New York State Regents Examinations English Language Arts (Regents Comprehensive Examination in ELA) Syllabus

English Language Arts (Regents Comprehensive Examination in ELA) syllabus — full chapter and topic list

Expand any chapter to see its topics and sub-topics. This is the whole examinable outline for English Language Arts (Regents Comprehensive Examination in ELA) in New York State Regents Examinations, not a summary of it.

1. 1

   Reading Comprehension and Textual Analysis

   4 topics

   • Reading Closely for Textual Details
     • Citing explicit textual evidence to support analysis
     • Drawing inferences and identifying what the text leaves uncertain
     • Determining central ideas and tracing their development
     • Summarizing objectively without personal opinion
   • Analyzing Literary Texts (Reading for Information)
     • Theme, character development, and conflict
     • Figurative language, imagery, and symbolism
     • Point of view, narrator reliability, and tone
     • Plot structure, foreshadowing, and irony
   • Analyzing Informational and Argumentative Texts
     • Author's purpose, claim, and counterclaim
     • Evaluating reasoning, evidence, and rhetoric
     • Identifying logical fallacies and bias
   • Reading Across Genres and Media
     • Comparing treatments of a subject across texts
     • Interpreting graphics, charts, and visual texts
2. 2

   Argument Writing (Part 2 of the Exam)

   4 topics

   • Constructing a Defensible Claim
     • Writing a precise, arguable thesis
     • Establishing a clear position on a topic
   • Analyzing Multiple Source Texts
     • Synthesizing evidence from four to five passages
     • Selecting the most relevant and persuasive evidence
   • Developing and Organizing the Argument
     • Logical paragraph structure and transitions
     • Integrating and citing source evidence
     • Acknowledging and refuting counterclaims
   • Conventions and Command of Language
     • Grammar, usage, and mechanics
     • Sentence variety and academic register
3. 3

   Text-Analysis Response (Part 3 of the Exam)

   3 topics

   • Identifying a Central Idea
     • Determining the controlling idea of a literary passage
   • Analyzing a Writing Strategy or Literary Element
     • Explaining how a chosen technique develops the central idea
     • Selecting an appropriate device (e.g., characterization, symbolism, structure)
   • Crafting a Concise Analytic Response
     • Two-to-three paragraph focused analysis
     • Embedding textual evidence effectively
4. 4

   Language, Vocabulary, and Conventions

   3 topics

   • Vocabulary in Context
     • Determining word meaning from context clues
     • Connotation, denotation, and word nuance
     • Roots, prefixes, and suffixes
   • Standard English Conventions
     • Subject-verb agreement and pronoun usage
     • Punctuation, capitalization, and spelling
   • Effective Sentence and Paragraph Construction
     • Parallel structure and modifier placement
     • Coherence and cohesion devices

English Language Arts (Regents Comprehensive Examination in ELA) flashcards for New York State Regents Examinations

24 of 50 cards from the English Language Arts (Regents Comprehensive Examination in ELA) deck — real questions with worked answers.

1. What does it mean to 'read closely' for textual details?

   To analyze a text carefully and deliberately, paying attention to specific words, phrases, sentences, and structures in order to determine explicit meaning and draw logical inferences supported by the text.

2. What is the difference between an explicit detail and an inference when reading closely?

   An explicit detail is stated directly in the text; an inference is a logical conclusion the reader draws by combining textual evidence with reasoning, not stated outright.

3. When citing textual evidence for an inference, what makes the evidence 'strong'?

   Strong evidence is the most relevant, specific, and direct support for the claim or inference, drawn accurately from the text rather than general or loosely related details.

4. In literary analysis, what is meant by 'reading for information' in a literary text?

   Identifying and tracking factual and narrative details (characters, setting, events, sequence) within fiction to determine what the text explicitly says before interpreting deeper meaning.

5. Define 'theme' in a literary text.

   The central, underlying message, insight, or universal idea about life or human nature that an author conveys, usually implied rather than stated and developed across the whole text.

6. How does theme differ from subject (or topic) in literature?

   The subject is what the text is about in a word or phrase (e.g., 'love'); the theme is the complete statement or insight the author makes about that subject (e.g., 'love requires sacrifice').

7. What is characterization, and what are its two main types?

   Characterization is how an author reveals a character's traits. Direct characterization states traits explicitly; indirect characterization reveals them through speech, thoughts, actions, appearance, and others' reactions.

8. What is an informational text?

   Nonfiction writing whose primary purpose is to convey factual information about the real world, such as articles, essays, reports, and reference material.

9. What is an argumentative text?

   A nonfiction text that states a claim and supports it with reasons and evidence in order to persuade the reader to accept a position or take an action.

10. What are the three classical rhetorical appeals, and what does each rely on?

    Ethos (credibility/character of the speaker), pathos (emotions of the audience), and logos (logic, reasoning, and evidence).

11. What is an author's claim in an argument?

    The main position, opinion, or assertion the author wants the reader to accept, which the rest of the argument supports with reasons and evidence.

12. What is a counterclaim, and why do strong arguments include one?

    A counterclaim is an opposing viewpoint; strong arguments acknowledge and then refute it to show fairness, strengthen credibility, and demonstrate the claim holds up against objections.

13. What does it mean to evaluate the validity of an author's reasoning?

    To judge whether the reasoning is logical and sound, whether evidence actually supports the claim, and whether the argument is free of fallacies, bias, or unsupported leaps.

14. What is a logical fallacy? Give one common example.

    A flaw in reasoning that weakens an argument. Example: a hasty generalization, which draws a broad conclusion from insufficient evidence.

15. What does 'reading across genres' require a reader to recognize?

    That different genres (poetry, drama, fiction, nonfiction) use distinct structures, conventions, and techniques to convey meaning, so the same idea may be presented differently across forms.

16. What is meant by analyzing the same subject across different media or formats?

    Comparing how a topic is presented in print, audio, visual, or multimedia forms to evaluate which details are emphasized, what each format does best, and how the medium shapes meaning.

17. What is a defensible claim in argument writing?

    A clear, arguable position that can be supported with valid reasoning and relevant textual evidence, and which a reasonable person could disagree with.

18. Why must a claim be 'arguable' rather than a simple fact?

    A fact cannot be argued or supported with reasoning—everyone accepts it; an arguable claim takes a position that requires evidence and reasoning to defend.

19. What are the essential parts of a well-constructed argument?

    A defensible claim, relevant evidence, reasoning that explains how the evidence supports the claim, acknowledgment of a counterclaim, and a logical conclusion.

20. In the Regents argument task using multiple source texts, what must the writer do with the sources?

    Read several texts on an issue, establish a defensible claim, and support it using specific, relevant evidence drawn from at least the required number of the provided sources.

21. What does 'analyzing multiple source texts' require beyond summarizing each one?

    Synthesizing information—identifying connections, agreements, contradictions, and patterns across the texts to build and support a single unified argument.

22. What is synthesis in writing from multiple sources?

    Combining information and ideas from several texts into a coherent whole that supports the writer's own claim, rather than presenting each source separately.

23. When developing an argument, what is the purpose of 'reasoning' (or analysis) after evidence?

    To explain how and why the cited evidence supports the claim, connecting the evidence to the point so the reader understands its relevance.

24. What is a logical way to organize an argumentative essay?

    An introduction with the claim, body paragraphs each developing a reason with evidence and reasoning, a counterclaim with rebuttal, and a conclusion that reinforces the claim.

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