W E WILL BE ABLE TO REVIEW THE STRATEGY AND WRITE #26 ( A SHORT RESPONSE )

WE WILL BE ABLE TO REVIEW THE STRATEGY AND WRITE #26 (A SHORT RESPONSE).

“…IGNORANCE IS NEVER BETTER THAN KNOWLEDGE.”— LAURA FERMIATOMS IN THE FAMILY, 1954

C=Copy the Quote

O=Put it in Your Own Words

A=Agree or Disagree

T=Provide Two works that

support Your Opinion

According to ____, “ .”

This quote means/

One way to interpret this quote is…

This idea is true/ accurate/ not true/ incorrect because…

Two works that prove this idea correct/ true/ inaccurate/ not true are …

(name title and author).

SAMPLE COAT“Much, however, of what we call evil is really good in disguise …”—Sir John LubbockThe Pleasures of Life, 1887

According to Sir John Lubbock, “much, however, of what we call evil is really good in disguise.” This quote means that even those people with the best of intentions can be seen as negative or wrong by many. Many we call evil are just misunderstood. This idea is true because there is good in most people and we never know the complete truth about people. Two works that prove this idea true are The Crucible by Arthur Miller and The Great Gatsby by F. Scott Fitzgerald.

C

O

A

T

You will write about two reading passages I - One fiction or narrative non-fiction II - One poem

You will have answered multiple choice questions about both passages.

There are two short response questions – 26 and 27.

PART 3 SHORT RESPONSES

26 requires you to write about BOTH the short story and the poem.

You have identify a controlling idea (same as central idea)

You will be provided with a topic. Compose a phrase/ idea/ sentence ABOUT liberty.


26 Write a well-developed paragraph in which you use ideas from both Passage I (the short story excerpt) and Passage II (the poem) to establish a controlling idea about liberty. Develop your controlling idea using specific examples and details from both Passage I and Passage II.

27 only requires you to write about ONE passage. You can pick either the poem or the short story.

You can write about a literary technique or a literary element.

Please do not write about a rhetorical technique (ethos, logos, pathos).


27 Choose a specific literary element (e.g., theme, characterization, structure, point of view, etc.) or literary technique (e.g., symbolism, irony, figurative language, etc.) used by one of the authors. Using specific details from either Passage I (the short story excerpt) or Passage II (the poem), in a well-developed paragraph, show how the author uses that element or technique to develop the passage.

These responses are graded 0-2. Instead of scale 0-4 (empty to excellent), the

scale is 0-2 (empty to good). It is far easier to earn a complete 4/4 on this

Regents.

PART 3 SHORT RESPONSES GRADING

#26 STRATEGY

Answer the multiple choice Identify the topic Compose an idea ABOUT the topic that is true

for BOTH passages. Support it with an example from each passage.

“MUCH, HOWEVER, OF WHAT WE CALL EVIL IS REALLY GOOD IN DISGUISE …”—SIR JOHN LUBBOCKTHE PLEASURES OF LIFE, 1887

C=Copy the Quote


A=Agree or Disagree




This quote means/





OUTLINE FOR #26

Thesis Sentence

Introduce the example

Cite the example

Explain how the example proves the controlling idea

ICE AGAIN from the other passage

The controlling idea of both passages is…. (MAKE SURE TO INCLUDE THE TOPIC)

One example of this idea is…..

“quote” (Text 1 Lines 2-3).

This example proves the controlling idea because….

Outline Sentence Starters

SAMPLE #26 (CONTROLLING IDEA)

Thesis Sentence


Cite the example



The controlling idea of both passages is that traditions may change over time. One example of this idea is the okoto, the musical instrument, in Passage One. The okoto was given to the narrator’s mother by her father, and the narrator also feels a connection to it. She says “an American daughter, I cannot understand the teachings of my mother’s okoto. Instead, I listen to the music of her words” (Passage 1 Lines 32-33). This examples proves the controlling idea because the narrator cannot play the okoto, as is family tradition, but she can enjoy the music her mother plays on it. Another example of this controlling idea is in Passage Two. It is family tradition to climb the tree. An example of this is the description of the spot at the top of the tree as “last reliable seat, the family seat” (Passage Two Line 20). This family tradition will not continue because the tree has been cut down. Like the other passage, the memory of the tradition will remain but the tradition will not.


