HSPA Language Arts

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HSPA Language Arts

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The HSPA is an exam administered statewide in
March to high school juniors. It is designed to
test our students proficiencies in Mathematics
and Language Arts. A passing score of 200 in each
section is necessary for graduation.
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The Language Arts Literacy (LAL) Section of the
HSPA is divided into two cluster areas. Each of
these clusters reflects knowledge and skills
specified in New Jerseys Core Curriculum Content
Standards.
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• Writing Expository WritingTime

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Task Students will read a quote, adage or
universally accessible topic and respond in an
educated, thought-provoking essay.
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Early to bed, early to rise
Harder, better faster, stronger
To be or not to be
Types of Prompts       Quotes- famous
quotations by historians, authors, politicians,
etc. Example Do not be too timid and squeamish
about your actions. All life is an
experiment.     Adages- short, memorable
sayings that have great meaning attached.
Example Life is ten percent what happens to you
and ninety percent how you react to it.    
Universally Accessible Topic- Food for thought
that is not attached to curriculum or studies,
but rather an idea formed from life experience.
Example Some say that love is the most powerful
emotion. Others think love is simply a reaction.
???Can your imagination reach its full potential
on this picture???
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TIPS FOR THE EXPOSITORY WRITING

• Aim for a 4-paragraph response (at a minimum)
  which uses various cohesive devices (think-
  transitions!).
• Remember that this is all expository
  (explanatory) not narrative (telling a story).
• You will need an opening and a closing a
  well-developed, cohesive, single focus
  organization and logical progression
• You will also need at least two well-developed
  examples, using vivid details, that directly
  relate to the prompt.

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Be familiar with common wording
You will see the same set of directions embedded
in each prompt Using an example from
literature, history, science, film, or your own
experience or observation, write an essay
analyzing
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Lets Get Organized!
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Introduction

• Grab the readers attention
• Integrate the quote, adage or topic
• Find background information to introduce the
  topic
• Thesis statement or main idea

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Example(s) from literature, history, science,
film  You can actually study for this part,
because themes are UNIVERSAL Think about some
major novels that you have read thus far and/or
some historical figures. Figure out what they
stand for, what themes they exemplify, and be
ready to work that into whatever prompt presents
itself.
Body Paragraph
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Body Paragraph
Example(s) from your own experience or
observation You will write this as an
explanation, not a narration. Do not be tempted
to relive the story speak about it with an
academic voice.
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Conclusion
Generate final remarks without introducing brand
new examples Unify and Summarize your
ideas Remind the audience of your main point /
thesis Use a satisfactory close / clincher (could
tie back into intro)
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II. Writing- Persuasive Writing
Time
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Task
Students will write in response to a current
controversy related to an interpersonal,
school/community, or societal issue. This piece
of writing may be required to be in the form of a
letter, a formal essay, an editorial, or a
speech.
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• Interpersonal controversies- when two or more
  individuals disagree about choices, decisions,
  behaviors, or ideas. Example You and a friend
  are arguing about whether or not to attend a
  party this weekend.
• School/Community controversies- when two or more
  groups of people disagree about rules, behaviors,
  procedures, conditions, or ideas. Example
  Proposition of including a HSPA Class as a
  requirement for all students.
• Societal controversies- when people disagree
  about laws, conditions, and ideas. Example
  Mandatory curfew for teenagers.

Types of Prompts
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Before You Begin
Read the Directions For Writing and figure out
what MODE (format- for example, a letter) you
should be writing in. Then decide on a position-
you should choose whichever will be easier to
write about, even if you do not necessarily agree
with it.
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Brainstorm
The more you plan, the easier it is to execute
your essay. It is tempting to start right away,
because it is a timed assignment. However, it
will save you time, in the long run, if you put
aside 15 minutes to plan. Use the 3 and 3 method.
Plan out your 3 main ideas. Then think of 3
support comments for each. When planning, think
about WHO is affected by the problem or HOW it
would affect someone.
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THREE BY THREE METHOD  
 


