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Alison W. Yarrington is the Richmond Professor and Head of the Department of Art History at the University of Glasgow. Professor Yarrington's research interests are in the areas of sculpture c.1750-1914 and British art of the eighteenth and nineteenth centuries. She is the author of The Commemoration of the Hero 1800-1864 (1988), An Edition of the Ledger of Sir Francis Chantrey, RA (1994), co-editor of The Lustrous Trade: Material Culture and the History of Sculpture in England and Italy c.1700-1866, and has written articles on the patronage and practice of nineteenth - and early twentieth-century sculpture. She is currently writing a history of women sculptors and is Director of the regional Public Monuments and Sculpture Association National Recording Project for the East Midlands.
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PARCC's Frameworks: Their Role in Curriculum Modules and Regents Exams (UPDATE Posted 7/9/13)
Although the Board of Regents has not yet determined if New York State will administer PARCC assessments when they are available beginning in the 2014-15 school year, the PARCC Model Content Frameworks at are firmly rooted in the Common Core Learning Standards and college/career readiness. Therefore, all curricular and professional development resources produced by the State Education Department will follow these Frameworks, as will State assessments beginning with the 2013-14 school year. For more information on the role of the Frameworks please go to ( 56 MB)
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.
Practice for quotes - English Regents Prep
King John, also known as Lackland or Softsword, was the youngest son of Henry II. Between 1200 and 1204 he fought increasingly losing campaigns to hold onto his Continental possessions. In England he was responsible for refining the government and was instrumental in the spread of literacy. King John, despite his bad reputation, was possibly one of the most learned of all the English kings. He was a keen historian and lawgiver who enjoyed nothing more than to stand in judgement on his peoples. This keen sense of involvement in the running of the kingdom no doubt helped antagonise his baronage, who quite rightly thought that their many privileges were under threat. Magna Carta was the work of an admittedly unwilling King John and his impressive legal advisors, not the rag tag army of discontented barons who faced him at Runnymede. In 1216 when faced by the invasion of a French army he refused to fight them on the coast as, we are told, his history books well reminded him of the fate of a previous king in 1066 who did just that! John's refusal to risk all on one decisive battle led to the long civil war of 1216-8. He died of dysentery at Newark in October 1216 after the infamous loss of his treasure in the Wash.
English regents sample essays | Wardenburg
The Humanities and English Club provides students with the opportunity to speak to faculty members about classes, graduate schools, and professional opportunities. The club regularly hosts symposiums and guest speakers for English majors and offers discussions in which students can discuss their favorite authors. A staple of this student organization is a writing workshop in which students critique one another's creative writing.
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All students are required to pay tuition for all courses in which they are enrolled. Tuition rates are subject to the approval of the University System of Maryland Board of Regents. They may be changed, or other charges may be included, as a result of the Board of Regents decisions. Notwithstanding any other provision of this or any other university publication, the university reserves the right to make changes in tuition, fees and other charges at any time such changes are deemed necessary by the university and the USM Board of Regents.