2023 (Jan.): NY Regents - ELA
By Sara Cowley
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Last updated 3 months ago
26 Questions
Note from the author:
From the New York State Education Department. The University of the State of New York Regents High School Examination in English Language Arts January 2023. Internet. Available from https://www.nysedregents.org/hsela/123/reela12023-exam.pdf; accessed 12, May, 2023.
From the New York State Education Department. The University of the State of New York Regents High School Examination in English Language Arts January 2023. Internet. Available from https://www.nysedregents.org/hsela/123/reela12023-exam.pdf; accessed 12, May, 2023.
1
1.
The description of the theater in the first two paragraphs creates a mood of
The description of the theater in the first two paragraphs creates a mood of
RL.11-12.5
1
2.
In lines 11 through 33, the author builds suspense by
In lines 11 through 33, the author builds suspense by
RL.11-12.5
1
3.
The statement “something was wrong, someone had miscalculated” (lines 42 and 43) suggests Cornelius’s sense of
The statement “something was wrong, someone had miscalculated” (lines 42 and 43) suggests Cornelius’s sense of
RL.11-12.4
1
4.
Lines 56 through 59 contribute to a central idea by revealing the
Lines 56 through 59 contribute to a central idea by revealing the
RL.11-12.2
1
5.
As used in line 75, the word “obviate” most nearly means
As used in line 75, the word “obviate” most nearly means
L.11-12.4.a
1
6.
The actions of the assistant manager in lines 79 and 80 indicate that he is
The actions of the assistant manager in lines 79 and 80 indicate that he is
RL.11-12.3
1
7.
It can be inferred from lines 60 through 62 and lines 84 and 85 that the old man is
It can be inferred from lines 60 through 62 and lines 84 and 85 that the old man is
RL.11-12.3
1
8.
In the context of the passage as a whole, lines 86 through 96 suggest a central idea that
In the context of the passage as a whole, lines 86 through 96 suggest a central idea that
RL.11-12.2
1
9.
Lines 105 through 108 suggest that Cornelius has
Lines 105 through 108 suggest that Cornelius has
RL.11-12.3
1
10.
Throughout the text, the audience can best be characterized as
Throughout the text, the audience can best be characterized as
RL.11-12.3
1
11.
The opening stanza conveys a sense of
The opening stanza conveys a sense of
RL.11-12.4
1
12.
As used in the poem, the word “idyllic” (line 10) most nearly means
As used in the poem, the word “idyllic” (line 10) most nearly means
L.11-12.4.a
1
13.
In lines 15 and 16, the phrase “time/dawdles, waiting for me to catch up” implies that the narrator is
In lines 15 and 16, the phrase “time/dawdles, waiting for me to catch up” implies that the narrator is
RL.11-12.4
1
14.
In the context of the poem as a whole, the jigsaw puzzle represents
In the context of the poem as a whole, the jigsaw puzzle represents
L.11-12.5.a
1
15.
The tone of lines 1 through 6 is
The tone of lines 1 through 6 is
RI.11-12.4
1
16.
Lines 7 through 11 suggest that the number of chucks are
Lines 7 through 11 suggest that the number of chucks are
RI.11-12.3
1
17.
As used in line 8, the phrase “tail of his sweep” refers to the
As used in line 8, the phrase “tail of his sweep” refers to the
L.11-12.4.a
1
18.
The research presented in lines 16 through 25 contributes to a central idea by
The research presented in lines 16 through 25 contributes to a central idea by
RI.11-12.2
1
19.
The word “larder” in line 27 most nearly means
The word “larder” in line 27 most nearly means
L.11-12.4.a
1
20.
The examples of guppies (line 33) and three-spined sticklebacks (line 36) demonstrate that they
The examples of guppies (line 33) and three-spined sticklebacks (line 36) demonstrate that they
RI.11-12.3
1
21.
Evidence presented throughout the text suggests that the “strong innate number sense” (lines 39 and 40) in animals facilitates their
Evidence presented throughout the text suggests that the “strong innate number sense” (lines 39 and 40) in animals facilitates their
RI.11-12.4
1
22.
Lines 78 through 86 serve to
Lines 78 through 86 serve to
RI.11-12.5
1
23.
The author’s attitude toward animals’ numerosity skills can best be described as
The author’s attitude toward animals’ numerosity skills can best be described as
RI.11-12.6
1
24.
Which statement reinforces a central idea of the text?
Which statement reinforces a central idea of the text?
RI.11-12.2
Argument
Directions: Closely read each of the four texts following this instructions block and write a source-based argument on the topic below. You may use the margins to take notes as you read and scrap paper to plan your response. Write your argument in question number 25.
Topic: Should elementary-age children receive participation awards in sports?
Your Task: Carefully read each of the four texts provided. Then, using evidence from at least three of the texts, write a well-developed argument regarding whether or not elementary-age children should receive participation awards in sports. Clearly establish your claim, distinguish your claim from alternate or opposing claims, and use specific, relevant, and sufficient evidence from at least three of the texts to develop your argument. Do not simply summarize each text.
Guidelines:
Be sure to:
- Establish your claim regarding whether or not elementary-age children should receive participation awards in sports
- Distinguish your claim from alternate or opposing claims
- Use specific, relevant, and sufficient evidence from at least three of the texts to develop your argument
- Identify each source that you reference by text number and line number(s) or graphic (for example: Text 1, line 4 or Text 2, graphic)
- Organize your ideas in a cohesive and coherent manner
- Maintain a formal style of writing
- Follow the conventions of standard written English
Texts:
Text 1 – Pros and Cons: A Look At Participation Trophies For Youth Athletes
Text 2 – Participation Awards: Good or Bad?
Text 3 – In Defense of Participation Trophies: Why They Really Do Teach the Right Values
Text 4 – Losing Is Good For You
24
25.
Write your Argument here.
Write your Argument here.
W.11-12.9.a
L.11-12.3.a
RI.11-12.1.a
L.11-12.1.a
L.11-12.6
RI.11-12.6
RI.11-12.10
W.11-12.1.a
RI.11-12.2
L.11-12.5.a
RI.11-12.5
L.11-12.4.a
L.11-12.2.a
W.11-12.4
RI.11-12.4
RI.11-12.3
Text-Analysis Response
Your Task: Closely read the following text (Frankenstein; or, the Modern Prometheus) and write a well-developed, text-based response of two to three paragraphs. In your response, identify a central idea in the text and analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Use strong and thorough evidence from the text to support your analysis. Do not simply summarize the text. You may use the margins to take notes as you read and scrap paper to plan your response. Write your response in question number 26.
Guidelines:
Be sure to:
- Identify a central idea in the text
- Analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Examples include: characterization, conflict, denotation/connotation, metaphor, simile, irony, language use, point-of-view, setting, structure, symbolism, theme, tone, etc.
- Use strong and thorough evidence from the text to support your analysis
- Organize your ideas in a cohesive and coherent manner
- Maintain a formal style of writing
- Follow the conventions of standard written English
16
26.
Write your Text-Analysis here.
Write your Text-Analysis here.
W.11-12.9.a
L.11-12.3.a
RI.11-12.1.a
L.11-12.1.a
L.11-12.6
RI.11-12.6
RI.11-12.10
RI.11-12.2
L.11-12.5.a
RI.11-12.5
L.11-12.4.a
W.11-12.2.a
L.11-12.2.a
W.11-12.4
RI.11-12.4
RI.11-12.3