OUTLINE FOR #26

Thesis Sentence


Cite the example



The controlling idea of both passages is…. (MAKE SURE TO INCLUDE THE TOPIC)

One example of this idea is…..


This example proves the controlling idea because….


“…ONLY WHEN IT IS DARK ENOUGH CAN YOU SEE THE STARS.”—MARTIN LUTHER KING, JR.“I’VE BEEN TO THE MOUNTAINTOP”DELIVERED AT MASON TEMPLE, MEMPHIS, TN, APRIL 3, 1968

C=Copy the Quote


A=Agree or Disagree




This quote means/





SCORING FOR #26

• presents a well-developed paragraph

• demonstrates a basic understanding of the texts

• establishes an appropriate controlling idea

• supports the controlling idea with clear and appropriate details from both texts

• uses language that is appropriate

• may exhibit errors in conventions that do not hinder comprehension

• has a controlling idea or • implies a controlling idea or • has an unclear controlling

idea AND • supports the controlling

idea with partial and/or overly general information from the texts

• uses language that may be imprecise or inappropriate

• exhibits errors in conventions that may hinder comprehension

Score Point 2 Score Point 1

AUTOMATIC FAILURE #26DON’T Provide a controlling idea that does not include the

topic Bad Example: The controlling idea of both passages is that

people are kind. Better: The controlling idea of both passages is that it is

kind to help others. Say that the topic is the controlling idea

Bad Example: The controlling idea of both passages is helping others.

Better: The controlling idea of both passages is that helping others can be a positive thing.

Use only one passage. You need an example from BOTH!

AT THE BOTTOM OF YOUR #26 RESPONSE…

Write a sentence that explains what score you think your response deserves (2=passing or 1=failing) and why you think you deserve that score.

#27 (LITERARY DEVICE)

Choose a specific literary element (e.g., theme, characterization, structure, point of view, etc.) or literary technique (e.g., symbolism, irony, figurative language, etc.) used by one of the authors. Using specific details from either Passage I (the poem) or Passage II (the memoir excerpt), in a well-developed paragraph, show how the author uses that element or technique to develop the passage.

You only have to use ONE passage.

OUTLINE FOR #27 (JUNE 5 PAGE)

Thesis Sentence


Cite the example

Explain why the example is a

ICE AGAIN from the same passage

The author of Passage 1 (or Passage 2) uses ________ to _____________.

literary device definition of the literary device

One example of this literary device (you can also name it) is…


This example is the literary device because….


SAMPLE #27

The author of Passage II uses characterization to describe the narrator’s qualities. In just 35 lines, the reader can learn a lot about the personality of the speaker. The speaker is very sympathetic. Although he is in a bad situation himself because he is tired and his eyes hurt, he is willing to keep swimming for the sake of the baby whale Grayson. For example, the narrator says “all I got was a noseful of saltwater and tears in my goggles from the salty sting” (Passage II lines 6-7). Regardless, the narrator keeps swimming. The narrator is characterized as physically strong. For example, the narrator swims with the baby whale far away from shore, which is not an easy feat (Passage II). The author’s characterization helps the reader to connect with and understand the narrator.

Thesis Sentence


Cite the example


ICE AGAIN from the same passage

SCORING FOR #27

• presents a well-developed paragraph

• provides an appropriate explanation of the literary element or technique chosen

• supports the explanation with clear and appropriate evidence from the text

• uses language that is appropriate

• may exhibit errors in conventions that do not hinder comprehension

• provides an explanation of the literary element or technique

or • implies an explanation of the

literary element or technique or • has an unclear explanation of

the literary element or technique

AND • supports the explanation with

partial and/or overly general information from the text

• uses language that may be imprecise or inappropriate

• exhibits errors in conventions that may hinder comprehension

Score Point 2 Score Point 1

Documents

W E WILL BE ABLE TO REVIEW THE STRATEGY AND WRITE #26 ( A SHORT RESPONSE )