed The), grammar (Manatees<br />
are a … creature and coalition … are), and proofreading (to creat to creat and at at) that hinder<br />
comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 3, although it is somewhat weaker<br />
in conventions.<br />
[82]
Anchor Part B — Paper Practice – Part Paper B—Level – A 2 – A<br />
[83]
Anchor Paper – Part B—Level 2 – A<br />
Anchor Level 2 – A<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Conveys a confused understanding of the documents stating that Florida Manatee is endangered<br />
… because Florida Manatee are listed endangered. The response alludes to the documents but<br />
makes unclear connections to the assigned task (So try to save these animal because you can<br />
make diffrent).<br />
Develops ideas briefly, using some details copied from the text (boats are the number leading<br />
cause …lose habitat to development and pollution) and a brief allusion to the table.<br />
Suggests a focus on tiring to find effective methods used to save the Florida Manatee, but the<br />
single paragraph organization primarily parallels the organizational pattern of the text.<br />
Uses language that is imprecise (there for “they’re”, that alot mantees, the think is, safe of these<br />
animal). The response reveals little awareness of how to use sentences to achieve an effect (But<br />
take care of these animal … on food for Manatee alone).<br />
Demonstrates lack of control, exhibiting frequent errors in spelling (evey, diying, diffrent),<br />
punctuation (Manatee. because; death there; this we), and grammar (many other thing, we gone,<br />
are swim) that make comprehension difficult.<br />
Conclusion: Overall, the response best fits the criteria for Level 2, although it is somewhat<br />
stronger in development.<br />
[84]
Anchor Part B — Paper Practice – Part Paper B—Level – A 2 – B<br />
Anchor Level 2 – B<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Conveys a confused or inaccurate understanding of the documents (There are some ways we<br />
can try to save them … put them in rehabilitation centers). The response alludes to the<br />
documents but makes unclear connections to the assigned task.<br />
Is largely undeveloped, hinting at ideas, but references to the documents are vague (You can<br />
also track them …were they are going and They sould have … more enforcement).<br />
Suggests a focus on the Florida manatee being endangered. The response lacks organization,<br />
consisting of one paragraph of loosely related ideas.<br />
Uses language that is imprecise (The Florida Manatee … hear the boat motors). The response<br />
reveals little awareness of how to use sentences to achieve an effect (Undetermined death … is<br />
4332 manatee).<br />
Demonstrates a lack of control, exhibiting frequent errors in punctuation (cant, save them we<br />
can, way it) and grammar (boats are kill them and death have killed) that make comprehension<br />
difficult.<br />
Conclusion: Overall, the response best fits the criteria for Level 2 in all qualities.<br />
[85]
Anchor Paper – Part B—Level 2 – C<br />
Anchor Level 2 – C<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Conveys a confused and inaccurate understanding of the documents (30,000 dollars per year …<br />
to fed and to Save). The response alludes to the documents but makes unclear connections to the<br />
assigned task (So ways are being … beuties alive).<br />
Is largely undeveloped, hinting at ideas, but references to the documents are vague (killed is<br />
Many diffrent ways).<br />
Suggests a focus on saving the manatee but lacks organization. The response consists of one<br />
paragraph of loosely related ideas.<br />
Uses language that is imprecise. The response reveals little awareness of how to use sentences<br />
to achieve an effect (The problem is … they are there).<br />
Demonstrates a lack of control, exhibiting frequent errors in spelling (Manatiee, diffrent,<br />
easaly, creatived, beuties), punctuation (2001 325; sea dwell-ing; Manaties, there; area’s), and<br />
grammar (killed is Many diffrent ways and per year are spent to fed) that make comprehension<br />
difficult.<br />
Conclusion: Overall, the response best fits the criteria for Level 2 in all qualities.<br />
[86]
Anchor Paper – Part B—Level 1 – A<br />
Anchor Level 1 – A<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Provides minimal evidence of understanding. The response makes one connection between<br />
information in the documents and the assigned task (This is the reason … death).<br />
Is minimal, with no evidence of development.<br />
Suggests a focus on the manatee’s lack of reaction but lacks organization.<br />
Is minimal.<br />
Is minimal, making assessment of conventions unreliable.<br />
Conclusion: Overall, the response best fits the criteria for Level 1, although it is somewhat<br />
stronger in organization.<br />
[87]
Anchor Paper – Part B—Level 1 – B<br />
Anchor Level 1 – B<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Provides no evidence of understanding. The response makes no connections between the<br />
information in the documents and the assigned task.<br />
Is minimal, with no evidence of development.<br />
Shows no focus or organization.<br />
Is minimal.<br />
Is minimal, making assessment of conventions unreliable.<br />
Conclusion: The response best fits the criteria for Level 1 in all qualities.<br />
[88]
Part B — Practice Paper – A<br />
[89]
Part B — Practice Paper – A<br />
[90]
Part B — Practice Paper – B<br />
[91]
Part B — Practice Paper – B<br />
[92]
Part B — Practice Paper – C<br />
[93]
Part B — Practice Paper – D<br />
[94]
Part B — Practice Paper – D<br />
[95]
Part B — Practice Paper – E<br />
[96]
Practice Paper A–Score Level 4<br />
Conclusion: Overall, the response best fits the criteria for Level 4 in all qualities.<br />
Practice Paper B–Score Level 5<br />
Conclusion: Overall, the response best fits the criteria for Level 5, although it is somewhat<br />
stronger in conventions.<br />
Practice Paper C–Score Level 3<br />
Conclusion: Overall, the response best fits criteria for Level 3 in all qualities.<br />
Practice Paper D–Score Level 4<br />
Conclusion: Overall, the response best fits the criteria for Level 4 in all qualities.<br />
Practice Paper E–Score Level 2<br />
Conclusion: Overall, the response best fits the criteria for Level 2, although it is somewhat<br />
stronger in conventions.<br />
[97]
DIRECTIONS FOR TEACHERS<br />
LISTENING SECTION<br />
COMPREHENSIVE EXAMINATION IN ENGLISH<br />
Tuesday, January 24, 2006 —1:15 to 4:15 p.m., only<br />
SESSION ONE<br />
BE SURE THAT THE LISTENING SECTION IS ADMINISTERED TO EVERY STUDENT.<br />
1 Before the start of the examination period, say:<br />
Do not open the examination booklet until you are instructed to do so.<br />
2 Distribute one examination booklet and one essay booklet to each student.<br />
3 After each student has received an examination booklet and an essay booklet, say:<br />
Tear off the answer sheet, which is the last page of the examination<br />
booklet, and fill in its heading. Now circle “Session One” and fill in the<br />
heading on each page of your essay booklet.<br />
4 After the students have filled in all headings on their answer sheets and essay booklets, say:<br />
Look at page 2 of your examination booklet and follow along while I read<br />
the Overview and The Situation.<br />
Overview:<br />
For this part of the test, you will listen to a speech about medical doctors,<br />
answer some multiple-choice questions, and write a response based on<br />
the situation described below. You will hear the speech twice. You may<br />
take notes on the next page anytime you wish during the readings.<br />
The Situation:<br />
Your health class has been studying the roles of health-care workers. For<br />
a class project, you have decided to write a report in which you discuss<br />
the obligations of doctors toward their patients. In preparation for<br />
writing your report, listen to a speech by Dr. Margaret C. Heagarty to a<br />
new class of medical students. Then use relevant information from the<br />
speech to write your report.<br />
Now I will read the passage aloud to you for the first time.<br />
5 Now read the passage aloud, including attribution at the end. Read with appropriate expression, but without<br />
added comment.<br />
[1]
Listening Passage<br />
I am greatly honored to be asked to say a few words on what, with time, you will discover<br />
is one of the more memorable occasions of your lives. But given the distance in our ages, I<br />
have wondered what I can say to you that would not sound like banal clichés, what you<br />
could possibly hear and use as you take this first, symbolic step toward your goals in<br />
medicine....<br />
My father was a physician, a country doctor who spent his life caring for the coal miners<br />
of West Virginia. When he graduated from the University of Georgia about 1928, he did not<br />
have vitamins, steroids, hormones, or antibiotics in his doctor’s bag. He did have a doctor’s<br />
bag and he did make house calls. At sixteen, I learned to drive on a World War II jeep,<br />
accompanying him around the hills and hollers of West Virginia as he made those calls....<br />
You begin medical studies at a time when the entire health-care system is in flux, when<br />
new challenges ranging from the aging of the nation’s population to the HIV virus to<br />
managed care will bedevil you over the next thirty-five years. And as I have meditated upon<br />
you, me, and my father, I have wondered what, if anything, links us. In the more than<br />
seventy-five years since my father began his journey in the profession, has medicine so<br />
changed that we have little to share with one another?<br />
But I believe that while the scientific knowledge base has broadened and changed, and<br />
the structure and the organization of the profession have surely changed — indeed<br />
dramatically in the past few years — the basic core of who we are and what we do has not<br />
changed and must not, ever.<br />
And that fundamental core can be found in an old-fashioned word, “vocation.” My basic<br />
message to you is that a vocation, by definition, is more, much more than simply an incomeproducing<br />
occupation. I believe you, as I and my father, have decided to become physicians<br />
out of some sort of idealistic need or calling to serve our fellow human beings. With this<br />
choice you, as I did, are about to embark upon a long and arduous novitiate during which<br />
you will not only be taught basic scientific knowledge and skills but also the social and<br />
ethical norms of the medical profession. Today you take your first vows as a member of this<br />
profession....<br />
All of this may sound like obvious generalizations, but as I have thought about you, I<br />
suddenly realized that I have a personal and rather pragmatic stake in your future careers.<br />
For I am of the age when it is likely that very soon I will need to rely upon you or someone<br />
very like you for medical care. And I wondered what would I want from you, when I come<br />
to see you with my chest pain or my depression or my Parkinsonism.<br />
Of course, I would assume that you are medically competent and have managed to keep<br />
up to date, more or less, with advances in science and therapeutics. But please note, I do<br />
not expect you to know it all, for that is impossible for any of us. More importantly, I do<br />
expect you to know what you don’t know and to be wise enough to recognize your own<br />
limitations; to know when to ask for help or consultation from colleagues. This decision can<br />
be among the most difficult for any physician; there is a very delicate balance between<br />
asking for help as against rejecting a patient out of insecurity or an unwillingness to make a<br />
difficult clinical decision. Of all the attributes a physician must develop, an awareness of<br />
one’s limitations and a recognition of one’s responsibilities to each patient are preeminent.<br />
Notice that if you do decide to send me to someone for consultation, I will continue, if you<br />
are my primary-care physician, to expect you to retain control of my medical care, to<br />
coordinate what any number of specialists may recommend. I do not want my medical care<br />
to be provided by a committee. I want someone who takes the ultimate responsibility and<br />
makes the ultimate decisions about what I may or may not need.<br />
But I would want much more. I would want to know that you have stayed true to your<br />
[2]
vocation. I would want you to listen to me, to hear my concerns — real or imagined — and<br />
to acknowledge and understand them. I would want you to understand that as a patient, I<br />
am, by definition, at the minimum anxious, if not scared to death. I would expect you to<br />
have learned how to comfort me, to relieve my terror.<br />
For the next year or so, the mysteries of anatomy, physiology, and the like will seem<br />
formidable to you. But the task of learning how to relate to your patients, how to develop<br />
caring for your patients — both those you enjoy and those you don’t much like — will be<br />
an equally if not more difficult task to master. And this skill is as important as any a physician<br />
possesses, certainly as important and sometimes more important than any high-tech<br />
diagnostic or therapeutic maneuver available to you. For much of what you will do as<br />
physicians will involve comfort, support, caritas [care].<br />
Finally, I would want to be assured that you would do what is in my best interest, even if<br />
the managed-care plan places bureaucratic obstacles in your path. Indeed, I would expect<br />
you to fight for me, at whatever your personal cost, to ensure that I receive the care I need.<br />
Anything less would be a betrayal of the vows of your vocation.…<br />
excerpted from “Beginning Doctors:<br />
A Word from the Wise”<br />
Commonweal, October 23, 1998<br />
6 After reading the passage aloud once, say:<br />
You may take a few minutes to look over The Situation and your notes.<br />
(Pause) Now I will read the passage aloud a second time.<br />
7 Read the passage a second time.<br />
8 After the second reading, say:<br />
Now turn to page 4 of your examination booklet, read the directions, and<br />
answer the multiple-choice questions. Be sure to follow all the directions<br />
given in your examination booklet and your essay booklet. You may now<br />
begin.<br />
[3]
[4]
COMPREHENSIVE ENGLISH<br />
The University of the State of New York<br />
SESSION TWO<br />
REGENTS HIGH SCHOOL EXAMINATION<br />
COMPREHENSIVE EXAMINATION<br />
IN<br />
ENGLISH<br />
SESSION TWO<br />
Wednesday, January 25, 2006 — 1:15 to 4:15 p.m., only<br />
The last page of this booklet is the answer sheet for the multiple-choice<br />
questions. Fold the last page along the perforations and, slowly and carefully, tear<br />
