The document summarizes the parts and tasks of the New York State English Regents Exam. It includes four parts: listening, reading comprehension, a synthesis short response comparing two passages, and a critical lens essay analyzing a work of literature through the given critical lens statement. For the listening and reading sections, it provides tips on note-taking and how to answer multiple choice questions by returning to the text. For the synthesis response, it explains how to identify a controlling idea and provide examples and analysis from both passages. Finally, it outlines the structure of a successful critical lens essay.

1. ELA Regents Exam

2. FOUR PARTS:
Part I. Listening
Part II. Reading Comprehension
Part III. Synthesis Short
Response
Part IV. Critical Lens Essay

3. Task I: Listening
When you take notes…
• Catch IMPORTANT ideas and details
• Use abbrevs. for speed
• Use list format/bullets

4. Listen for…
• Main ideas (most important; main; critical; high; great)
• Details (names, dates, facts– MAKE SURE YOU GET
THESE!)
• Facts and Opinions (it has been proven vs. I believe)
• Organization (first; second; above)
• Comparison (on the other hand; similarly)
• For relationships (this was a result of; this caused;
because)

5. Task II: Reading
Comprehension
• Asks you to read passage(s) and draw
conclusions about:
• Purpose
• Tone
• Word choice
• Literary elements
• Go back to the text! You should be able to
physically point to the answer/support

6. Part III: Synthesis
(Short Responses)
• Given two passages to read (short story/excerpt &
poem)
• You must find the controlling idea—what “theme
statement” can you think of that these two pieces
have in common??
• Asked to write two paragraphs demonstrating your
understanding of the controlling idea, and your
ability to identify literary elements that contribute
to this controlling idea

8. Thesis Statement: what are both passages saying
about the controlling idea? Be specific
Examples from each passage:
a. 2 examples (quotes) and explanations for P1
b. 2 examples (quotes) and explanations for P2
Clincher: tie is all together

14. A) Passage #: _____
Literary element and definition: ____________
Topic sentence: ______________
B) Example (QUOTE): _____________
How does this quote/literary element develop the piece of
writing?
B2) Example (QUOTE): _________
How does this quote/literary element develop the piece of
writing?
C) Clincher sentence: __________

19. Tips and Strategies
• Annotate as you read
• GO BACK to the text to answer MC
• USE THE MC to help you!
• Clues about literary elements, controlling ideas, etc.
• SLOW DOWN and READ directions carefully!!!

20. Question 26:
“Controlling Idea” Paragraph
There comes a time in life when one must part from their families in order
to take opportunities that can improve their knowledge and ultimately,
their lives. While the family a person leaves behind feels sad about his or
her departure, they also know it is for the best. In Passage I, the narrator
received a letter of acceptance from a college in Beijing. He then realized
that the opportunity meant that he “…would be able to take care of [his]
family and give them all that has been denied of them.” Clearly, an
opportunity like receiving an education may be monumental and worth
being away from loved ones for a time. Also, parting has an effect of
temporary loss on those who are left behind. The narrator says, “She
pulled me into her arms, then gently pushed me away and nodded.” The
narrator’s mother would surely miss her son, but nodded in approval of
his departure because it was an undeniable opportunity. Furthermore, in
Passage II, the author J.W. wrote a poem for his daughter and elaborated
on her “…passion to acquire the skill.” He also explains, “The expense is
what one thought, and something more-one’s being and intelligence.” In
this situation, J.W. is also letting a loved one go off to learn and study,
even though he hates to be away from her. This is evident by
“intelligence and being” overcoming the “expense” of parting. The
opportunities in life to learn and study are so beneficial that the pain of
being apart is worthwhile.

21. Question 27:
ONE literary element developing ONE passage
In Passage I, the author uses symbolism, or a concrete object
representing an abstract idea, in order to develop a sense of joy while also
realizing the pain of separating when one goes away to school. He
exclaims, “We studied the letter and the information they had sent about
the department and the college…The picture of the college was a
treasure.” The author specifically uses the word “treasure” in accordance
to the college and acceptance letter because the letter/pictures are so
much more than just pieces of paper. They represent a golden key to
success in life. Moreover, the college he was accepted to was in Beijing,
therefore he would have to travel a great distance away from his family in
order to receive his education. He explains, “My sisters came up to the
bus and hugged me tearfully, then my dad climbed up the steps.” The bus
described can be a symbol to represent the first step in a long journey to
receive an education that separates him from his family by many miles.
Receiving the education is a very joyous opportunity, but it also comes
along with separation from a loving family and a traditional way of life.
The symbols in the author’s memoir represent these ideas.

22. Question 1
Nature in an uncontrollable and magnificent force. Both
Passage I and Passage II convey the wonders of nature
and the peace that it provides. In Passage I, it states,
“blue wonder…brought his sunny bubbles,” in reference to
the river and its remarkable aspects of nature. Passage I
also states, “…grave parental live,” depicting the peace
and parental comfort that nature brings to the narrator.
Passage II discusses the subdued privacy that nature,
specifically snowstorms, provide, as expressed with, “a
tumultuous privacy of storm.” The last line reads, “…the
frolic architecture of the snow.” This establishes the playful
yet elaborate aspect of nature by relating the snow to
wondrous works of architecture. Nature depicts a calm
and peaceful beauty that is observed often, as seen in
Passages I and II.

23. Question 2
Personification has been used by many authors to describe
often complex interactions, such as nature, as it gives them
the ability to give non-living things the characteristics of a
person or animal. One example of using personification to
describe nature is Emerson’s “The Snow-Storm.” In this
poem, Emerson described the snow storm as “the fierce
artificer, curves his white bastions, with projected roof.”
Emerson personified nature by using the word “artificer,” or
craftsman, and by saying as though nature was constructing
masonry, clearly something only humans can do. He also
describes the storm as “myriad-handed,” personifying it as a
creature with many hands being a property of humans
applied to a non-living thing, to strengthen his idea of
nature’s complexity. So while the storm doesn’t have many
of the physical traits described in the poem, the
personification strengthens Emerson’s ideas about its
importance and complexity.

24. Critical Lens Essay
• Asks you to REMEMBER LITERATURE and discuss
SPECIFIC LITERARY ELEMENTS
• (USE SPARKNOTES TO STUDY)
CLAIM (John Proctor is characterized as…)
EVIDENCE (At the end of the play, Proctor is
faced with the conflict of his life—to lie, and live, or
die and save his name…)
INTERPRETATION (SO WHAT?! HOW DOES
ALL OF THIS RELATE BACK TO THE CRITICAL
LENS STATEMENT?)