Test Day Monday January 26 th , 2014 1:15 pm Exam Breakdown
Part 1: Listening Passage & Answer 8 Multiple Choice Questions based on the passage that was read to you
Part 2: Reading Comprehension & Multiple Choice
You will read two different passages and answer multiple choice questions based on those readings
Part 3: #1 - Reading Comprehension You will read two different texts, usually a poem and a short essay
#2 - You will answer multiple choice questions based on the readings
#3 - THEN you will write two paragraphs (Question 26 & 27) based on the readings
Question 26 - Paragraph One: Write a well-developed paragraph in which you use ideas from both passages to establish a controlling idea about [fill in the blank, in this example it is possessions]. Develop your controlling idea using specific examples and details from each passage.
Need to know:
What is Controlling Idea?
A controlling idea is the ONE SENTENCE that we have been calling our Thesis Statement. It is the ONE SENTENCE main idea that the writer is developing in a composition. The controlling idea usually expresses a definite opinion or attitude about the topic of the composition. If you were a lawyer, it would be your plea - your guilty or not guilty statement.
How do you develop your controlling idea using specific examples and details from EACH passage?
After you have a ONE SENTENCE controlling idea, you have to explain WHY you think this way. To continue with the lawyer analogy, this is when you would make your case. You would PROVIDE EVIDENCE. This is where you say, This person is guilty BECAUSE... and then you cite your evidence.
How is it graded? Question 26 (used for 2-credit responses that refer to two texts)
Scores Point 2 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
Score Point 1 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 0 is off topic, incoherent, a copy of the task/texts, or blank demonstrates no understanding of the task/texts is a personal response
Examples Example of a Score 2:
Example of a Score 1:
Why is this example a 1 score? What does it need to be better?
Example of a Score 0:
Why is this example a 0 score? What does it need to be better?
Question 27 - Paragraph Two:
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 that passage, in a well-developed paragraph, show how the author uses that element or technique to develop the passage.
Need to know: #1 - Choose either a Literary Element OR Literary Technique
What is a Literary Element?
Theme: The life lesson, meaning, moral, or message about life or human nature that is communicated by a literary work.
For example: Love requires sacrifice Hunger Games Betrayal Romeo and Juliet Love Basketball Diaries Hope Hoop Dreams
Characterization: Techniques a writer uses to create and develop a character by what: he/she does or says other characters say about him/her, or how they react to him/her the author reveals directly or through a narrator.
Structure: (Fiction) - The way that the writer arranges the plot of a story. o Look for: Repeated elements in action, gesture, dialogue, description, as well as shifts in direction, focus, time, place, etc. (Poetry) - The pattern or organization of a poem. o Look for: a sonnet is a 14-line poem written in iambic pentameter, an open or free form poem has looser form, or perhaps one of the authors invention
What is a Literary Technique?
Symbolism: Person, place, or thing that represents something beyond itself.
For Example: A ring on ones left hand ring finger is a symbol of ones engagement or marriage.
Irony: Irony is basically literary sarcasm. It is when someone says something, does something, or there is a situation that is a particular that is not right but can be seen as funny or clever.
For Example: Dramatic irony This occurs when the reader or audience understands more about the events of a story than a character. o e.g. Once upon a time there was a lady who bought a house. She searched all day for the perfect paint color to paint her new house. While she was looking, her house burnt down. Later that afternoon, she got back with 50 gallons of paint to the house surrounded by fire trucks. The paint color didnt matter. She didnt have a house to paint!
Situational irony This occurs when what actually happens is the opposite of what is expected or appropriate. o e.g. Once upon a time, two people were supposed to get married. The night before the wedding, the bride to be left her fianc for his brother.
Point of View: Perspective from which the story is told. First-person: narrator is a character in the story; uses I, we, etc. Third-person: narrator outside the story; uses he, she, they Third-person limited: narrator tells only what one character perceives Third-person omniscient: narrator can see into the minds of all characters
Example: Listening Passage in this practice test is from the Point of View of Thomas Edisons SON. Even though the entire story is about Thomas Edison, Thomas is NOT the narrator. The story is told by his son.
Verbal irony A character says one thing but really means the opposite. o e.g. A teacher gives one of the hardest tests ever! All of the students return the test, one students test is completely blank. He says, That was the easiest test Ive ever taken!
Figurative language: Language that has meaning beyond the literal meaning; also known as figures of speech:
simile: comparison of two things using the words like or as, e.g. Her smile was as cold as ice.
metaphor: comparison of two things essentially different but with some commonalities; does NOT use like or as, e.g. Her smile was ice.
personification: human qualities attributed to an animal, object, or idea, e.g. The wind exhaled.
Need to know: #2 Use specific details from the passage you chose, write a well-developed paragraph, showing how the author uses that element or technique to develop the passage.
How is it graded?
Question 27 (used for 2-credit responses that refer only to one text) Score Point 2 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
Score Point 1 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 0 is off topic, incoherent, a copy of the task/text, or blank demonstrates no understanding of the task/text is a personal response
Note: Since the question specifies choosing one of the authors, if the student responds using both passage score the portion of the response that would give the student the higher score.
Examples Example of a Score 2:
What does this example have that makes it a top score?
Example of a Score 1:
Why is this example a 1 score? What does it need to be better?
Example of a Score 0:
Why is this example a 0 score? What does it need to be better?
Part 4 Question 28 Critical Lens Essay
Your Task: Write a critical essay in which you discuss two works of literature you have read from the particular perspective of the statement that is provided for you in the Critical Lens. In your essay, provide a valid interpretation of the statement, agree or disagree with the statement as you have interpreted it, and support your opinion using specific references to appropriate literary elements from the two works. You may use scrap paper to plan your response. Write your essay, beginning on page 3 of the essay booklet. Critical Lens:
Guidelines for writing a great Critical Lens:
Provide a valid interpretation of the critical lens that clearly establishes the criteria for analysis
o In English: Say what the quote means
i.e. It is only with the heart that one can see rightly This quote means that people can only see the truth or reality when they use their heart instead of their mind.
Indicate whether you agree or disagree with the statement as you have interpreted it
o In English: Say whether or not you agree with what the quote means
i.e. I disagree with this statement because I think that when people only use their heart, they get confused and cannot make good decisions.
Choose two works you have read that you believe best support your opinion
o In English: What are your two books that you will use to support whether or not you agree with the statement i.e. The Hunger Games by Suzanne Collins and The Great Gatsby by F. Scott Fitzgerald are two examples of literature that support my claim because when characters in these books use their heart to make decisions, people get hurt.
Use the criteria suggested by the critical lens to analyze the works you have chosen
Avoid plot summary. Instead, use specific references to appropriate literary elements (for example: theme, characterization, setting, point of view) to develop your analysis
Organize your ideas in a unified and coherent manner
Specify the titles and authors of the literature you choose
Follow the conventions of standard written English
See the attached for:
1) Grading Rubric
2) Examples of Critical Lens Essays
3) Breakdown sheet for further scaffolding (with fill in the blank essay template)