off the answer sheet. Then fill in the heading of your answer sheet. Now circle<br />
“Session Two” and fill in the heading of each page of your essay booklet.<br />
This session of the examination has two parts. For Part A, you are to answer<br />
all ten multiple-choice questions and write a response, as directed. For Part B, you<br />
are to write a response, as directed.<br />
When you have completed this session of the examination, you must sign the<br />
statement printed at the end of the answer sheet, indicating that you had no<br />
unlawful knowledge of the questions or answers prior to the session and that you<br />
have neither given nor received assistance in answering any of the questions<br />
during the session. Your answer sheet cannot be accepted if you fail to sign this<br />
declaration.<br />
The use of any communications device is strictly prohibited when taking this<br />
examination. If you use any communications device, no matter how briefly, your<br />
examination will be invalidated and no score will be calculated for you.<br />
DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN.<br />
COMPREHENSIVE ENGLISH SESSION TWO
Part A<br />
Directions: Read the passages on the following pages (an essay and an excerpt from a novel). Write the number<br />
of the answer to each multiple-choice question on your answer sheet. Then write the essay in your essay booklet<br />
as described in Your Task. You may use the margins to take notes as you read and scrap paper to plan your<br />
response.<br />
Your Task:<br />
After you have read the passages and answered the multiple-choice questions,<br />
write a unified essay about a childhood place as revealed in the passages. In<br />
your essay, use ideas from both passages to establish a controlling idea about a<br />
childhood place. Using evidence from each passage, develop your controlling<br />
idea and show how the author uses specific literary elements or techniques to<br />
convey that idea.<br />
Guidelines:<br />
Be sure to<br />
• Use ideas from both passages to establish a controlling idea about a childhood place<br />
• Use specific and relevant evidence from each passage to develop your controlling<br />
idea<br />
• Show how each author uses specific literary elements (for example: theme,<br />
characterization, structure, point of view) or techniques (for example: symbolism,<br />
irony, figurative language) to convey the controlling idea<br />
• Organize your ideas in a logical and coherent manner<br />
• Use language that communicates ideas effectively<br />
• Follow the conventions of standard written <strong>English</strong><br />
<strong>Comp</strong>. Eng. — Session Two – Jan. ’06 [2]
5<br />
10<br />
15<br />
20<br />
25<br />
30<br />
35<br />
40<br />
45<br />
50<br />
Passage I<br />
I am a displaced person. I sit here on a swing on the deck of my house in<br />
Northern California admiring how the fog has turned the valley below into a lake.<br />
For hours nothing will be visible below me except this large expanse of vapor;<br />
then slowly, as the sun rises and gains in intensity, the fog will start to curl up and<br />
begin its slow rolling drift toward the ocean. People here call it the dragon; and,<br />
indeed, a dragon is what it looks like, puffing and coiling, winged, flaring and in<br />
places thin and discreet, as it races before the sun, back to its ocean coast den.<br />
Mornings I sit here in awe and great peace. The mountains across the valley<br />
come and go in the mist; the redwoods and firs, oaks and giant bays appear as<br />
clumpish spires, enigmatic shapes of green, like the stone forests one sees in<br />
Chinese paintings of Guilin.<br />
It is incredibly beautiful where I live. Not fancy at all, or exclusive. But from<br />
where I sit on my deck I can look down on the backs of hawks, and the wide,<br />
satiny wings of turkey vultures glistening in the sun become my present<br />
connection to ancient Egyptian Africa. The pond is so still below me that the<br />
trees reflected in it seem, from this distance, to be painted in its depths.<br />
All this: the beauty, the quiet, the cleanliness, the peace, is what I love. I<br />
realize how lucky I am to have found it here. And yet, there are days when my<br />
view of the mountains and redwoods makes me nostalgic for small rounded hills<br />
easily walked over, and for the look of big leaf poplar and the scent of pine.<br />
I am nostalgic for the land of my birth, the land I left forever when I was<br />
thirteen—moving first to the town of Eatonton, and then, at seventeen, to the<br />
city of Atlanta.<br />
I cried one day as I talked to a friend about a tree I loved as a child. A tree<br />
that had sheltered my father on his long cold walk to school each morning: it was<br />
midway between his house and the school and because there was a large cavity<br />
in its trunk, a fire could be made inside it. During my childhood, in a tiny,<br />
overcrowded house in a tiny dell below it, I looked up at it frequently and felt<br />
reassured by its age, its generosity despite its years of brutalization (the fires, I<br />
knew, had to hurt), and its tall, old-growth pine nobility. When it was struck by<br />
lightning and killed, and then was cut down and made into firewood, I grieved as<br />
if it had been a person. Secretly. Because who among the members of my family<br />
would not have laughed at my grief?<br />
I have felt entirely fortunate to have had this companion, and even today<br />
remember it with gratitude. But why the tears? my friend wanted to know. And<br />
it suddenly dawned on me that perhaps it was sad that it was a tree and not a<br />
member of my family to whom I was so emotionally close.<br />
As a child I assumed I would always have the middle Georgia landscape to<br />
live in, as Brer Rabbit, a native also, and relative, had his brier patch. It was not<br />
to be. The pain of racist oppression, and its consequence, economic<br />
impoverishment, drove me to the four corners of the earth in search of justice<br />
and peace, and work that affirmed my whole being. I have come to rest here,<br />
weary from travel, on a deck—not a southern front porch—overlooking another<br />
world.<br />
I am content; and yet, I wonder what my life would have been like if I had<br />
been able to stay home?<br />
I remember early morning fogs in Georgia, not so dramatic as California<br />
ones, but magical too because out of the Southern fog of memory tramps my dark<br />
father, smiling and large, glowing with rootedness, and talking of hound dogs,<br />
biscuits and coons. And my equally rooted mother bustles around the corner of<br />
<strong>Comp</strong>. Eng. — Session Two – Jan. ’06 [3] [OVER]
55<br />
our house preparing to start a wash, the fire under the black wash pot extending<br />
a circle of warmth in which I, a grave-eyed child, stand. There is my sister Ruth,<br />
beautiful to me and dressed elegantly for high school in gray felt skirt and<br />
rhinestone brooch, hurrying up the road to catch the yellow school bus which<br />
glows like a large glow worm in the early morning fog….<br />
— Alice Walker<br />
excerpted from “My Heart Has Reopened To You:<br />
The Place Where I Was Born”<br />
Her Blue Body Everything We Know, 1991<br />
Harcourt Brace Jovanovich<br />
<strong>Comp</strong>. Eng. — Session Two – Jan. ’06 [4]
Passage II<br />
5<br />
10<br />
15<br />
20<br />
25<br />
30<br />
35<br />
40<br />
45<br />
…The scenes of the farm were not as fantastic to John as he’d hoped they<br />
would be. The barn, its neat white trim picked out by moonlight, still looked<br />
obstinately like the barn, and the nocturnal knockings of the horses within were<br />
familiar, flat, and uninteresting. He could make of the manure pile no shapes or<br />
ghouls. It looked exactly like the manure pile that bulked so large in his daily<br />
activities. The air, though, clear and now cool, bearing the sweet, alluring scent of<br />
clover, invigorated him, and when he rounded the corner of the orchard, the way<br />
the pasture lay thick as fur fitted his sense of what this adventure, this first night<br />
abroad, ever, should be.<br />
The farm buildings sat on a hill embraced by the wide curve of a large creek.<br />
The two barns on one side and the white house and old orchard on the other<br />
formed a rectangle bisected by the gravel driveway. Fanning away from the<br />
central compound were fenced paddocks, stands of trees, and outbuildings for<br />
the storage of machinery. A couple housed straight stalls for horse shows and<br />
winter use. John had lived nowhere but the farm, and the nights he had spent<br />
away, at horse shows or with relatives, were so few that each remained discrete<br />
and pristine in his memory. Visits to cousins, one family in Cleveland and the<br />
other in Baltimore, had been arrestingly exotic: lawns instead of fields, afternoons<br />
among teeming strangers at giant public swimming pools, late nights of jokes,<br />
giggles, and the danger of lighting matches under the bedclothes. Once, with his<br />
cousin Fred, he had sneaked out the bedroom window, then tiptoed around the<br />
house to spy on the grownups. Most exotic of all, there had been no horses.<br />
An undulating apron of ground spread green-black and silver to the woods<br />
below. Mares and foals, feeling safety in the peace of the weather, were scattered<br />
over the lower third of the hillside, lying down or resting in the hammocks of their<br />
own joints. From where John stood, they all looked black, but when a head turned<br />
or a leg moved, bright white floated on the moonlight. This was more like it. The<br />
idea of night rambles about the farm had seemed spectacularly deviant to him, as<br />
if his daily resentments gestated something criminal, but now, actually out here,<br />
with his body clattering inside his clothes and his quietest cough like slamming<br />
doors, he felt delightfully orphaned and mute, about to discover something,<br />
anything, even though there was nothing he didn’t know already about the<br />
farm….<br />
He came to the creek, where he had learned to swim (five strokes, walk across<br />
the gravel bar, seven more strokes, turn around). Every summer the four children<br />
exhausted its possibilities by the last week of school, but now, as John stood on the<br />
slippery bank, drawn there by the dappling of light through the trees, he drew in<br />
his breath, as if something were about to happen. By day you could see the gravel<br />
streambed through two or three feet of clear water. Water spiders skated and<br />
dragonflies hovered and minnows skittered in your peripheral vision. By night (off<br />
to his left, and then to his right, bullfrogs splashed into the water) the pool was<br />
black; he could not see at all, but this betokened everything rather than nothing.<br />
He squatted down and stuck his hand in, half expecting to pull out a dripping wad<br />
of life itself. The water was cold and fine, delicious to his skin. John laughed aloud<br />
and at once forgave the farm for being so familiar. Anything seemed possible at<br />
night. In the water at his feet, for example, he sensed not just minnows and frogs,<br />
but bass and trout and crawdads and river clams and water snakes (he stepped<br />
back). In the woods surrounding there were surely mice, rabbits, and moles, but<br />
why not woodchucks and badgers, opossums and raccoons, even deer? Among<br />
<strong>Comp</strong>. Eng. — Session Two – Jan. ’06 [5] [OVER]
50<br />
55<br />
the leafy limbs and hollows of trees (boxelder, white ash, sugar maple, walnut,<br />
white and red and pin oak, elm and hickory, sycamore and poplar) there must be<br />
orioles and woodpeckers and bluebirds and jays and cardinals as well as sparrows,<br />
wrens, and robins. Owls and bats would be gazing upon him right this very<br />
moment. He paused, listening, and shivered blissfully. For an instant he could see<br />
it all, the densely inhabited earth and the thick stars, ready and waiting to be<br />
catalogued….<br />
— Jane Smiley<br />
excerpted from Barn Blind, 1980<br />
Harper & Row<br />
<strong>Comp</strong>. Eng. — Session Two – Jan. ’06 [6]
Multiple-Choice Questions<br />
Directions (1–10): Select the best suggested answer to each question and write its number in the space<br />
provided on the answer sheet. The questions may help you think about the ideas and information you might<br />
want to use in your essay. You may return to these questions anytime you wish.<br />
Passage I (the essay) — Questions 1–5 refer to<br />
Passage I.<br />
Passage II (the excerpt from a novel) — Questions<br />
6–10 refer to Passage II.<br />
1 What sensation triggers the author’s memory of a<br />
childhood place?<br />
(1) looking at a Chinese painting of forests<br />
(2) hearing sounds from the valley below<br />
(3) smelling the ocean on the breeze<br />
(4) viewing the landscape near her present home<br />
2 The author describes the tree near her childhood<br />
home as a<br />
(1) mischievous playmate<br />
(2) casual acquaintance<br />
(3) kind protector<br />
(4) stern teacher<br />
3 When Alice Walker compares herself to Brer<br />
Rabbit, hero of a southern folktale, she is using<br />
the literary device known as<br />
(1) allusion (3) foreshadowing<br />
(2) euphemism (4) onomatopoeia<br />
4 The author states that she left middle Georgia<br />
because of<br />
(1) religious intolerance (3) gender bias<br />
(2) racial prejudice (4) physical abuse<br />
6 At first John finds the scene of the farm at night<br />
(1) disappointing (3) attractive<br />
(2) exciting (4) frightening<br />
7 The farm in the passage primarily raises<br />
(1) cows (3) vegetables<br />
(2) horses (4) chickens<br />
8 The author introduces “Visits to cousins” (line 17)<br />
in order to<br />
(1) introduce a symbol (3) complicate the plot<br />
(2) provide a motive (4) create a contrast<br />
9 The author uses a simile in lines 29 through 31 to<br />
emphasize the night’s<br />
(1) silence (3) darkness<br />
(2) coldness (4) smells<br />
10 At the end of the passage, John imagines<br />
(1) city trips (3) many creatures<br />
(2) other farms (4) his cousins<br />
5 An image which connects the beginning and the<br />
end of the essay is that of the<br />
(1) sun (3) fog<br />
(2) lake (4) road<br />
After you have finished these questions, turn to page 2. Review Your Task and the Guidelines. Use scrap<br />
paper to plan your response. Then write your response to Part A, beginning on page 1 of your essay booklet.<br />
After you finish your response for Part A, go on to page 8 of your examination booklet and complete Part B.<br />
<strong>Comp</strong>. Eng. — Session Two – Jan. ’06 [7] [OVER]
Part B<br />
Your Task:<br />
Write a critical essay in which you discuss two works of literature you have read from the particular perspective<br />
of the statement that is provided for you in the Critical Lens. In your essay, provide a valid interpretation of<br />
