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/120/reela12020-exam.pdf; accessed 3, May, 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/120/reela12020-exam.pdf; accessed 3, May, 2023.
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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
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Write your Text-Analysis here.
L.11-12.1.a
L.11-12.2.a
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Question 5
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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 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 22
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Question 23
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Question 24
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The figurative language in lines 5 through 7 establishes a tone of
loneliness
confusion
desperation
shame
The second paragraph contributes to a central idea by exposing
a contrast between the Grandmother's expectations and reality
the family's denial of the Grandmother's needs
a struggle between the family's obligations and desires
the Grandmother's appreciation of the family's lifestyle
The details in lines 33 through 38 convey a feeling of
patience
annoyance
anticipation
nostalgia
Lines 46 through 49 best serve to
offer a remedy
present a contrast
develop a character
raise a question
The comparison drawn in lines 50 through 53 expresses the Grandmother’s
awareness of varying experiences of city life
contempt for the residents of the city
frustration with the inconvenience of city life
inability to accept the beauty of the city
The description in lines 54 through 59 highlights the Grandmother’s
excitement
hostility
disillusionment
optimism
Lines 64 and 65 reveal that the Grandmother is
rejected by her children
withdrawing from the family
insensitive to the needs of others
fearful of becoming ill
The author’s use of the words “barbarity” (line 45) and “barbarous” (line 69) emphasizes the
rejection of the Grandmother
cruelty of the family
harshness of the situation
hopelessness of the future
Lines 78 through 81 suggest
an unlikely comparison
a mysterious atmosphere
an escalation of conflict
a shift in perspective
Which statement best clarifies the idea that the Grandmother “was not a woman given to reflection” (line 29)?
“She was unhappy. And didn’t know she was unhappy, the worst kind of unhappiness of all.” (lines 3 and 4)
“All day and all night the expressway traffic whooshed past, keeping the Grandmother awake.” (lines 19 and 20)
“She missed rubbing her big toe along the octagon tiles of her bathroom floor.” (lines 34 and 35)
“At first the Grandmother was thrilled by the restaurants and the big discount chains—but then the routine got to be too familiar.” (lines 54 and 55)
The references to Laistrygonians, Cyclops, and Poseidon in the first stanza convey the idea that people
can create their own obstacles
can be guided by intuition
should avoid taking risks
should be motivated by fear
The repetition in lines 2 and 14 stresses the
value of seeking truth
impossibility of fulfilling desires
importance of embracing life
danger of delaying decisions
As used in line 30, the concept of “wealthy” refers to
power
love
money
insight
Which phrase best clarifies what Ithaka represents?
“your thoughts raised high” (line 7)
“a rare excitement” (line 8)
“harbors seen for the first time” (line 17)
“what you are destined for” (line 26)
The anecdote in lines 1 through 9 best serves to
make a prediction
establish a conflict
issue a warning
propose a theory
Knowledge of earworms (lines 28 through 31) can be utilized in
education
advertising
recording music
product design
Details regarding individuals’ brain structure (lines 45 through 49) serve to
estimate the duration of earworms
reject a hypothesis about earworms
demonstrate the danger of earworms
explain a susceptibility to earworms
As used in line 53, “exacerbate” most nearly means
postpone
intensify
contradict
prevent
Lines 56 and 57 serve to highlight a central idea that earworms are
habitual and damaging
insignificant, yet pleasurable
bothersome, yet temporary
familiar and therapeutic
The research of Professor James Kellaris (lines 58 through 64) supports the idea that IMIs may
disrupt ordinary routine
cause insomnia
distort hearing
interfere with learning
According to studies (lines 74 through 77), one way of treating IMIs involves
toleration
medication
substitution
conversation
The statement “Oh no” (line 93) reflects the narrator’s
humorous acceptance
feeling of rejection
sense of finality
calm anticipation
Which lines best summarize a central idea of the text?
“Music lovers … have more frequent and longer earworm episodes” (lines 22 through 24)
“He explained to me that when we get an earworm, the tune seems to repeat itself involuntarily” (lines 32 and 33)
“He suggests if I have just a portion of a song looping in my brain … I can try another method called exposure” (lines 78 through 80)
“it’s not a forgone conclusion this kind of distraction would work in other instances” (lines 87 and 88)
The text is presented from the narrator’s perspective in order to
distinguish the narrator’s personal beliefs from research findings
highlight the narrator’s disagreement with current treatments
create an objective tone throughout the text
convey scientific information through a personal experience
