Resources for the Critical Lens Essay

Here is a webpage with directions for how to write your Critical Lens essay, as well as a sample essay:

Directions for Writing the Critical Lens

A "6" on the Critical Lens uses multiple apt literary elements, sophisticated voabulary, and skilled transitions.  Here is an example:

Level 6 Critical Lens

A "5" on the Critical Lens is not as detailed as a  "6", but shows good control by maintaining a strong focus.  Scroll down to pages 36 and 37 of this document to see an example:

Critical Lens Sample Essays

Question 27: The Literary Element Question

This question is a softball.  Think of it as your free throw question - as long as you've practiced, it's an easy two points.

Here's the question.  It never changes.

Choose a specific literary element (e.g., theme, characterization, structure, point of view, etc.) or literary technique (e.g., symbolism, irony, figurative language, etc.) used by  one of the authors. Using specific details from either Passage I or Passage II, in a well-developed paragraph, show how the author uses that element or technique to develop the passage.

Step 1.  Choose the passage you want to use.  You only need to use ONE passage for this question.  Repeat this out loud:  I only need to use ONE passage for question #27.

Step 2. Decide which literary element you will be using.  I recommend using characterization, figurative language, imagery.  One of them will surely be evident in one of the passages. Choose the one that is most apparent and important in the passage.  (For a reminder about literary elements, click here.)

Step 3.  Choose two examples of that literary element in the text.

Step 4.  For each of your examples, explain how the example contributes to the meaning of the passage.

Okay, let's practice with the poem "Today" by Billy Collins and an excerpt from "The Secret Life of Walter Mitty" by James Thurber.

Passage One 

If ever there were a spring day so perfect,

so uplifted by a warm intermittent breeze

that it made you want to throw

open all the windows in the house

and unlatch the door to the canary's cage,

indeed, rip the little door from its jamb,

a day when the cool brick paths

and the garden bursting with peonies

seemed so etched in sunlight

that you felt like taking

a hammer to the glass paperweight

on the living room end table,

releasing the inhabitants

from their snow-covered cottage

so they could walk out,

holding hands and squinting

into this larger dome of blue and white,

well, today is just that kind of day.

Passage Two

"We're going through!" The Commander's voice was like thin ice breaking. He wore his full-dress uniform, with the heavily braided white cap pulled down rakishly over one cold gray eye. "We can't make it, sir. It's spoiling for a hurricane, if you ask me." "I'm not asking you, Lieutenant Berg," said the Commander. "Throw on the power lights! Rev her up to 8,500! We're going through!" The pounding of the cylinders increased: ta-pocketa-pocketa-pocketa-pocketapocketa. The Commander stared at the ice forming on the pilot window. He walked over and twisted a row of complicated dials. "Switch on No. 8 auxiliary!" he shouted. "Switch on No. 8 auxiliary!" repeated Lieutenant Berg. "Full strength in No. 3 turret!" shouted the Commander. "Full strength in No. 3 turret!" The crew, bending to their various tasks in the huge, hurtling eight-engined Navy hydroplane, looked at each other and grinned. "The Old Man'll get us through," they said to one another. "The Old Man ain't afraid of Hell!" ...

Step 1.  Choose your passage.  I will use Passage One.

Step 2. Choose your literary element.  I notice a lot of figurative language.  I am going to use that.

Step 3.  I need to find two examples of imagery.  I will use:

"the garden bursting with peonies"

"into this larger dome of blue and white"

Step 4.  How do these images contribute to the meaning of the poem?

Well, Collins is clearly trying to create a mood of exuberance and liberation.  The first quote, "the garden bursting with peonies,"  puts an image in the reader's mind of a garden full of life and vitality.  That is a very joyful and happy image.  The second quote, "into this larger dome of blue and white," portrays the sky as much more expansive and big than the little globe the "inhabitants" were stuck in before.  So, it gives the reader a feeling of freedom.

Time to put it all together!  Here's mine:

The poet uses imagery to create a mood of exuberance and liberation.  For example, when he describes "the garden bursting with peonies," it paints a picture of a beautiful garden full of life.  This contributes to a joyful, exuberant mood.  In the final stanza, he describes inhabitants of a snow globe walking out "into this larger globe of blue and white."  This image makes the sky seem expansive and the reader imagines the freedom the inhabitants must feel.  Both these images develop a mood of exuberance and liberation in the poem.

ANOTHER EXAMPLE:

Let's say I chose Passage 2.  Imagery is not such a good literary element for this passage.  I would use characterization instead.  Here's my paragraph:

The author uses characterization to portray the Commander as a brave, dominant person.  For example, the author describes the Commander as "wearing his full-dress uniform, showing the reader that he is official and serious man.  When the ship is in trouble, the Commander tells his Leutenient, "I'm not asking you, sir," showing that he knows he is in charge.  We can also see the Commander's character through the opinion sof other characters.  One of the men says, "The old man ain't afraid of Hell," showing that his men believe the commander is fearless.  The author uses many different kinds of characterization to show that the Commander is a brave and dominant leader.

