From the New York State Education Department. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION REGENTS EXAMINATION IN ENGLISH LANGUAGE ARTS. Internet. Available from https://www.nysedregents.org/hsela/621/reela-v202-exam.pdf; accessed 20, June, 2023.
From the New York State Education Department. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION REGENTS EXAMINATION IN ENGLISH LANGUAGE ARTS. Internet. Available from https://www.nysedregents.org/hsela/621/reela-v202-exam.pdf; accessed 20, June, 2023.
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RL.11-12.2
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L.11-12.5.a
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RL.11-12.4
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L.11-12.4.a
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L.11-12.5.a
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Question 25
25.
Write your Argument here.
L.11-12.1.a
L.11-12.2.a
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Question 26
26.
Write your Text-Analysis here.
L.11-12.1.a
L.11-12.2.a
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Question 2
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Question 3
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Question 4
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Question 5
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Question 6
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Question 7
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Question 8
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Question 9
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Question 10
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Question 11
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Question 12
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Question 13
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Question 14
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Question 15
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Question 16
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Question 17
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Question 18
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Question 19
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Question 20
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Question 21
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Question 22
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Question 23
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Question 24
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In the context of the passage as a whole, lines 3 through 5 suggest that Clare
feels humiliated by her sister’s actions
is pained by the memory of her sister
feels resentful about her sister's choices
is secretive about the life of her sister
The figurative language in lines 14 and 15 helps to establish
Reverdy's mischievousness
Reverdy's appreciation of attention
Clare's admiration for Reverdy
Clare's aggressiveness toward Reverdy
The description of each sister’s reaction to the wind (lines 19 through 33) serves to
demonstrate a contrast between the sisters
foreshadow a conflict between the sisters
emphasize the sisters' appreciation of nature
illustrate the sisters' competitive relationship
Clare’s reaction to Reverdy’s punishment (lines 44 and 45) reveals that Clare is
ashamed of Reverdy's attitude
concerned about Reverdy's reputation
envious of Reverdy's strength
distressed by Reverdy's situation
Clare’s reflections in lines 49 through 54 convey her
rejection of tenderness
acceptance of her mistake
justification for her behavior
reluctance to change
As used in line 56, the phrase “battened on” most nearly means
questioned
benefited from
learned from
imagined
Which statement best explains Clare’s motivation for playing music (lines 62 through 65)?
Clare wants to be her family's mediator.
Clare wants to distract her brother.
Clare wants to console her sister
Clare wants to be her mother's favorite.
In the context of the passage as a whole, the author suggests that the family interactions have been influenced by
Reverdy's love for her mother
Mother's reliance upon Clare
Reverdy's behavior toward Clare
Mother's attitude toward Reverdy
The occasional use of second person point of view contributes to the reader’s
optimism
sympathy
curiosity
suspicion
Which quotation best reflects a central idea of the text?
“You may scarcely believe it, but it is worse to have a good thing that is not true believed about you, than a bad.” (lines 6 through 8)
“I watched the tumble weeds blowing, and listened to the wind in the clump of eucalyptus by the barn, and felt miserable and gritty.” (lines 25 and 26)
“And I forgot I couldn’t make a boy look at me if I wanted to and blamed Reverdy for not being able to steer clear of them the way I did.” (lines 54 through 56)
“Usually we kicked and howled at having to play, so, I thought, if we play now it will show Mother how thoughtful and reliable we are.” (lines 62 and 63)
The figurative language in lines 6 through 11 reflects the father’s
hesitation about inflicting pain
pride about removing the splinter
need to earn his son's respect
ability to calm his son
Lines 21 through 23 reveal that the narrator
is worried that he might harm his wife
is reassured by his wife's confidence
has mastered his father's technique
has forgotten his childhood trauma
In line 26, “shard” most nearly means
wooden chip
shiny object
jagged piece
small tool
Lines 33 through 35 convey a sense of
longing
gratitude
uncertainty
accomplishment
The first paragraph introduces a central idea by citing
medical research
scientific trends
conflicting opinions
relevant background
Lines 8 through 13 support the idea that noise
can be controlled
promotes clear thinking
impacts human health
can be soothing
The details in lines 14 through 22 indicate that
sleep prevents the perception of sound
noise can cause stress during sleep
sleep relies on the presence of cortisol
memory formation can accelerate during sleep
The conclusion drawn by the World Health Organization (lines 24 through 28) highlights the
need for more study
need for further funding
seriousness of the problem
importance of global cooperation
Initial findings about the effects of silence (lines 29 through 33) were
ignored
unintended
revised
repeated
As used in the text, “striking” (line 41) most nearly means
impressive
disappointing
confusing
predictable
Bernardi’s discovery (lines 41 through 44) contributes to a central idea by emphasizing the
distinction between sound and noise
calming effect of music
loss of attentiveness after silence
importance of silence between sounds
The statement in lines 45 and 46 conveys a sense of
uncertainty
irony
bias
conflict
The figurative language in lines 97 through 99 reinforces the idea that
the presence of sound interferes with thinking
silence can provide an opportunity for creativity
the volume of sound increases appreciation of music
