2022 (Aug.): 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 August 2022. Internet. Available from https://www.nysedregents.org/hsela/822/reela82022-exam.pdf; accessed 16, 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 August 2022. Internet. Available from https://www.nysedregents.org/hsela/822/reela82022-exam.pdf; accessed 16, May, 2023.
1
1.
The word “dilatory” as used in line 3 most nearly means
The word “dilatory” as used in line 3 most nearly means
RL.11-12.4
1
2.
The stranger’s statement “I have been hunting for some birds” (line 13) foreshadows Sylvia’s
The stranger’s statement “I have been hunting for some birds” (line 13) foreshadows Sylvia’s
RL.11-12.5
1
3.
The statement “You can give me some milk at any rate, that’s plain” (line 27) suggests that the young man is
The statement “You can give me some milk at any rate, that’s plain” (line 27) suggests that the young man is
RL.11-12.4
1
4.
The figurative language in lines 28 and 29 reveals that
The figurative language in lines 28 and 29 reveals that
L.11-12.5.a
1
5.
The grandmother characterizes Sylvia in lines 42 through 47 as having a
The grandmother characterizes Sylvia in lines 42 through 47 as having a
RL.11-12.3
1
6.
The details in lines 51 and 52 show that the guest is
The details in lines 51 and 52 show that the guest is
RL.11-12.3
1
7.
Lines 58 through 61 serve to
Lines 58 through 61 serve to
RL.11-12.5
1
8.
Lines 86 through 89 reveal a central idea by depicting Sylvia’s
Lines 86 through 89 reveal a central idea by depicting Sylvia’s
RL.11-12.2
1
9.
Which statement best demonstrates a difference between the young man’s and Sylvia’s values?
Which statement best demonstrates a difference between the young man’s and Sylvia’s values?
RL.11-12.2
1
10.
In the first stanza, the narrator refers to myths to explain humans’
In the first stanza, the narrator refers to myths to explain humans’
RL.11-12.5
1
11.
The statement “We are still godly;/that’s what makes us so monstrous” (lines 10 and 11) suggests
The statement “We are still godly;/that’s what makes us so monstrous” (lines 10 and 11) suggests
L.11-12.5.a
1
12.
As used in line 30, the word “burning” most nearly means
As used in line 30, the word “burning” most nearly means
L.11-12.5.b
1
13.
Which lines best reflect a central idea of the poem?
Which lines best reflect a central idea of the poem?
RL.11-12.2
1
14.
Throughout the poem, the narrator develops a central idea primarily through the use of
Throughout the poem, the narrator develops a central idea primarily through the use of
RL.11-12.5
1
15.
The first paragraph reveals the group’s
The first paragraph reveals the group’s
RI.11-12.3
1
16.
X is probably referred to as a “moonshot factory” (line 5) to emphasize the idea that
X is probably referred to as a “moonshot factory” (line 5) to emphasize the idea that
RI.11-12.4
1
17.
Each idea presented by the X panel (lines 22 through 26) must be
Each idea presented by the X panel (lines 22 through 26) must be
RI.11-12.3
1
18.
The function of lines 27 through 29 is to
The function of lines 27 through 29 is to
RI.11-12.5
1
19.
Based on information in lines 29 through 35, a perceived problem associated with X is its
Based on information in lines 29 through 35, a perceived problem associated with X is its
RI.11-12.3
1
20.
The “study of creativity” (lines 44 through 49) has
The “study of creativity” (lines 44 through 49) has
RI.11-12.3
1
21.
The phrase “write an operator’s manual for radical creativity” (lines 76 and 77) reveals that X wants their company to
The phrase “write an operator’s manual for radical creativity” (lines 76 and 77) reveals that X wants their company to
RI.11-12.4
1
22.
Lines 81 through 84 contribute to a central idea that most innovations at X result from
Lines 81 through 84 contribute to a central idea that most innovations at X result from
RI.11-12.2
1
23.
The figurative language in lines 91 and 92 emphasizes X’s
The figurative language in lines 91 and 92 emphasizes X’s
RI.11-12.4
1
24.
Which quotation reflects a central idea of the text?
Which quotation reflects a central idea of the text?
RI.11-12.2
Part 2
Argument
Directions: Closely read each of the four texts provided on pages 13 through 20 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 U.S. Congressional lawmakers have term limits?
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 U.S. Congressional lawmakers should have term limits. 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 U.S. Congressional lawmakers should have term limits
- 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 – Why No Term Limits for Congress? The Constitution
Text 2 – Darrell Berkheimer: How Term Limits Would Improve Congress
Text 3 – Why Term Limits?
Text 4 – Five Reasons to Oppose Congressional Term Limits
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
Part 3
Text-Analysis Response
Your Task: Closely read the text provided on pages 22 and 23 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 Response here.
Write your Text-Analysis Response 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