the statement, agree or disagree with the statement as you have interpreted it, and support your opinion using<br />
specific references to appropriate literary elements from the two works. You may use scrap paper to plan your<br />
response. Write your essay in Part B, beginning on page 7 of the essay booklet.<br />
Critical Lens:<br />
“All that is literature seeks to communicate power...”<br />
—Thomas De Quincey<br />
The Collected Writings of Thomas De Quincey, 1897<br />
Guidelines:<br />
Be sure to<br />
• Provide a valid interpretation of the critical lens that clearly establishes the criteria<br />
for analysis<br />
• Indicate whether you agree or disagree with the statement as you have interpreted it<br />
• Choose two works you have read that you believe best support your opinion<br />
• Use the criteria suggested by the critical lens to analyze the works you have chosen<br />
•Avoid plot summary. Instead, use specific references to appropriate literary<br />
elements (for example: theme, characterization, setting, point of view) to develop<br />
your analysis<br />
• Organize your ideas in a unified and coherent manner<br />
• Specify the titles and authors of the literature you choose<br />
• Follow the conventions of standard written <strong>English</strong><br />
<strong>Comp</strong>. Eng. — Session Two – Jan. ’06 [8]
The University of the State of New York<br />
REGENTS HIGH SCHOOL EXAMINATION<br />
Tear Here<br />
COMPREHENSIVE EXAMINATION IN ENGLISH<br />
SESSION TWO<br />
Wednesday, January 25, 2006 — 1:15 to 4:15 p.m., only<br />
ANSWER SHEET<br />
Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sex: ■ Male ■ Female<br />
School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grade . . . . . . . . . . . . . Teacher . . . . . . . . . . . . . . . . . . . .<br />
Write your answers to the multiple-choice questions for Part A on this answer sheet.<br />
Part A<br />
1 _______ 6 _______<br />
2 _______ 7 _______<br />
3 _______ 8 _______<br />
4 _______ 9 _______<br />
5 _______ 10 _______<br />
HAND IN THIS ANSWER SHEET WITH YOUR ESSAY BOOKLET,<br />
SCRAP PAPER, AND EXAMINATION BOOKLET.<br />
Your essay responses for Part A and Part B should be written in the essay booklet.<br />
Tear Here<br />
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<br />
that I have neither given nor received assistance in answering any of the questions during the examination.<br />
<strong>Comp</strong>. Eng. — Session Two – Jan. ’06 [11]<br />
____________________________________________________________<br />
Signature
COMPREHENSIVE ENGLISH SESSION TWO<br />
Tear Here<br />
Tear Here<br />
<strong>Comp</strong>. Eng. — Session Two – Jan. ’06 [12]<br />
COMPREHENSIVE ENGLISH SESSION TWO
SESSION TWO<br />
E<br />
FOR TEACHERS ONLY<br />
The University of the State of New York<br />
REGENTS HIGH SCHOOL EXAMINATION<br />
ENGLISH<br />
Wednesday, January 25, 2006— 1:15 to 4:15 p.m., only<br />
SCORING KEY AND RATING GUIDE<br />
Mechanics of Rating<br />
Updated information regarding the rating of this examination may be posted on the<br />
New York State Education Department’s web site during the rating period. Visit the site<br />
http://www.emsc.nysed.gov/osa/ and select the link “Latest Information” for any recently<br />
posted information regarding this examination. This site should be checked before the rating<br />
process for this examination begins and at least one more time before the final scores<br />
for the examination are recorded.<br />
The following procedures are to be used for rating papers in the <strong>Comp</strong>rehensive<br />
Examination in <strong>English</strong>. More detailed directions for the organization of the rating<br />
process and procedures for rating the examination are included in the Information<br />
Booklet for Administering and Scoring the <strong>Comp</strong>rehensive Examination in <strong>English</strong>.<br />
Scoring of Multiple-Choice Questions<br />
Indicate by means of a checkmark each incorrect or omitted answer to multiplechoice<br />
questions on the Session Two answer sheet; do not place a checkmark beside<br />
a correct answer. Use only red ink or red pencil. In the box provided under each<br />
part, record the number of questions the student answered correctly for that part.<br />
Transfer the number of correct answers for the Part A multiple-choice questions to<br />
the appropriate spaces in the box in the upper right corner of each student’s<br />
SESSION ONE answer sheet.<br />
Session Two<br />
Correct Answers<br />
Part A<br />
(1) 4<br />
(2) 3<br />
(3) 1<br />
(4) 2<br />
(5) 3<br />
(6) 1<br />
(7) 2<br />
(8) 4<br />
(9) 1<br />
(10) 3<br />
The University of the State of New York • THE STATE EDUCATION DEPARTMENT • Albany, New York 12234
COMPREHENSIVE ENGLISH — SESSION TWO — continued<br />
Rating of Essays<br />
(1) Follow your school’s procedures for training for rating. This process should include:<br />
Introduction to the task—<br />
• Raters read the task and summarize its purpose, audience, and format<br />
• Raters read passage(s) and plan own response to task<br />
• Raters share response plans and summarize expectations for student responses<br />
Introduction to the rubric and anchor papers—<br />
• Trainer reviews rubric with reference to the task<br />
• Trainer reviews procedures for assigning scores<br />
• Trainer leads review of each anchor paper and commentary<br />
(Note: Anchor papers are ordered from high to low within each score level.)<br />
Practice scoring individually—<br />
• Raters score a set of five papers individually<br />
• Trainer records scores and leads discussion until raters feel confident enough to move<br />
on to actual scoring<br />
(2) When actual rating begins, each rater should record his or her individual rating for a<br />
student’s essay on the rating sheet provided, not directly on the student’s essay or<br />
answer sheet. Do not correct the student’s work by making insertions or changes of any<br />
kind.<br />
(3) Each essay must be rated by at least two raters; a third rater will be necessary to resolve<br />
scores that differ by more than one point. The scoring coordinator will be responsible<br />
for coordinating the movement of papers, calculating a final score for each student’s<br />
essay, and recording that information on the student’s answer paper for Session One,<br />
and determining the student’s final score for the examination. The chart located on the<br />
Department’s web site should be used for determining the final examination score.<br />
[2]
SESSION TWO – PART A – SCORING RUBRIC<br />
READING AND WRITING FOR LITERARY RESPONSE<br />
QUALITY<br />
Meaning: the extent to<br />
which the response<br />
exhibits sound<br />
understanding,<br />
interpretation, and<br />
analysis of the task<br />
and text(s)<br />
6<br />
Responses at this<br />
level:<br />
-establish a controlling<br />
idea that reveals an indepth<br />
analysis of both<br />
texts<br />
-make insightful<br />
connections between the<br />
controlling idea and the<br />
ideas in each text<br />
5<br />
Responses at this<br />
level:<br />
-establish a controlling<br />
idea that reveals a<br />
thorough understanding<br />
of both texts<br />
-make clear and explicit<br />
connections between the<br />
controlling idea and the<br />
ideas in each text<br />
4<br />
Responses at this<br />
level:<br />
-establish a controlling<br />
idea that shows a basic<br />
understanding of both<br />
texts<br />
-make implicit<br />
connections between the<br />
controlling idea and the<br />
ideas in each text<br />
3<br />
Responses at this<br />
level:<br />
-establish a controlling<br />
idea that shows a basic<br />
understanding of the<br />
texts<br />
-make few or superficial<br />
connections between the<br />
controlling idea and the<br />
ideas in the texts<br />
2<br />
Responses at this<br />
level:<br />
-convey a confused or<br />
incomplete<br />
understanding of the<br />
texts<br />
-make a few connections<br />
but fail to establish a<br />
controlling idea<br />
Development: the<br />
extent to which ideas<br />
are elaborated using<br />
specific and relevant<br />
evidence from the<br />
text(s)<br />
-develop ideas clearly<br />
and fully, making<br />
effective use of a wide<br />
range of relevant and<br />
specific evidence and<br />
appropriate literary<br />
elements from both texts<br />
-develop ideas clearly<br />
and consistently, with<br />
reference to relevant and<br />
specific evidence and<br />
appropriate literary<br />
elements from both texts<br />
-develop some ideas<br />
more fully than others,<br />
with reference to<br />
specific and relevant<br />
evidence and<br />
appropriate literary<br />
elements from both texts<br />
-develop ideas briefly,<br />
using some evidence<br />
from the texts<br />
-may rely primarily on<br />
plot summary<br />
-are incomplete or<br />
largely undeveloped,<br />
hinting at ideas, but<br />
references to the text are<br />
vague, irrelevant,<br />
repetitive, or unjustified<br />
Organization: the<br />
extent to which the<br />
response exhibits<br />
direction, shape, and<br />
coherence<br />
-maintain the focus<br />
established by the<br />
controlling idea<br />
-exhibit a logical and<br />
coherent structure<br />
through skillful use of<br />
appropriate devices and<br />
transitions<br />
-maintain the focus<br />
established by the<br />
controlling idea<br />
-exhibit a logical<br />
sequence of ideas<br />
through use of<br />
appropriate devices and<br />
transitions<br />
-maintain a clear and<br />
appropriate focus<br />
-exhibit a logical<br />
sequence of ideas but<br />
may lack internal<br />
consistency<br />
-establish, but fail to<br />
maintain, an appropriate<br />
focus<br />
- exhibit a rudimentary<br />
structure but may<br />
include some<br />
inconsistencies or<br />
irrelevancies<br />
-lack an appropriate<br />
focus but suggest some<br />
organization, or suggest<br />
a focus but lack<br />
organization<br />
Language Use: the<br />
extent to which the<br />
response reveals an<br />
awareness of audience<br />
and purpose through<br />
effective use of words,<br />
sentence structure,<br />
and sentence variety<br />
-are stylistically<br />
sophisticated, using<br />
language that is precise<br />
and engaging, with a<br />
notable sense of voice<br />
and awareness of<br />
audience and purpose<br />
-vary structure and<br />
length of sentences to<br />
enhance meaning<br />
-use language that is<br />
fluent and original, with<br />
evident awareness of<br />
audience and purpose<br />
-vary structure and<br />
length of sentences to<br />
control rhythm and<br />
pacing<br />
-use appropriate<br />
language, with some<br />
awareness of audience<br />
and purpose<br />
-occasionally make<br />
effective use of sentence<br />
structure or length<br />
-rely on basic<br />
vocabulary, with little<br />
awareness of audience<br />
or purpose<br />
-exhibit some attempt to<br />
vary sentence structure<br />
or length for effect, but<br />
with uneven success<br />
-use language that is<br />
imprecise or unsuitable<br />
for the audience or<br />
purpose<br />
-reveal little awareness<br />
of how to use sentences<br />
to achieve an effect<br />
Conventions: the<br />
extent to which the<br />
response exhibits<br />
conventional spelling,<br />
punctuation,<br />
paragraphing,<br />
capitalization,<br />
grammar, and usage<br />
-demonstrate control of<br />
the conventions with<br />
essentially no errors,<br />
even with sophisticated<br />
language<br />
-demonstrate control of<br />
the conventions,<br />
exhibiting occasional<br />
errors only when using<br />
sophisticated language<br />
-demonstrate partial<br />
control, exhibiting<br />
occasional errors that do<br />
not hinder<br />
comprehension<br />
-demonstrate emerging<br />
control, exhibiting<br />
occasional errors that<br />
hinder comprehension<br />
-demonstrate a lack of<br />
control, exhibiting<br />
frequent errors that make<br />
comprehension difficult<br />
• If the student addresses only one text, the response can be scored no higher than a 3.<br />
• 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.<br />
• Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0.<br />
• A response totally copied from the text(s) with no original student writing should be scored a 0.<br />
1<br />
Responses at this<br />
level:<br />
-provide minimal or no<br />
evidence of textual<br />
understanding<br />
-make no connections<br />
between the texts or<br />
among ideas in the texts<br />
-are minimal, with no<br />
evidence of development<br />
-show no focus or<br />
organization<br />
-are minimal<br />
-use language that is<br />
incoherent or<br />
inappropriate<br />
-are minimal, making<br />
assessment of<br />
conventions unreliable<br />
-may be illegible or not<br />
recognizable as <strong>English</strong><br />
[3]
Anchor Paper – Part A—Level 6 – A<br />
[4]
Part Anchor A — Paper Practice – Part Paper A—Level – A 6 – A<br />
[5]
Part Anchor A — Paper Practice – Part Paper A—Level – A 6 – A<br />
[6]
Anchor Level 6 – A<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Establishes a controlling idea that childhood places can have a profound impact on … a<br />
person’s view of life. The response reveals an in-depth analysis of both texts, making insightful<br />
connections between the controlling idea and the ideas in each text (Whereas the first passage<br />
reveals … the magic of a special place and The setting of these stories … helps to explain<br />
certain sentiments about a location).<br />
Develops ideas clearly and fully, making effective use of a wide range of relevant and specific<br />
evidence from the texts (tree which was killed by lightning, viewing a farm at night, John …<br />
has lived almost exclusively on a farm, the “magical” fog that she remembered). For both<br />
passages, the response shows how the authors’ use of literary elements (Point of view, setting,<br />
theme) develops how a special childhood place can impact a person’s life.<br />
Maintains the focus established by the controlling idea on how childhood places affect a<br />
person. The response exhibits a logical and coherent structure, using point of view, setting, and<br />
theme to organize ideas. The response makes skillful use of transitions (a very different image<br />
and The narration here) to connect ideas.<br />
Is stylistically sophisticated, using language that is precise and engaging (haunts of their<br />
childhood and a more mature perspective), with a notable sense of voice and awareness of<br />
audience and purpose. The response varies structure and length of sentences to enhance<br />
meaning (Although she “grieved as if it had been a person” when she was a child,… many years<br />
later).<br />
Demonstrates control of the conventions with essentially no errors, even with sophisticated<br />
language.<br />