Both these examples use the same basic template:

The author uses <LITERARY ELEMENT> to show that ____________.  For example, <INSERT FIRST EXAMPLE>.  This shows that <EXPLAIN WHAT YOUR EXAMPLE SHOWS>.  Similarly, <INSERT SECOND EXAMPLE>.  This shows that <EXPLAIN WHAT YOUR EXAMPLE SHOWS>. The author uses <LITERARY ELEMENT> to show that ____________.  The author uses <LITERARY ELEMENT> to show that ____________.

More on Controlling Idea

Here is another explanation of Controlling Idea that you may find helpful:

http://www.jbraiman.com/mrbraiman/page19.html

Question 26: Controlling Idea Paragraph

Only one word in question 26 ever changes:  the topic.  Otherwise, the question will look like this:

26  Write a well-developed paragraph in which you use ideas from both passages to establish a controlling idea about TOPIC.  Develop your controlling idea using specific examples and details from each paragraph.

What is this asking you to do?

First off, you need to know what the test means by a controlling idea.

Controlling Idea - a full-sentence observation about the topic that is true of both passages and could be true in the world as well.

Let's practice with two stories we all know:  Three Little Pigs and Little Red Riding Hood.

Here is your question:

26  Write a well-developed paragraph in which you use ideas from both passages to establish a controlling idea about wolves.  Develop your controlling idea using specific examples and detail from each paragraph.

Step 1.  Identify the topic.

It's wolves.  So I know my controlling idea needs to be about wolves.

Step 2.  Read Passage 1.  What does it tell me about wolves?

Well, in Three Little Pigs the wolf tries to destroy the pigs' houses and eat them.  So, I would say that this story tells me wolves are dangerous and prey on weaker animals.

Step 3.  Read Passage 2.  What does it tell me about wolves?

Okay, in Little Red Riding Hood the wolf eats the grandmother and tries to eat the girl.  So, what's the similarity?  Well, in both stories wolves are dangerous and want to eat weaker creatures.

Step 4.  Write your controlling idea.  Remember, your idea is a full sentence and it is about the topic.

Here's mine:

Both passages show that wolves prey on creatures who are weaker than them.

Check it:

Is it on topic?
Is it true of passage 1?
Is it true of passage 2?
Could it be applied to the world as well?

If the answer is yes to all four questions, move to the next step.

Step 5.  Find a quote from both passages to back up the controlling idea, and explain why this quote supports your idea.

In Three Little Pigs:  "The big bad wolf dearly loved to eat fat little piggies."

EXPLANATION:  The author characterizes the wolf as an animal who likes to prey on pigs, who are weaker then him.

In Little Red Riding Hood:  "The wicked wolf fell on Little Red Riding Hood, and ate her all up."  (Note:  this is how the original version really ends!)

EXPLANATION:  The wolf carries out his deceptive plan because he wants to eat the girl.  This shows that wolves will prey on children if they are not careful.

Step 6.  Put it all together in one smooth paragraph.  

Here's mine:

Both passages show that wolves prey on creatures who are weaker than them.  For example, in Three Little Pigs, the author writes, "The big bad wolf dearly loved to eat fat little piggies."  This line characterizes the wolf as an animal who likes to prey on pigs, who are weaker than him.  Similarly, in Little Red Riding Hood, "The wicked wolf fell on Little Red Riding Hood, and ate her all up."  This shows that the wolf carries out his deceptive plan because he wants to eat the girl.  This shows that wolves will prey on children if they are not careful.  In both passages, wolves are dangerous creatures who will eat creatures who are weaker than them.

WARNING:  Your topic will not be this easy.  But, the formula remains the same.  When in doubt, use this template:

Both passages show that <full-sentence controlling idea>.  For example, in Passage One, the author writes, "add quote."  This shows that <explain how this quote supports your controlling idea>.  Similarly, in Passage 2, "add quote."  This shows <explain how this quote supports your controlling idea>.  In both passages, <restate your controlling idea>.

Multiple-Choice Strategies

1.  The Golden Rule:  The Answer is in the Text

Many students believe that the answer to the multiple-choice question lies in the "hidden meaning" of a story or poem, and they are just no good at decoding literature.  This is never, ever the case on the Regents.  Every answer is somewhere in the text.  Never choose an answer on a hunch.  Go back to the text to check your answer.  Can you find evidence that this answer is best?

2.  Take Away Two

Before you choose the correct answer, eliminate two answers you know are wrong.  This gives your brain more energy to focus on telling the difference between an answer that seems good and the best answer.

3.  Find the Best Answer

The Regents will often provide one answer that could be right and another answer that is definitely right.  Between these two answers, choose the answer that is more obviously evident in the text.  Oftentimes, this answer will also be the more specific answer.

Full-Length Practice Exams

Here is a link to past ELA Regents, including a scoring guide.  Complete a full practice test and bring it to Ms. Dame or Ms. Baumfeld.  We can help you determine what you need to practice most before the actual test.

Full-Length Practice Tests