English Essay Booklet (146 KB)

The English Regents exam is administered in one three-hour session. It is offered in January, June, and August of each year. Students may take the exam more than once if needed to meet the graduation requirement.
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As you can see, the Part 2 Argument Essay is the most heavily weighted section.

The U.S. History and Government Regents is generally given at the end of 11th grade and covers one year of study in U.S. history and government. You must pass this exam in order to receive a New York State Regents diploma.


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For Part 1, each multiple-choice question is worth one point. The Part 2 essay is scored on a 6-point rubric then weighted X 4. The Part 3 Text Analysis is scored on a 4-point rubric and then weighted X 2.


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The U.S. History and Government Regents exam is divided into three parts with a three-hour time limit to complete.

Part I - 50 standard multiple-choice questions with four answer choices. The suggested time for completion of Part I is 50 minutes. A separate answer sheet for Part I is provided and should be located at the back of the question booklet.
Part II - One thematic essay question. This essay must be well organized, include an introduction, several paragraphs addressing a given task, and a conclusion.
Part III A - Seven short answer questions, each accompanied by a document. You are required to answer all of the questions using the information supplied in the matching document.
Part III B - Document Based Essay. You are required to write a well-organized essay that includes an introduction, several paragraphs addressing a given task, and a conclusion, using evidence from at least four of the accompanying documents to support your response.

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Both the thematic essay and document-based question essay are accompanied by a scoring rubric that explains how each will be graded. The weight of each part is as follows:

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PART I—READING COMPREHENSION
This part of the exam requires close reading of two to three texts and will contain at least one literature and one informational text, followed by 24 multiple choice questions.
PART II—WRITING FROM SOURCES: ARGUMENT
This part of the exam includes close reading of two to five texts, with an emphasis on informational texts and may contain graphics or one literature text. Students will compose an essay of argument with a claim based on the sources.
PART III—TEXT ANALYSIS
Students will perform a close reading of one informational or literary text and write a two to three paragraph response that identifies a central idea in the text and analyzes how the author?s use of one writing strategy develops that central idea.
WEIGHTING OF PARTS Each of the three parts of the Regents Examination in English Language Arts (Common Core) has a number of raw score credits associated with the questions/tasks within that part. In order to ensure an appropriate distribution of credits across the test, each part is weighted. For Part 1, each multiple-choice question is worth one point. The Part 2 essay is scored on a 6-point rubric then weighted X 4. The Part 3 Text Analysis is scored on a 4-point rubric and then weighted X 2. As you can see, the Part 2 Argument Essay is the most heavily weighted section. The table below shows the raw score credits, weighting factor, and weighted score credits for each part of the test. This information will be used to determine each student?s scale score (final exam score) through the use of a conversion chart provided by NYSED
SCORING RUBRICS FOR THE REGENTS ELA (COMMON CORE) EXAM Parts 2 and 3 of the Regents Examination in English Language Arts (Common Core) will be scored using new holistic rubrics. Part 2 will be scored using a 6-credit rubric, and Part 3 will be scored using a 4-credit rubric. Both rubrics reflect the new demands called for by the Common Core Learning Standards for English Language Arts and Literacy through the end of Grade 11. What are the Four Qualities in the Rubrics?
Content and Analysis: The extent to which the response convey complex ideas and information clearly and accurately in order to respond to the task and support an analysis of the text.
Command of Evidence The extent to which ithe response presents evidence from the provided text to support analysis.
Coherence, Organization, and Style The extent to which the response logically organizes complex ideas, concepts, and information using formal style and precise language.
Control of Conventions The extent to which the response demonstrates command of conventions of standard English grammar, usage, capitalization, puncuation, and spelling.