Conclusion: Overall, the response best fits the criteria for Level 6 in all qualities.<br />
[7]
Part Anchor A — Paper Practice – Part Paper A—Level – A 6 – B<br />
[8]
Anchor Paper – Part A—Level 6 – B<br />
[9]
Anchor Paper – Part A—Level 6 – B<br />
[10]
Anchor Level 6 – B<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Establishes a controlling idea that reveals an in-depth analysis of both texts, stating that as<br />
people move on in life … strong memories of their youth stay with them as adults. The response<br />
makes insightful connections between the controlling idea and the ideas in Passage I (Even as<br />
she admires California’s beauty, the author misses her former home) and Passage II (John … is<br />
creating the memories which will stay with him always).<br />
Develops ideas clearly and fully, making effective use of a wide range of relevant and specific<br />
evidence. The response discusses the author’s contrast of her present home with her childhood<br />
home in Passage I, which allows the author to reminisce about her childhood. For Passage II,<br />
the response emphasizes the author’s use of description and imagery that brings the reader into<br />
his “childhood place.”<br />
Maintains the focus on memories of childhood places established by the controlling idea. The<br />
response exhibits a logical and coherent structure, first discussing Passage I and an adult<br />
reminiscing about a childhood place and then contrasting that with a discussion of Passage II<br />
and a child creating future memories. Transitions and devices are skillfully used (Even living<br />
with, especially, not only … but also).<br />
Is stylistically sophisticated, using language that is precise and engaging (remembrance of one’s<br />
childhood and imparted to the reader), with a notable sense of voice and awareness of audience<br />
(allow the characters to share their experiences with the reader). Varied length of sentences<br />
enhances meaning (The author in these sections describes how a childhood home can never be<br />
replaced and Through revealing childhood memories … both characters convey messages<br />
about childhood places to the reader).<br />
Demonstrates control of the conventions with essentially no errors, even with sophisticated<br />
language.<br />
Conclusion: Overall, the response best fits the criteria for Level 6 in all qualities.<br />
[11]
Anchor Paper – Part A—Level 5 – A<br />
[12]
Anchor Paper – Part A—Level 5 – A<br />
[13]
Anchor Paper – Part A—Level 5 – A<br />
[14]
Anchor Level 5 – A<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Establishes a controlling idea that reveals a thorough understanding of both texts (A childhood<br />
place is filled with innocence and, as people grow up and change, they can look back<br />
nostalgically on it). The response makes clear and explicit connections between the controlling<br />
idea and the woman in Passage I who looks back on her home as she thinks about a place she<br />
has left and John in Passage II who has lived on the farm his whole life and can still find<br />
wonder and amazement in his childhood place.<br />
Develops ideas clearly and consistently, with reference to relevant and specific evidence from<br />
both texts (she had to witness the death of her childhood place, she was forced to leave due to<br />
“the pain of racist oppression”, “He had learned to swim” (line 34) in the creek at the farm,<br />
John has only been away “at horse shows or with relatives). The response effectively weaves<br />
appropriate literary elements (personification, allusion, simile, and alliteration) into the<br />
development of the controlling idea.<br />
Maintains the focus established by the controlling idea. The response exhibits a logical<br />
sequence of ideas through use of appropriate devices (repetition of childhood place) and<br />
transitions (The woman in Passage I; In Passage II, John also; As both authors). The<br />
conclusion restates the focus (the authors show how important a childhood place is in capturing<br />
the memories and innocence of childhood).<br />
Uses language that is fluent and original, with evident awareness of audience and purpose (He<br />
continues to live there, but looks back nostalgically and connected his soul and body to the<br />
farm). The response varies structure and length of sentences to control rhythm and pacing (At<br />
13, this girl was faced with the reality of the world … leave her childhood place forever.)<br />
Demonstrates control of the conventions with essentially no errors, even with sophisticated<br />
language.<br />
Conclusion: Overall, the response best fits the criteria for Level 5, although it is somewhat<br />
stronger in conventions.<br />
[15]
Part Anchor A — Paper Practice – Part Paper A—Level – A 5 – B<br />
[16]
Anchor Paper – Part A—Level 5 – B<br />
[17]
Anchor Paper – Part A—Level 5 – B<br />
Anchor Level 5 – B<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Establishes a controlling idea that reveals a thorough understanding of both texts, stating that<br />
childhood places had the power to stimulate our imaginations or to make us feel secure. The<br />
response makes clear and explicit connections between the controlling idea and the ideas in<br />
Passage I (the author looks upon an old pine as a sort of benevolent caretaker and the tree held<br />
that sense of security) and in Passage II (the place that held John’s imagination was the creek<br />
behind his farm and the security for John was provided by his farm).<br />
Develops ideas clearly and consistently, with reference to relevant and specific evidence and<br />
appropriate literary elements from Passage I (the tree was personified as a sort of grandfather<br />
and from Passage II (he envisioned much more than the usual tadpoles and minnows).<br />
Maintains the focus established by the controlling idea on imagination and security. The<br />
response exhibits a logical sequence of ideas, discussing first how childhood places stimulate<br />
our imaginations and then proceeding to a discussion of the other unifying factor of security.<br />
The response uses appropriate devices and transitions (For one, For another, Some … Others).<br />
Uses language that is fluent and original, with evident awareness of audience and purpose (the<br />
most mundane item and the tree was felled). The response varies structure and length of<br />
sentences to control rhythm and pacing (This was never directly stated), although it is less<br />
successful as it concludes (The author more alluded to this).<br />
Demonstrates control of the conventions, exhibiting occasional errors in spelling (conjur and<br />
immediatly) and punctuation (which the author claimed, warmed and imagination spurred to<br />
life).<br />
Conclusion: Overall, the response best fits the criteria for Level 5 in all qualities.<br />
[18]
Part Anchor A — Paper Practice – Part Paper A—Level – A 5 – C<br />
[19]
Part Anchor A — Paper Practice – Part Paper A—Level – A 5 – C<br />
[20]
Anchor Paper – Part A—Level 5 – C<br />
Anchor Level 5 – C<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Establishes a controlling idea that reveals a thorough understanding of both texts, stating that<br />
certain sensations … can remind one of a childhood place and that such memories almost<br />
always bring feelings of warmth, security … love and naivety. The response makes clear and<br />
explicit connections between the controlling idea and the ideas in each text (the author’s<br />
memories of his Georgian home were triggered as he sat viewing the Northern Californian<br />
landscape and seeing shadows and outlines of his home in the darkness are what initiate the<br />
flow of more memories).<br />
Develops some ideas more fully than others, making reference to specific and relevant evidence<br />
and appropriate literary elements from Passage I (The fog, which he metaphorically compared<br />
to a dragon, a large pine tree … a true companion, his parents were both “rooted”). Passage II<br />
is less developed and is based on the faulty premise that the author is returning to the farm he<br />
was raised on.<br />
Maintains the focus established by the controlling idea on memories of a childhood place. The<br />
response exhibits a logical sequence of ideas, discussing how the visual images in Passage I and<br />
then those in Passage II create … warm feelings. The conclusion is brief. Transitions are<br />
appropriately used (Lastly, Similar to Author I, also create).<br />
Uses language that is fluent and original (With each movement, the landscape was altered and<br />
both personified in his mind and in his writing), with evident awareness of audience and<br />
purpose. The response varies structure and length of sentences to control rhythm and pacing<br />
(This again shows how strongly he feels connected to his childhood home).<br />
Demonstrates control of the conventions, exhibiting occasional errors only when using<br />
sophisticated language.<br />
Conclusion: Overall, the response best fits the criteria for Level 5, although it is somewhat weaker<br />
in development.<br />
[21]
Part Anchor A — Paper Practice – Part Paper A—Level – A 4 – A<br />
[22]
Anchor Paper – Part A—Level 4 – A<br />
[23]
Anchor Level 4 – A<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Establishes a controlling idea that shows a basic understanding of both texts, stating that a<br />
childhood place is something very special and is something you will never forget because of the<br />
lessons you learned while there. The response makes implicit connections between the<br />
controlling idea and the ideas in Passage I (she learned of love and also learned lessons of<br />
hatred) and in Passage II (John learned to swim and do normal kid stuff and John learned to<br />
appreciate the simple things about life).<br />
Develops some ideas more fully than others. The response uses specific and relevant evidence<br />
quoted from the texts to develop the idea of a child’s special place (“I am nostalgic for the land<br />
of my birth and “Water spiders skated … in your peripheral vision”). Appropriate literary<br />
elements from both texts are used (flashbacks and imagery).<br />
Maintains a clear and appropriate focus on a childhood place. The response exhibits a logical<br />
sequence of ideas. The discussion of Passage I begins with the significance of the tree, then<br />
leads to the other memory of racist oppression. John is inaccurately described as returning to<br />
where he grew up and the subsequent paragraph includes a series of long quotations.<br />
Uses appropriate language that is sometimes informal (one place in your head, as a kid, 2nd<br />
passage, those crazy things), with some awareness of audience and purpose. The response<br />
occasionally makes effective use of sentence structure (The author loved the tree for its<br />
protection for her father when he was younger and for its generosity toward her).<br />
Demonstrates partial control, exhibiting occasional errors in spelling (indured and reminises)<br />
and frequent errors in punctuation (one of, a childhood place; where you have been there is<br />
always; When looking back she remembers; in the dark he slowly; While John was at the creek<br />
he paints) that do not hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 4 in all qualities.<br />
[24]
Anchor Paper – Part A—Level 4 – B<br />
[25]
Anchor Paper – Part A—Level 4 – B<br />
[26]
Anchor Level 4 – B<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Establishes a controlling idea that shows a basic understanding of both texts (Everyone has a<br />
childhood place that they will always remember). The response makes implicit connections<br />
between the controlling idea and the ideas in Passage I (Alice loved the tree because of the<br />
kindness and security it had offered) and superficial connections to the ideas in Passage II (He<br />
… remembers how his cousins did not live on farms and … had plain lawns).<br />
Develops some ideas more fully than others. The response refers to specific and relevant<br />
evidence from Passage I (the tree and racial problems) and from Passage II (‘visits to cousins’).<br />
Discussion of the farm is brief. In Passage I, foreshadowing is discussed inaccurately as the<br />
appropriate literary element, based on an incorrect multiple-choice response. The discussion of<br />
simile in Passage II is taken from a multiple-choice question.<br />
Maintains a clear and appropriate focus on memories of childhood places. The response exhibits<br />
a logical sequence of ideas, discussing each work separately. The paragraph devoted to John’s<br />
childhood place lacks internal consistency, relying on loosely connected information which<br />
does not lead to a conclusion.<br />
Uses appropriate language, with some awareness of audience and purpose (The tree that had a<br />
huge cavity in it is among the memories that she reveals to us). The response occasionally<br />
makes effective use of sentence structure and length (Alice is saddened by the memory of the<br />
tree because it was cut down after being struck by lightning).<br />
Demonstrates partial control, exhibiting occasional errors in spelling (occurances, indured,<br />
occured), punctuation (Brer Rabbit she’s, childhood place he is reminded, the farms<br />
appearance), and proofreading (life would have if) that do not hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 4 in all qualities.<br />
[27]
Part Anchor A — Paper Practice – Part Paper A—Level – A 4 – C<br />
[28]
Anchor Paper – Part A—Level 4 – C<br />
[29]
Anchor Level 4 – C<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Establishes a controlling idea that shows a basic understanding of both texts, stating that while<br />
places may not be specific … children especially like to have a place to go to. The response<br />
makes implicit connections between the controlling idea and the ideas in both texts, noting that<br />
Passage one shows the intense relationship a person can have with a specific place and<br />
identifying that place as an old Pine. The response identifies setting in Passage II as different<br />
areas of a farm.<br />
Develops some ideas more fully than others, with reference to specific and relevant evidence<br />
and appropriate literary elements from both texts. Characterization and personification are<br />
identified and discussed briefly for Passage I in reference to the author’s attachment to the tree.<br />
Setting is less developed in the discussion of Passage II, with the response relying on quotes to<br />
simply present the different areas of the farm.<br />
Maintains a clear and appropriate focus on the importance of a childhood place wiether it is<br />
specific or not. The response exhibits a logical sequence of ideas, addressing first the specific<br />
place of Passage I and then the unspecific place of Passage II. The use of two concluding<br />
paragraphs with the second paragraph containing one sentence detracts from internal<br />
consistency.<br />
Uses appropriate language, with some awareness of audience and purpose (This shows that her<br />
childhood place still affects her after many years of her departure). The response occasionally<br />
makes effective use of sentence structure and length (This place was a tree).<br />
Demonstrates partial control, exhibiting occasional errors in spelling (rabits and wiether) and<br />
punctuation (girls … attraction, She states “I cried, it’s generosity, authors mind, children<br />
however held) that do not hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 4 in all qualities.<br />
[30]
Part Anchor A — Paper Practice – Part Paper A—Level – A 3 – A<br />
[31]
Part Anchor A — Paper Practice – Part Paper A—Level – A 3 – A<br />
Anchor Level 3 – A<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Establishes a controlling idea that shows a basic understanding of both texts, stating that many<br />
people have a childhood place where they can escape from their normal everyday life. The<br />
response makes few and superficial connections between the controlling idea and the ideas in<br />
the texts (She discusses the experiences She had living there and all the good things that went<br />
on there and The author in passage two explains life on a farm as his childhood place).<br />
Develops ideas briefly, using some evidence from the texts (She became very close with a tree,<br />
When it was struck by lightning it really affected the author, He had fun learning how to swim<br />
and becoming one w/all of the animals on the farm).<br />
Establishes, but fails to maintain, an appropriate focus on childhood places that offer escape.<br />
The response exhibits a rudimentary structure, discussing each passage in separate paragraphs.<br />
The response is inconsistent, mentioning the topic of escape only in the introduction and<br />
conclusion but not in the passage discussions.<br />
Relies on basic vocabulary (There was a barn & farm buildings) that is sometimes informal<br />
(AtL to Cali) and imprecise (thinks didn’t turn out), with little awareness of audience (Passage<br />
one talks about). The response exhibits some attempt to vary sentence structure and length for<br />
effect, but with uneven success (They all could escape there & be free Do the fun things that all<br />
children should experience).<br />
Demonstrates partial control, exhibiting occasional errors in punctuation (in its trunk a fire, by<br />
lightning it really, mother Father & sister) and frequent use of the ampersand that do not hinder<br />
comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 3, although it is somewhat<br />
stronger in conventions.<br />
[32]
Part Anchor A — Paper Practice – Part Paper A—Level – A 3 – B<br />
[33]
Anchor Paper – Part A—Level 3 – B<br />
Anchor Level 3 – B<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Establishes a controlling idea that shows a basic understanding of both texts, stating that as<br />
people grow up in life they seem to rember there childhood home and how everything looked or<br />
seem. The response makes superficial connections between the controlling idea and the ideas in<br />
the texts (In passage number one by Alice Walker she talks about how she misses her childhood<br />
home in georgia and then she goes on decribing the scenery and In passage number two the<br />
author talks about this farm and how things looked and how things differed at night).<br />
Develops ideas briefly, using some evidence from the texts. The response relies on references to<br />
decribitive sceneries for Passage I and on descriptions of the farm quoted from the text for<br />
Passage II.<br />
Establishes, but fails to maintain, an appropriate focus on childhood homes. The response<br />
exhibits a rudimentary structure with an introductory paragraph and a discussion of each<br />
passage in separate paragraphs. There is no conclusion.<br />
Relies on basic vocabulary, with little awareness of audience or purpose (Another one is that<br />
she decribes the forests). The response exhibits some attempt to vary sentence structure or<br />
length for effect, but with uneven success (But in passage number two the author talks about<br />
this farm … and how thing looked in the morning and at night on the farm).<br />
Demonstrates emerging control, exhibiting occasional errors in spelling (rember, decribing,<br />
simle), punctuation (in life they, was a child she, grey smog, this is), capitalization (guilin and<br />
Author), and the omission of verb endings (seem and miss) that hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 3 in all qualities.<br />
[34]
Part Anchor A — Paper Practice – Part Paper A—Level – A 3 – C<br />
[35]
Anchor Paper – Part A—Level 3 – C<br />
Anchor Level 3 – C<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
The response:<br />
Commentary<br />
Establishes a controlling idea that shows a basic understanding of the texts, stating that your<br />
childhood carves out the image of how you want your life to become as you grow up. The<br />
response makes few connections between the controlling idea and the ideas in the texts,<br />
mentioning that Alice Walker moved up North to escape racism for Passage I and that the boy<br />
viewed other peoples lives in the city as more exciting for Passage II. There is no direct<br />
reference to “a childhood place.”<br />
Is largely undeveloped. The response hints at ideas, but references to the text are vague (he<br />
thinks about all of this), irrelevant (she found a nice home), repetitive (life on the farm to be<br />
boring and the author talks about how boring a life on the farm is), or unjustified (The author<br />
uses the literary technique of point of view for this). The reference to onomatopoeia reflects an<br />
incorrect response to a multiple-choice question.<br />
Establishes, but fails to maintain an appropriate focus on the controlling idea. The response<br />
exhibits a rudimentary structure with an introductory paragraph followed by a discussion of the<br />
passages and literary techniques and ending with a conclusion.<br />
Relies on basic vocabulary that is occasionally imprecise (Mostly everybody, were for “where”,<br />
sought for “thought”). The response exhibits some attempt to vary sentence structure for effect,<br />
but with uneven success (She also talks about a tree which severed as her protector which is<br />
symbolism).<br />
Demonstrates partial control, exhibiting occasional errors in spelling (memmories, every body,<br />
child hood), punctuation (them especially, older you see, others and she found, home now it,<br />
peoples lives), and proofreading (he for “her”) that do not hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 3, although it is somewhat<br />
stronger in conventions and somewhat weaker in development.<br />
[36]
Part Anchor A — Paper Practice – Part Paper A—Level – A 2 – A<br />
[37]
Anchor Level 2 – A<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Conveys a confused and incomplete understanding of the texts. While the response attempts to<br />
establish a controlling idea (Through out childhood there are many things that you see or do<br />
that you remember for the rest of your life), only brief and unsupported connections are made to<br />
one passage.<br />
Is incomplete and largely undeveloped. The response is based on personal information and on<br />
references to the texts that are unjustified (In passage One the girl remembers a place in<br />
Georgia … she could sit outside and watch the morning fog roll over the mountains and In<br />
passage two a girl remembers a place she loved, it was a big tree).<br />
Suggests a focus on childhood memories and suggests organization through paragraphing. The<br />
response attempts in the single body paragraph to connect Passages I and II to a personal<br />
recollection (Unlike passage one and two I go to my place every year).<br />
Relies on basic vocabulary, with little awareness of audience and purpose (Me, My Dad, and<br />
Brother have still been going there every summer). The response exhibits some attempt to vary<br />
sentence structure or length for effect, but with uneven success (I passage one she moved away<br />
and two the tree got struck by lightning).<br />
Demonstrates partial control, exhibiting occasional errors in spelling (happend, durring, untill),<br />
punctuation (Maryland when I was younger, When we went we had, its usually), and<br />
capitalization (Me, My Mom, Dad, and Brother) that do not hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 2, although it is somewhat<br />
stronger in language use and conventions.<br />
[38]
Anchor Paper – Part A—Level 2 – B<br />
Anchor Level 2 – B<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Conveys an incomplete understanding of the texts by suggesting a controlling idea that the two<br />
kids had a special place they liked to go and spend time by themselves. The response makes few<br />
connections to the texts, mentioning a specific tree that she liked to go look at for Passage I and<br />
a pond that was on his farm for Passage II.<br />
Is incomplete and largely undeveloped, supplying only textual references to the tree and to the<br />
pond. The response makes the unjustified assertion that these kids … wanted to be alone from<br />
the hussle and bussle of the world.<br />
Suggests a focus on a special place in the first sentence and suggests some organization through<br />
an attempt to paragraph. The response has a one sentence conclusion.<br />
Uses language that is imprecise (to go and spend, to go look at, injoyed to go and see) or<br />
unsuitable (kids and hussle and bussle) for the audience or purpose. The response reveals little<br />
awareness of how to use sentences to achieve an effect.<br />
Demonstrates emerging control, exhibiting occasional errors in spelling (injoyed, creaters,<br />
hussle, bussle) and punctuation (look at when; young he; farm, there) that hinder<br />
comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 2, although it is somewhat<br />
stronger in conventions.<br />
[39]
Anchor Paper – Part A—Level 2 – C<br />
Anchor Level 2 – C<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Conveys a confused and incomplete understanding of the task and texts. The response makes a<br />
few connections to the passages (the author in the first passage described her childhood with<br />
many nature and how pefect her childhood seem and In this passage the setting is the farm and<br />
it talks about how John reacts to the farm) but fails to establish a controlling idea.<br />
Is incomplete and largely undeveloped, hinting at ideas, but references to the text are vague<br />
(Also the author gives great description of the Chinese painting and the fog she sees like the<br />
dragon and both authors used alot of descriptive words).<br />
Lacks an appropriate focus on childhood places. The response suggests some organization<br />
within its one paragraph by first speaking of these two passage, addressing Passage I and then<br />
Passage II, and forming a conclusion.<br />
Uses language that is imprecise for the audience and purpose (The author also being with the<br />
picture of fog and the end of fog). The response reveals little awareness of how to use sentences<br />
to achieve an effect (In the second passage, John who is the character and the farm).<br />
Demonstrates emerging control, exhibiting occasional errors in the omission of word endings<br />
(two passage, with many nature, her childhood seem, the author … explain, one childhood<br />
seem) that hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 2, although it is somewhat<br />
stronger in conventions.<br />
[40]
Part Anchor A — Paper Practice – Part Paper A—Level – A 1 – A<br />
Anchor Level 1 – A<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Provides minimal evidence of textual understanding. The response makes only cursory<br />
references to Passage I and Passage II.<br />
Is minimal, consisting of only three introductory sentences.<br />
Suggests a focus on nature but lacks organization.<br />
Is minimal.<br />
Is minimal, making assessment of conventions unreliable.<br />
Conclusion: Overall, the response best fits the criteria for Level 1, although it is somewhat<br />
stronger in organization.<br />
[41]
Part Anchor A — Paper Practice – Part Paper A—Level – A 1 – B<br />
Anchor Level 1 – B<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Provides minimal evidence of textual understanding. The response exhibits only general<br />
statements about how the person admires his / her surroundings.<br />
Is minimal, with no evidence of development beyond the general statements about a person’s<br />
reaction to his surroundings.<br />
Suggests a focus on surroundings but lacks organization.<br />
Is minimal.<br />
Is minimal, making assessment of conventions unreliable.<br />
Conclusion: Overall, the response best fits the criteria for Level 1, although it is somewhat<br />
stronger in organization.<br />
[42]
Part A — Practice Paper – A<br />
[43]
Part A — Practice Paper – A<br />
[44]
Part A — Practice Paper – B<br />
[45]
Part A — Practice Paper – B<br />
[46]
Part A — Practice Paper – C<br />
[47]
Part A — Practice Paper – C<br />
[48]
Part A — Practice Paper – D<br />
[49]
Part A — Practice Paper – E<br />
[50]
Part A — Practice Paper – E<br />
[51]
Practice Paper A–Score Level 5<br />
Conclusion: Overall, the response best fits the criteria for Level 5 in all qualities.<br />
Practice Paper B–Score Level 3<br />
Conclusion: Overall, the response best fits the criteria for Level 3, although it is somewhat<br />
stronger in organization.<br />
Practice Paper C–Score Level 4<br />
Conclusion: Overall, the response best fits the criteria for Level 4 in all qualities.<br />
Practice Paper D–Score Level 2<br />
Conclusion: Overall, the response best fits the criteria for Level 2, although it is somewhat<br />
stronger in conventions.<br />
Practice Paper E–Score Level 4<br />
Conclusion: Overall, the response best fits the criteria for Level 4 in all qualities.<br />
[52]
SESSION TWO – PART B – SCORING RUBRIC<br />
READING AND WRITING FOR CRITICAL ANALYSIS<br />
QUALITY<br />
Meaning: the extent to<br />
which the response<br />
exhibits sound<br />
understanding,<br />
interpretation, and<br />
analysis of the task<br />
and text(s)<br />
6<br />
Responses at this<br />
level:<br />
-provide an interpretation<br />
of the "critical lens" that<br />
is faithful to the<br />
complexity of the<br />
statement and clearly<br />
establishes the criteria<br />
for analysis<br />
-use the criteria to make<br />
insightful analysis of the<br />
chosen texts<br />
5<br />
Responses at this<br />
level:<br />
-provide a thoughtful<br />
interpretation of the<br />
"critical lens" that clearly<br />
establishes the criteria<br />
for analysis<br />
-use the criteria to make<br />
a clear and reasoned<br />
analysis of the chosen<br />
texts<br />
4<br />
Responses at this<br />
level:<br />
-provide a reasonable<br />
interpretation of the<br />
"critical lens" that<br />
establishes the criteria<br />
for analysis<br />
-make implicit<br />
connections between<br />
criteria and the chosen<br />
texts<br />
3<br />
Responses at this<br />
level:<br />
-provide a simple<br />
interpretation of the<br />
"critical lens" that<br />
suggests some criteria<br />
for analysis<br />
-make superficial<br />
connections between the<br />
criteria and the chosen<br />
texts<br />
2<br />
Responses at this<br />
level:<br />
-provide a confused or<br />
incomplete interpretation<br />
of the "critical lens"<br />
-may allude to the<br />
"critical lens" but do not<br />
use it to analyze the<br />
chosen texts<br />
Development: the<br />
extent to which ideas<br />
are elaborated using<br />
specific and relevant<br />
evidence from the<br />
text(s)<br />
-develop ideas clearly<br />
and fully, making<br />
effective use of a wide<br />
range of relevant and<br />
specific evidence and<br />
appropriate literary<br />
elements from both texts<br />
-develop ideas clearly<br />
and consistently, with<br />
reference to relevant and<br />
specific evidence and<br />
appropriate literary<br />
elements from both texts<br />
-develop some ideas<br />
more fully than others,<br />
with reference to specific<br />
and relevant evidence<br />
and appropriate literary<br />
elements from both texts<br />
-develop ideas briefly,<br />
using some evidence<br />
from the text<br />
-may rely primarily on<br />
plot summary<br />
-are incomplete or<br />
largely undeveloped,<br />
hinting at ideas, but<br />
references to the text are<br />
vague, irrelevant,<br />
repetitive, or unjustified<br />
Organization: the<br />
extent to which the<br />
response exhibits<br />
direction, shape, and<br />
coherence<br />
-maintain the focus<br />
established by the critical<br />
lens<br />
-exhibit a logical and<br />
coherent structure<br />
through skillful use of<br />
appropriate devices and<br />
transitions<br />
-maintain the focus<br />
established by the critical<br />
lens<br />
-exhibit a logical<br />
sequence of ideas<br />
through use of<br />
appropriate devices and<br />
transitions<br />
-maintain a clear and<br />
appropriate focus<br />
-exhibit a logical<br />
sequence of ideas but<br />
may lack internal<br />
consistency<br />
-establish, but fail to<br />
maintain, an appropriate<br />
focus<br />
- exhibit a rudimentary<br />
structure but may<br />
include some<br />
inconsistencies or<br />
irrelevancies<br />
-lack an appropriate<br />
focus but suggest some<br />
organization, or suggest<br />
a focus but lack<br />
organization<br />
Language Use: the<br />
extent to which the<br />
response reveals an<br />
awareness of audience<br />
and purpose through<br />
effective use of words,<br />
sentence structure,<br />
and sentence variety<br />
-are stylistically<br />
sophisticated, using<br />
language that is precise<br />
and engaging, with a<br />
notable sense of voice<br />
and awareness of<br />
audience and purpose<br />
-vary structure and<br />
length of sentences to<br />
enhance meaning<br />
-use language that is<br />
fluent and original, with<br />
evident awareness of<br />
audience and purpose<br />
-vary structure and<br />
length of sentences to<br />
control rhythm and<br />
pacing<br />
-use appropriate<br />
language, with some<br />
awareness of audience<br />
and purpose<br />
-occasionally make<br />
effective use of sentence<br />
structure or length<br />
-rely on basic<br />
vocabulary, with little<br />
awareness of audience<br />
or purpose<br />
-exhibit some attempt to<br />
vary sentence structure<br />
or length for effect, but<br />
with uneven success<br />
-use language that is<br />
imprecise or unsuitable<br />
for the audience or<br />
purpose<br />
-reveal little awareness<br />
of how to use sentences<br />
to achieve an effect<br />
Conventions: the<br />
extent to which the<br />
response exhibits<br />
conventional spelling,<br />
punctuation,<br />
paragraphing,<br />
capitalization,<br />
grammar, and usage<br />
-demonstrate control of<br />
the conventions with<br />
essentially no errors,<br />
even with sophisticated<br />
language<br />
-demonstrate control of<br />
the conventions,<br />
exhibiting occasional<br />
errors only when using<br />
sophisticated language<br />
-demonstrate partial<br />
control, exhibiting<br />
occasional errors that do<br />
not hinder<br />
comprehension<br />
-demonstrate emerging<br />
control, exhibiting<br />
occasional errors that<br />
hinder comprehension<br />
-demonstrate a lack of<br />
control, exhibiting<br />
frequent errors that make<br />
comprehension difficult<br />
• If the student addresses only one text, the response can be scored no higher than a 3.<br />
• 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.<br />
• Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0.<br />
• A response totally copied from the text(s) with no original student writing should be scored a 0.<br />
1<br />
Responses at this<br />
level:<br />
-do not refer to the<br />
"critical lens"<br />
-reflect minimal or no<br />
analysis of the chosen<br />
texts<br />
-are minimal, with no<br />
evidence of development<br />
-show no focus or<br />
organization<br />
-are minimal<br />
-use language that is<br />
incoherent or<br />
inappropriate<br />
-are minimal, making<br />
assessment of<br />
conventions unreliable<br />
-may be illegible or not<br />
recognizable as <strong>English</strong><br />
[53]
Anchor Paper – Part B—Level 6 – A<br />
[54]
Anchor Paper – Part B—Level 6 – A<br />
[55]
Anchor Paper – Part B—Level 6 – A<br />
[56]
Anchor Paper – Part B—Level 6 – A<br />
Anchor Level 6 – A<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Provides an interpretation of the critical lens that is faithful to the complexity of the statement,<br />
explaining that the power, communicated through literature, is learning about oneself. The<br />
response uses the criteria to make an insightful analysis of To Kill a Mockingbird and “Dr.<br />
Heidegger’s Experiment,” illustrating how both works prove that through the questioning that<br />
goes on within the subconscious, one learns much about who they are.<br />
Develops ideas clearly and fully, making effective use of a wide range of relevant and specific<br />
evidence about characters whose actions communicate insight to the reader (While many people<br />
lose their childhood open-mindedness, Atticus found … his beliefs and Heidegger used people<br />
who felt sorry … miserable in their old age). The response includes references to setting<br />
(southern town of Maycomb) and characterization of melancholy old creatures.<br />
Maintains the focus that when “literature” inspires imagination and inquisitiveness, it is truly a<br />
powerful and unique force. The response exhibits a logical and coherent structure, first<br />
comparing Scout’s curiosity and fresh imagination of a child to Atticus Finch’s childhood<br />
open-mindedness, and then presenting the steps in Doctor Heidegger’s experiment about human<br />
nature and its consequence. Transitions are skillfully used (Through internalizing the<br />
circumstances of others, Specifically, Once again).<br />
Is stylistically sophisticated, using language that is precise and engaging (unbridled curiosity,<br />
harboring the curiosity, squanders, revel in their youth), with a notable sense of voice. The<br />
response varies structure and length of sentences to enhance meaning (Atticus was different and<br />
When “literature” inspires imagination and inquisitiveness, it is truly a powerful and unique<br />
force).<br />
Demonstrates control of the conventions with essentially no errors, even with sophisticated<br />
language.<br />
Conclusion: Overall, the response best fits the criteria for Level 6 in all qualities.<br />
[57]
Anchor Paper – Part B—Level 6 – B<br />
[58]
Anchor Paper – Part B—Level 6 – B<br />
[59]
Anchor Paper – Part B—Level 6 – B<br />
[60]
Anchor Paper – Part B—Level 6 – B<br />
Anchor Level 6 – B<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Provides a thoughtful interpretation of the critical lens (This quote suggests that any work which<br />
is classified as “literature” has a purpose to transmit a powerful message or theme to the<br />
reader). The response uses the criteria to make a clear and reasoned analysis of the power of<br />
love in Ethan Frome and the amazing power of conscience in The Scarlet Letter.<br />
Develops ideas clearly and fully, making effective use of a wide range of relevant and specific<br />
evidence about Ethan’s dilemma when he finds he is in love with his wife’s cousin and<br />
Dimmesdale’s attempts to keep his identity as the father a secret. The response integrates<br />
references to setting (Starkfield, Massachusetts and Puritan America), as well as imagery<br />
(fragile, beautiful girl who is surrounded by light), and also provides a detailed characterization<br />
of Dimmesdale (respected church official … respected by everyone in town).<br />
Maintains the focus on literature’s power. The response exhibits a logical and coherent structure<br />
by first contrasting Zeena (cold, sickly and unloving) and Mattie (bright and radiant). The<br />
response then contrasts Dimmesdale’s actions and his conscience (On several occasions he<br />
even inflicted physical pain … to supplement the emotional trauma that he was enduring),<br />
concluding that the “power” communicated in writing is crucial for the purpose of teaching the<br />
audience and for provoking thought. Transitions are skillfully used (His love is also, This<br />
literary work, Both are pieces).<br />
Is stylistically sophisticated, using language that is precise and engaging (dilemma,<br />
contemplates, curtail, depiction of the dark Zeena), with a notable sense of voice and awareness<br />
of audience and purpose. The response varies sentence structure to enhance meaning (His<br />
battles with his own conscience … toward Hester Prynne’s suffering).<br />
Demonstrates control of the conventions with essentially no errors, even with sophisticated<br />
language.<br />
Conclusion: Overall, the response best fits the criteria for Level 6, although it is somewhat weaker<br />
in meaning.<br />
[61]
Anchor Paper – Part B—Level 5 – A<br />
[62]
Anchor Paper – Part B—Level 5 – A<br />
[63]
Anchor Paper – Part B—Level 5 – A<br />
Anchor Level 5 – A<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Provides a thoughtful interpretation of the critical lens that clearly establishes the criteria for<br />
analysis (Literature is as influential, and powerful, as any other form of communication<br />
because it leaves the reader with a message). The response uses the criteria to make a clear and<br />
reasoned analysis of Ethan Frome and The Bluest Eye, asserting that both works touch the<br />
reader on a personal level and leave him, in many cases, with a new outlook on life.<br />
Develops ideas clearly and consistently, with reference to relevant and specific evidence,<br />
discussing literature’s message that good does not always prevail in the real world. The<br />
response uses appropriate literary elements of setting (is further indication of the desolation of<br />
the characters; the town is isolated, cold and bleak and the broken-down store … provides<br />
further insight into her tragic life) and characterization (Ethan … is young and intelligent and<br />
Pecola, a lonely black girl).<br />
Maintains the focus on novels that can leave a reader with a new way to see the world. The<br />
response exhibits a logical sequence of ideas, first introducing the characters and their<br />
hardships, and then following with the realizations made by the reader. The conclusion (Books<br />
have the ability to touch … even in today’s modern world) further strengthens the response.<br />
Appropriate transitions are used (especially, both are, However).<br />
Uses language that is fluent and original (to contrast Pecola’s helpless desolation with Frieda’s<br />
strength and self-acceptance), with evident awareness of audience and purpose. The response<br />
varies structure and length of sentences to control rhythm and pacing (A foil between a happier<br />
couple … further illuminates the pain the protagonists must live with).<br />
Demonstrates control of the conventions with essentially no errors, even with sophisticated<br />
language.<br />
Conclusion: Overall, the response best fits the criteria for Level 5, although it is somewhat<br />
stronger in conventions.<br />
[64]
Part Anchor A — Paper Practice – Part Paper B—Level – A 5 – B<br />
[65]
Anchor Paper – Part B—Level 5 – B<br />
[66]
Anchor Paper – Part B—Level 5 – B<br />
Anchor Level 5 – B<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Provides a thoughtful interpretation of the critical lens that clearly establishes the criteria for<br />
analysis (In both pieces, there is an underlying message/theme that is conveyed to the reader<br />
which, in turn, enhances the reader’s knowledge as a person). The response uses the criteria to<br />
make a clear and reasoned analysis of To Kill a Mockingbird (as you grow up, you lose the<br />
idealistic viewpoint of a child) and Macbeth (people can be cruel, immoral, and greedy when it<br />
pertains to self-success and social standing).<br />
Develops ideas clearly and consistently, with reference to relevant and specific evidence from the<br />
texts to discuss how children gain the realistic views of an adult (Mrs. DuBose … achieve her goal<br />
and the trial of Tom Robinson) and the reality of human nature (Macbeth was cruel and He<br />
murdered Duncan). The response uses appropriate literary elements of setting (Maycomb,<br />
Alabama in the 1930’s and Scotland) and theme to support the discussion (people aren’t always<br />
who they seem to be).<br />
Maintains the focus established by the critical lens on how literature increases a reader’s selfknowledge.<br />
The response exhibits a logical sequence of ideas, first illustrating changes in Scout,<br />
Jem, and Dill who discover what “true courage” really is, then presenting Macbeth as a<br />
relentless, ruthless man, and finally connecting each example to the reader (This only strengthens<br />
the reader’s realization … who they seem). Appropriate transitions are used (In both pieces, This<br />
theme supports, As the reader, In conclusion).<br />
Uses language that is fluent and original (enhances, naive, albeit), with evident awareness of<br />
audience and purpose (As the reader … of use sometime in your lifetime). The response varies<br />
structure of sentences to control rhythm and pacing (On the outside, he appeared a friend, but on<br />
the inside … including Banquo, his best friend).<br />
Demonstrates control of the conventions, exhibiting occasional errors in spelling (subtely and<br />
liturature).<br />
Conclusion: Overall, the response best fits the criteria for Level 5 in all qualities.<br />
[67]
Anchor Paper – Part B—Level 5 – C<br />
[68]
Anchor Paper – Part B—Level 5 – C<br />
[69]
Anchor Level 5 – C<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Provides a thoughtful interpretation of the critical lens that clearly establishes the criteria for<br />
analysis (all literature has an underlying message communicating power: either a shift in<br />
influence or a lack thereof). The response uses the criteria to make a clear and reasoned analysis<br />
of the chosen texts (the animals of the farm could make no distinction between their former<br />
owners, and the pigs and Edmund Dantes is able to take great vengeance … due to the power<br />
that he, himself had surely attained).<br />
Develops ideas clearly and consistently, with references to relevant and specific evidence from<br />
both texts. The response discusses symbolism (represents the struggle of the country of Russia<br />
in the early 20th century, exposing the affects of power and the evils of communism) and<br />
characterization (When he is finally able to escape, his goal in life is to take away all that those<br />
who plotted, had taken away from him) to explain shifts in power.<br />
Maintains the focus established by the critical lens on the theme of power in literature. The<br />
response exhibits a logical sequence of ideas presenting information about how the transfer of<br />
power brings about change, beginning with the pig’s control of the farm and its political<br />
symbolism and moving to Edmund Dantes’ use of his riches to punish others. The conclusion<br />
reiterates the critical lens. Transitions are used appropriately (Eventually, Another work, With<br />
the facts stated).<br />
Uses language that is fluent and original (is a stunning portrayal … unjustly imprisoned for<br />
over fourteen years), with evident awareness of audience and purpose. The response varies<br />
structure and length of sentences to control rhythm and pacing (Dumas is able to portray<br />
exactly how much power Edmund Dantes had attained by parelleling him to Jesus Christ).<br />
Demonstrates control of the conventions, exhibiting occasional errors in spelling (absolutly and<br />
accuratly).<br />
Conclusion: Overall, the response best fits the criteria for Level 5 in all qualities.<br />
[70]
Anchor Paper – Part B—Level 4 – A<br />
[71]
Anchor Paper – Part B—Level 4 – A<br />
[72]
Anchor Level 4 – A<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Provides a reasonable interpretation of the critical lens that establishes the criteria for analysis<br />
(A novel can tell a story about a power struggle or be used to convey the author’s power of<br />
creation). The response makes implicit connections between the criteria and Hamlet (“Hamlet”<br />
obviously communicates power, not only in the reactions it causes, but also in … a struggle for<br />
power) and The Bluest Eye (Morrison invented her own world to help convey her message).<br />
Develops some ideas more fully than others. The response uses general examples of literary<br />
elements to support a discussion about the struggle for power in Hamlet (violent and dramatic<br />
plot, The play’s characterization … of Claudius and Hamlet, vivid imagery). The discussion of<br />
literary elements is more developed in the Bluest Eye (setting … forshadow future events;<br />
imagery of the white doll, blue eyes, and Shirley Temple cup; Dick and Jane stories).<br />
Maintains the focus on how literature can communicate power. The response exhibits a logical<br />
sequence of ideas with an introduction, a discussion of each work, a conclusion for each body<br />
paragraph with a sentence relating to the critical lens (This play strongly supports … power in<br />
the story and This shows the power … that Morrison embraced), and a summary conclusion.<br />
Appropriate devices and transitions (Either way, Two examples, also, In summation) are used.<br />
Uses appropriate language that is sometimes original (elicit gasps, depict, oppressive nature).<br />
The response occasionally makes effective use of sentence structure and length (The greatest<br />
power that literature provides is that of education).<br />
Demonstrates control of the conventions, exhibiting occasional errors in spelling (forshadow)<br />
and comma use (stories, in order).<br />
Conclusion: Overall, the response best fits the criteria for Level 4, although it is somewhat<br />
stronger in organization and conventions.<br />
[73]
Anchor Paper – Part B—Level 4 – B<br />
[74]
Anchor Part B — Paper Practice – Part Paper B—Level – A 4 – B<br />
[75]
Anchor Part B — Paper Practice – Part Paper B—Level – A 4 – B<br />
Anchor Level 4 – B<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Provides a reasonable interpretation of the critical lens that establishes the criteria for analysis,<br />
stating that it is the strength of literature to make a statement on the power of situation. The<br />
response makes implicit connections between the criteria and The Things They Carried (to<br />
express the power the war in Vietnam, or any war, held over the soldiers) and Fences (to<br />
display the power … in the inner city, during the midsection of the twentieth century).<br />
Develops some ideas more fully than others, with references to specific and relevant evidence<br />
from The Things They Carried to explain how the author’s confusing and inconsistant structure<br />
mirrors the soldier’s confusion in war. The response is less specific about the conflicts of inner<br />
city African Americans during the 1950’s. The discussion of literary devices is more specific,<br />
giving examples of characterization (inner conflict and moral indifference), sensory images,<br />
and symbolism (fences individuals put up within themselves).<br />
Maintains a clear and appropriate focus on the idea that literature communicates power. The<br />
response exhibits a logical sequence of ideas, presenting evidence from each work to support<br />
the chosen criteria (the power the war held over the soldiers and The events … would not have<br />
happened the same had “Fences” taken place anywhere else). The response concludes that both<br />
works convey the strong messages Wilson and O’Brien seek to depict.<br />
Uses appropriate language (inner conflict of war and enlightens the audience), with some<br />
awareness of audience and purpose (depicts to the reader). The response occasionally makes<br />
effective use of sentence structure and length (O’Brien appeals to the readers sences … is not<br />
soon to leave the reader).<br />
Demonstrates partial control, exhibiting occasional errors in spelling (excersize, inconsistant,<br />
acheive) and punctuation (soldiers mangeled, cant, it’s) that do not hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 4 in all qualities.<br />
[76]
Anchor Part B — Paper Practice – Part Paper B—Level – A 4 – C<br />
[77]
Anchor Paper – Part B—Level 4 – C<br />
[78]
Anchor Level 4 – C<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Provides a reasonable interpretation of the critical lens, stating when writers write a story they<br />
are not merely writing about people but … include a struggle between … ‘good and evil.’ The<br />
response makes implicit connections between the criteria and both texts (Atticus is on the<br />
‘good’ side … while the people of the town are on the side of ‘evil’ and Golding’s theme is that<br />
all people have animal instincts within them, but society holds these instincts in a dorment<br />
state).<br />
Develops some ideas more fully than others. The response provides specific evidence<br />
connecting the setting to the theme in To Kill a Mockingbird (this struggle is best seen … where<br />
the children are ridiculed at school because their father … is defending a black man), while the<br />
influence of the setting in Lord of the Flies is less specific (as time progresses on the island it<br />
becomes harder and harder to live and follow the … rules of society). The characterization of<br />
Atticus Finch includes his reasoning, while the characterization of Ralph is based on plot<br />
summary.<br />
Maintains a clear and appropriate focus on the critical lens, concluding the essay stating that the<br />
power struggle that exists between good and evil is one that will continue to be the focus of<br />
literature. The response exhibits a logical sequence of ideas, first interpreting the critical lens,<br />
next discussing the literary devices of setting, theme, and characterization in one paragraph for<br />
To Kill a Mockingbird and in another paragraph for Lord of the Flies.<br />
Uses appropriate language (This setting is extremely citical to the development of the book) that<br />
is occasionally imprecise (their for “there” and on the part of the black man), with some<br />
awareness of audience (Evil is within all of us). The response occasionally makes effecive use<br />
of sentence structure (Ralph, the leader of the good children … to … the leader of the hunters).<br />
Demonstrates partial control, exhibiting occasional errors in spelling (actuall, alogations,<br />
univesitality) and punctuation (about people but, To Kill a Mockingbird by Harper Lee and the<br />
Lord of the Flies by, novels end) that do not hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 4 in all qualities.<br />
[79]
Anchor Paper – Part B—Level 3 – A<br />
[80]
Anchor Paper – Part B—Level 3 – A<br />
[81]
Anchor Level 3 – A<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Provides a simple interpretation of the critical lens that suggests some criteria for analysis (This<br />
quote means that books and poems do infact influence people). The response makes superficial<br />
connections between the criteria and the chosen texts (love dominates everything and the only<br />
thing that matters is if you have confidence).<br />
Develops ideas briefly, using some evidence from the texts to explain a lesson contained in the<br />
theme of each text (This makes parents realize that you can’t controll your kids and Dont let<br />
anyone get in your way). The response includes plot summary and vague evidence from the<br />
texts to explain characterization (Their parents characterization was that they didn’t want them<br />
to marry and they don’t believe that he’s a good fisher).<br />
Establishes a clear and appropriate focus on the impact of literature on people’s lives in the<br />
introductory paragraph and maintains the focus, discussing Romeo and Juliet in the second<br />
paragraph (This theme … teaches people). The focus weakens in the third paragraph’s<br />
discussion of The Old Man and the Sea (go for your dream). The response exhibits a logical<br />
sequence of ideas by discussing theme and characterization for both texts and concluding by<br />
briefly linking both texts to the quote.<br />
Relies on basic vocabulary, with occasional imprecision (influences parents lives to let; this<br />
theme was a horrible, trajic love story; characterization from other people; come to find out)<br />
and little awareness of audience. The response exhibits uneven success in varying sentence<br />
structure (Literature influences peoples lives all the time … good way or bad).<br />
Demonstrates emerging control, exhibiting occasional errors in spelling (Shakespear, life styles,<br />
eachother, dissaproved), punctuation (Therefor by; wont; statement, The), and grammar (Books<br />
… quote is and everyones lives) that hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 3, although it is somewhat<br />
stronger in organization.<br />
[82]
Anchor Paper – Part B—Level 3 – B<br />
[83]
Anchor Paper – Part B—Level 3 – B<br />
[84]
Anchor Level 3 – B<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Provides a simple interpretation of the critical lens that suggests some criteria for analysis (all<br />
works of art have power). The response makes superficial connections between the criteria and<br />
The Things They Carried (It draws the reader in … so they have some sort of understanding)<br />
and Fences (The books main purpose is to portray its power upon the reader and give an<br />
impact).<br />
Develops ideas briefly, using some evidence from the texts. The response discusses the effect of<br />
one battle image in The Things They Carried, but references to characterization in Fences are<br />
underdeveloped (A literary device used … is characterization).<br />
Establishes an appropriate focus on the power of literature to grasp the mind of the reader. The<br />
response exhibits a rudimentary structure with an introduction that links the power of literature<br />
to both texts, one paragraph for each text discussing how the author uses literary devices to<br />
affect the reader, and a brief conclusion restating that both texts are powerful and relate to the<br />
quote by De Quincey.<br />
Relies on basic vocabulary that is sometimes imprecise (was for “way” and give an impact) or<br />
repetitious (James O’Brien wrote this novel in a confusing was so that you would be confused<br />
… this portrays to the reader that the Vietnam war was confusing), with some awareness of<br />
purpose. The response exhibits some attempt to vary sentence structure for effect, but with<br />
uneven success (Both novels … brought a great impact to the reader).<br />
Demonstrates partial control, exhibiting occasional errors in punctuation (interpretation are;<br />
The and books main purpose) and agreement (This touches the reader and gives them and The<br />
reader can compare their life) that do not hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 3, although it is somewhat<br />
stronger in conventions.<br />
[85]
Anchor Part B — Paper Practice – Part Paper B—Level – A 3 – C<br />
[86]
Anchor Paper – Part B—Level 3 – C<br />
[87]
Anchor Level 3 – C<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Provides a simple interpretation of the critical lens that suggests some criteria for analysis (in<br />
literature, through communication with characters, power is to be achieved). The response<br />
makes superficial connections between the criteria and power acquisition in The Giver (He<br />
retains all of the history of the town and this creates the most power) and “The Veldt” (the<br />
children devise a plan by communicating with each other to take over their parents).<br />
Develops ideas briefly, using some evidence from the texts to discuss literary devices (The<br />
point of view given in the novel is able to show the direct communication and The most<br />
important part of the setting was the computer programmed house). The response relies<br />
primarily on plot summary (The children used this rare element of setting to create the veldt).<br />
Establishes an appropriate focus on literary characters who gain power via communication, but<br />
loses focus in paragraph four, abruptly expressing disagreement with the quote. The response<br />
exhibits a rudimentary structure of introduction, body, and conclusion.<br />
Relies on basic vocabulary that is sometimes imprecise (The boy that is to now take over and<br />
the children seeked out to find power), with some awareness of audience (I disagree and I do<br />
not believe). There is little variety in sentence structure and length.<br />
Demonstrates partial control, exhibiting occasional errors in punctuation (power …”.; town and;<br />
computer programmed house) and capitalization (african) that do not hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 3, although it is somewhat<br />
stronger in conventions.<br />
[88]
Anchor Part B — Paper Practice – Part Paper B—Level – A 2 – A<br />
[89]
Anchor Level 2 – A<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Provides an incomplete interpretation of the critical lens suggesting that all literature is trying<br />
to relay the message of power. The response alludes to the critical lens, but does not use it to<br />
analyze the chosen texts (the peral and Lost in yonkers).<br />
Is incomplete and largely undeveloped. The response hints at ideas, but references to the texts<br />
are vague (the father is struggling to keep power over his family and his treasure).<br />
Lacks an appropriate focus but suggests some organization. The response has an introductory<br />
paragraph, very brief references to two texts in separate paragraphs, and a contradictory<br />
concluding paragraph of one sentence.<br />
Relies on basic vocabulary, with little awareness of purpose. The response exhibits some<br />
attempt to vary sentence length (I agree … some sort of power message or struggle in it), but<br />
with uneven success.<br />
Demonstrates emerging control, exhibiting occasional errors in spelling (the peral and some<br />
one), punctuation [(Thomas De Quincey) this; For example in; message, some deal], and<br />
capitalization (peral and yonkers) that hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 2, although it is somewhat<br />
stronger in language use and conventions.<br />
[90]
Anchor Part B — Paper Practice – Part Paper B—Level – A 2 – B<br />
[91]
Anchor Level 2 – B<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Provides an incomplete interpretation of the critical lens (decisions to communicate against<br />
their will and tell their tale through acting). The response alludes to the critical lens but does<br />
not use it to analyze The Crucible and Of Mice and Men.<br />
Is largely undeveloped, hinting at ideas, but references to the texts are vague (he only acts his<br />
way through communications and George and Lennie are another example of communication).<br />
Lacks an appropriate focus on literature’s communication of power. The response suggests<br />
some organization through paragraphing.<br />
Uses language that is imprecise (communicate against their will and he only acts his way). The<br />
response reveals little awareness of how to use sentences to achieve an effect (power” this<br />
certainly true and for example … of accounts).<br />
Demonstrates emerging control, exhibiting occasional errors in spelling (wheather), punctuation<br />
(power” this, For example John, and Men characters), and grammar (this certainly true) that<br />
hinder comprehension.<br />
Conclusion: Overall, the response best fits the criteria for Level 2, although it is somewhat<br />
stronger in conventions.<br />
[92]
Anchor Part B — Paper Practice – Part Paper B—Level – A 2 – C<br />
[93]
Anchor Level 2 – C<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Provides a confused interpretation of the critical lens. The response alludes to the critical lens<br />
(The two book are conflict with problems and sick things) but does not use it to analyze the<br />
chosen texts, Ethan Frame and The Jungle.<br />
Is incomplete and largely undeveloped. The response hints at ideas, but references to the texts<br />
are vague and confused (He Dad were dead and He was sad about them and There life was<br />
worsting during in chicago).<br />
Lacks an appropriate focus but suggests organization. The response contains an introductory<br />
paragraph and makes brief references, in separate paragraphs, to the texts, but has no<br />
concluding paragraph.<br />
Uses basic language that is imprecise (When the fathe dieded the sister came to Ethan Home<br />
and They came poor). The response reveals little awareness of how to use sentences to achieve<br />
an effect.<br />
Demonstrates lack of control, exhibiting frequent errors in spelling (communicte, manipulted,<br />
injurys), grammar (He Dad and the worst it gotten Zeena), capitalization (chicago), usage (I<br />
agree to the statement and during in chicago), and the omission of word endings that make<br />
comprehension difficult.<br />
Conclusion: Overall, the response best fits the criteria for Level 2 in all qualities.<br />
[94]
Anchor Paper – Part B—Level 1 – A<br />
Anchor Level 1 – A<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Provides an incomplete interpretation of the critical lens (This critical lense means to me<br />
everything that you read communicates power). The response makes no reference to any<br />
specific texts.<br />
Is minimal, reiterating the idea that the reader will get something or learn something valuable<br />
from literature, but with no evidence of textual development.<br />
Lacks an appropriate focus but suggests some organization. The response introduces the lens,<br />
stating that literature is just a source of knowledge, and summarizes in a concluding paragraph<br />
(I agree with this quote because every little thing you read you get a message or you get<br />
something from it).<br />
Relies on basic vocabulary that is sometimes imprecise (peace for “piece”), with little<br />
awareness of purpose. The response exhibits some attempt to vary sentence structure, but with<br />
uneven success (Regardless on what it is you seek communication power).<br />
Demonstrates emerging control, exhibiting occasional errors in spelling (lense) and usage<br />
(Regardless on) that do not hinder comprehension.<br />
Conclusion: Although the response fits criteria for Levels 1, 2 and 3, it remains at Level 1<br />
because the response makes no reference to any text.<br />
[95]
Anchor Part B — Paper Practice – Part Paper B—Level – A 1 – B<br />
Anchor Level 1 – B<br />
Quality<br />
Meaning<br />
Development<br />
Organization<br />
Language Use<br />
Conventions<br />
Commentary<br />
The response:<br />
Provides a confused and incomplete interpretation of the critical lens (It can change a person’s<br />
way of life from their power). The response alludes to the critical lens but does not use it to<br />
analyze Cetcer Rye.<br />
Is minimal, with no evidence of development.<br />
Suggests a focus on the value of literature (can be men different things in life emotionelly and<br />
mentelly) but lacks organization.<br />
Is minimal.<br />
Is minimal, making assessment of conventions unreliable.<br />
Conclusion: Overall, the response best fits the criteria for Level 1, although it is somewhat<br />
stronger in meaning and organization.<br />
[96]
Part B — Practice Paper – A<br />
[97]
Part B — Practice Paper – A<br />
[98]
Part B — Practice Paper – B<br />
[99]
Part B — Practice Paper – B<br />
[100]
Part B — Practice Paper – B<br />
[101]
Part B — Practice Paper – C<br />
[102]
Part B — Practice Paper – C<br />
[103]
Part B — Practice Paper – D<br />
[104]
Part B — Practice Paper – E<br />
[105]
Part B — Practice Paper – E<br />
[106]
Practice Paper A–Score Level 3<br />
Conclusion: Overall, the response best fits the criteria for Level 3, although it is somewhat<br />
stronger in organization.<br />
Practice Paper B–Score Level 5<br />
Conclusion: Overall, the response best fits the criteria for Level 5 in all qualities.<br />
Practice Paper C–Score Level 4<br />
Conclusion: Overall, the response best fits the criteria for Level 4 in all qualities.<br />
Practice Paper D–Score Level 2<br />
Conclusion: Overall, the response best fits the criteria for Level 2, although it is somewhat<br />
stronger in language use and conventions.<br />
Practice Paper E–Score Level 4<br />
Conclusion: Overall, the response best fits the criteria for Level 4, although it is somewhat<br />
stronger in conventions.<br />
Regents <strong>Comp</strong>rehensive Examination in <strong>English</strong><br />
Map to Learning Standards<br />
Key Ideas<br />
Listening and writing for<br />
information and understanding<br />
Reading and writing for<br />
information and understanding<br />
Reading and writing for literary<br />
response<br />
Reading and writing for critical<br />
analysis and evaluation<br />
Part of Test<br />
Session One – Part A<br />
Session One – Part B<br />
Session Two – Part A<br />
Session Two – Part B<br />
[107]
The Chart for Determining the Final Examination Score for the January 2006 Regents<br />
Examination in <strong>Comp</strong>rehensive <strong>English</strong> will be posted on the Department’s web site<br />
http://www.emsc.nysed.gov/osa/ on Wednesday, January 25, 2006. Conversion charts<br />
provided for previous administrations of the Regents Examination in <strong>Comp</strong>rehensive<br />
<strong>English</strong> must NOT be used to determine students’ final scores for this administration.<br />
[108]
Total<br />
Essay<br />
Score<br />
<br />
Total Multiple-Choice Score<br />
Regents <strong>Comp</strong>rehensive Examination in <strong>English</strong>—January 2006<br />
Chart for Determining the Final Examination Score (Use for January 2006 examination only.)<br />
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<br />
multiple-choice score down the side of the chart. The point where those two scores intersect is the student’s final examination score. For example, a<br />
student receiving a total essay score of 19 and a total multiple-choice score of 16 would receive a final examination score of 76.<br />
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<br />
0 0 1 1 2 2 3 4 6 8 10 13 16 19 22 26 30 33 37 40 45 49 53 57 60 65<br />
1 1 1 2 2 2 3 5 7 9 11 14 17 21 24 28 31 35 39 43 47 51 55 59 62 66<br />
2 1 1 2 2 3 4 6 8 10 13 16 19 22 26 30 33 37 40 45 49 53 57 60 65 68<br />
3 1 2 2 2 3 5 7 9 11 14 17 21 24 28 31 35 39 43 47 51 55 59 62 66 70<br />
4 1 2 2 3 4 6 8 10 13 16 19 22 26 30 33 37 40 45 49 53 57 60 65 68 71<br />
5 2 2 2 3 5 7 9 11 14 17 21 24 28 31 35 39 43 47 51 55 59 62 66 70 73<br />
6 2 2 3 4 6 8 10 13 16 19 22 26 30 33 37 40 45 49 53 57 60 65 68 71 76<br />
7 2 2 3 5 7 9 11 14 17 21 24 28 31 35 39 43 47 51 55 59 62 66 70 73 77<br />
8 2 3 4 6 8 10 13 16 19 22 26 30 33 37 40 45 49 53 57 60 65 68 71 76 79<br />
9 2 3 5 7 9 11 14 17 21 24 28 31 35 39 43 47 51 55 59 62 66 70 73 77 80<br />
10 3 4 6 8 10 13 16 19 22 26 30 33 37 40 45 49 53 57 60 65 68 71 76 79 82<br />
11 3 5 7 9 11 14 17 21 24 28 31 35 39 43 47 51 55 59 62 66 70 73 77 80 84<br />
12 4 6 8 10 13 16 19 22 26 30 33 37 40 45 49 53 57 60 65 68 71 76 79 82 85<br />
13 5 7 9 11 14 17 21 24 28 31 35 39 43 47 51 55 59 62 66 70 73 77 80 84 86<br />
14 6 8 10 13 16 19 22 26 30 33 37 40 45 49 53 57 60 65 68 71 76 79 82 85 88<br />
15 7 9 11 14 17 21 24 28 31 35 39 43 47 51 55 59 62 66 70 73 77 80 84 86 89<br />
16 8 10 13 16 19 22 26 30 33 37 40 45 49 53 57 60 65 68 71 76 79 82 85 88 90<br />
17 9 11 14 17 21 24 28 31 35 39 43 47 51 55 59 62 66 70 73 77 80 84 86 89 92<br />
18 10 13 16 19 22 26 30 33 37 40 45 49 53 57 60 65 68 71 76 79 82 85 88 90 93<br />
19 11 14 17 21 24 28 31 35 39 43 47 51 55 59 62 66 70 73 77 80 84 86 89 92 94<br />
20 13 16 19 22 26 30 33 37 40 45 49 53 57 60 65 68 71 76 79 82 85 88 90 93 95<br />
21 14 17 21 24 28 31 35 39 43 47 51 55 59 62 66 70 73 77 80 84 86 89 92 94 96<br />
22 16 19 22 26 30 33 37 40 45 49 53 57 60 65 68 71 76 79 82 85 88 90 93 95 97<br />
23 17 21 24 28 31 35 39 43 47 51 55 59 62 66 70 73 77 80 84 86 89 92 94 96 98<br />
24 19 22 26 30 33 37 40 45 49 53 57 60 65 68 71 76 79 82 85 88 90 93 95 97 99<br />
25 21 24 28 31 35 39 43 47 51 55 59 62 66 70 73 77 80 84 86 89 92 94 96 98 99<br />
26 22 26 30 33 37 40 45 49 53 57 60 65 68 71 76 79 82 85 88 90 93 95 97 99 100
Total<br />
Essay<br />
Score<br />
<br />
Total Multiple-Choice Score<br />
Regents <strong>Comp</strong>rehensive Examination in <strong>English</strong>—January 2006<br />
Chart for Determining the Final Examination Score (Use for January 2006 examination only.)<br />
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<br />
multiple-choice score down the side of the chart. The point where those two scores intersect is the student’s final examination score. For example, a<br />
student receiving a total essay score of 19 and a total multiple-choice score of 16 would receive a final examination score of 76.<br />
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<br />
0 0 1 1 2 2 3 4 6 8 10 13 16 19 22 26 30 33 37 40 45 49 53 57 60 65<br />
1 1 1 2 2 2 3 5 7 9 11 14 17 21 24 28 31 35 39 43 47 51 55 59 62 66<br />
2 1 1 2 2 3 4 6 8 10 13 16 19 22 26 30 33 37 40 45 49 53 57 60 65 68<br />
3 1 2 2 2 3 5 7 9 11 14 17 21 24 28 31 35 39 43 47 51 55 59 62 66 70<br />
4 1 2 2 3 4 6 8 10 13 16 19 22 26 30 33 37 40 45 49 53 57 60 65 68 71<br />
5 2 2 2 3 5 7 9 11 14 17 21 24 28 31 35 39 43 47 51 55 59 62 66 70 73<br />
6 2 2 3 4 6 8 10 13 16 19 22 26 30 33 37 40 45 49 53 57 60 65 68 71 76<br />
7 2 2 3 5 7 9 11 14 17 21 24 28 31 35 39 43 47 51 55 59 62 66 70 73 77<br />
8 2 3 4 6 8 10 13 16 19 22 26 30 33 37 40 45 49 53 57 60 65 68 71 76 79<br />
9 2 3 5 7 9 11 14 17 21 24 28 31 35 39 43 47 51 55 59 62 66 70 73 77 80<br />
10 3 4 6 8 10 13 16 19 22 26 30 33 37 40 45 49 53 57 60 65 68 71 76 79 82<br />
11 3 5 7 9 11 14 17 21 24 28 31 35 39 43 47 51 55 59 62 66 70 73 77 80 84<br />
12 4 6 8 10 13 16 19 22 26 30 33 37 40 45 49 53 57 60 65 68 71 76 79 82 85<br />
13 5 7 9 11 14 17 21 24 28 31 35 39 43 47 51 55 59 62 66 70 73 77 80 84 86<br />
14 6 8 10 13 16 19 22 26 30 33 37 40 45 49 53 57 60 65 68 71 76 79 82 85 88<br />
15 7 9 11 14 17 21 24 28 31 35 39 43 47 51 55 59 62 66 70 73 77 80 84 86 89<br />
16 8 10 13 16 19 22 26 30 33 37 40 45 49 53 57 60 65 68 71 76 79 82 85 88 90<br />
17 9 11 14 17 21 24 28 31 35 39 43 47 51 55 59 62 66 70 73 77 80 84 86 89 92<br />
18 10 13 16 19 22 26 30 33 37 40 45 49 53 57 60 65 68 71 76 79 82 85 88 90 93<br />
19 11 14 17 21 24 28 31 35 39 43 47 51 55 59 62 66 70 73 77 80 84 86 89 92 94<br />
20 13 16 19 22 26 30 33 37 40 45 49 53 57 60 65 68 71 76 79 82 85 88 90 93 95<br />
21 14 17 21 24 28 31 35 39 43 47 51 55 59 62 66 70 73 77 80 84 86 89 92 94 96<br />
22 16 19 22 26 30 33 37 40 45 49 53 57 60 65 68 71 76 79 82 85 88 90 93 95 97<br />
23 17 21 24 28 31 35 39 43 47 51 55 59 62 66 70 73 77 80 84 86 89 92 94 96 98<br />
24 19 22 26 30 33 37 40 45 49 53 57 60 65 68 71 76 79 82 85 88 90 93 95 97 99<br />
25 21 24 28 31 35 39 43 47 51 55 59 62 66 70 73 77 80 84 86 89 92 94 96 98 99<br />
26 22 26 30 33 37 40 45 49 53 57 60 65 68 71 76 79 82 85 88 90 93 95 97 99 100