       
THREE BY THREE METHOD 
 
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The Formula
RANT, TEST, RATE
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Introduction- RANT         Restate the problem
/ scenario,         Agree or Disagree with the
proposed solution,         Name your 3 main
ideas,         THESIS STATEMENT (the overall
gist of why you have taken this point of
view).   Body Paragraphs- TEST        
TRANSITION (to move from the previous idea).
        Explain your main idea in a general
statement.         Support with at least 3
support ideas (facts, examples, reasons,
evidence).         Tie up with a general
concluding sentence.   Conclusion- RATE
        Restate the problem / scenario,
        Approach your 3 examples by REPHRASING
(not restating) them,         Thematic
Clincher,         Edit your work using the only
tool you have, the writers checklist.
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Let's try one together...
Writing Situation Your state legislators have
proposed a new law. It would be illegal for
anyone other than emergency personnel to stop or
linger at an accident. This proposed law has
caused controversy in your state. You decide to
write a letter to your state legislator
expressing your opinion on this proposed
law. Directions for Writing Write a letter to
your state legislator either supporting or
opposing a law that would prohibit anyone other
than emergency personnel to stop or linger at an
accident. Use reasons, facts, examples, and other
evidence to support your position.
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THREE BY THREE METHOD 
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Honorable State Legislator, (Remember the Mode
this is a letter) I understand that a new law
has been proposed that would make it illegal for
anyone other than emergency personnel to stop or
linger at the scene of an accident. (Restate the
Question) I strongly agree with this new law for
the safety and convenience of all motorists.
(Agree or disagree with the proposal) Not only do
rubbernecking delays cause more accidents, but
they also cause traffic jams and road congestion.
In addition, these onlookers can get in the way
of emergency personnel who have been dispatched
to the scene. (Name your 3 reasons- this should
be in a sentence or two) A law banning this
loitering at accident scenes will help control
the number of subsequent mishaps while also
deterring people from allowing their curiosity to
interfere with others safety. (Thesis Statement)
Sample Introduction
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A Word on Your Thesis

• A thesis is the main point of your paper. Here
  are some sample theses for this topic
• Lingering at an accident is a dangerous hassle to
  everyone involved.
• Lessening the number of motorists who stop to
  gawk at an existing accident will, in turn, help
  to lessen subsequent incidents.
• This law will help to make traveling safer and
  more efficient for all motorists.
• A law banning this loitering at accident scenes
  will help control the number of subsequent
  mishaps while also deterring people from allowing
  their curiosity to interfere with others safety.

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Sample Body 1
It is, in fact, this very curiosity that causes
motorists to change their speed in order to
effectively gawk at an accident scene.
(Transition- this can be a single word or it can
be more sophisticated see how I took the last
idea from my thesis and integrated it here)
Whether it is the sight of bent steel or the lure
of flashing lights, drivers change their focus,
lessening their ability to drive defensively and
disengaging their awareness of the road around
them. This, in turn, leads to an increase in
subsequent accidents. Just yesterday, as I was
passing the scene of a small fender bender, I
watched a distracted driver slam into the car in
front of him. This certainly complicated the
accident scene, as responders to the first crash
were diverted to check the scene of the
successive accident. In fact, the resulting
accident produced more damage than the previous
one. (Explain your point and support with
details- Incorporate your 3 sub-reasons from your
3-by-3. My anecdote is made up, but the scorers
dont need to know that! Be creative yet
structured.) The current reactions to accident
sites are providing further danger for all
highway motorists. (Tie up with a closing.)
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Sample Body 2
Even in instances in which there is no ensuing
accident, there are residual consequences to
rubbernecking. The most frequent effect is in
traffic. Statistics show that sixty percent of
highway congestion is caused by those lingering
at accident scenes. This affects, not only the
roadway that is directly impacted by the
obstruction, but also the motorists on the other
side of the roadway. As each driver slows in
reaction to the scene, the backup increases
exponentially. As each driver waits for the
previous drivers to slow to look at an accident
scene, he then feels entitled to slow, in turn.
If each driver pauses for only five seconds, then
every twelve cars become a minute delay. In a
metropolitan area like North Jersey, you can
imagine the ramifications, as accident-related
traffic is blocking up our roadways every day.
You can see the same body format here. Note my
made up fact just make it plausible, and the
scorer wont know the difference!
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Sample Body 3
Aside from the residual effect of accidents on
subsequent motorists, there are also implications
for the initial victims. It is important to note
that emergency personnel are trained responders.
They need clear access to accident victims in
order to respond promptly and effectively. Added
congestion from stalled drivers and inquisitive
onlookers provides unnecessary obstacles around
which they have to work. Part of this process
includes cordoning off a safety perimeter, a task
that is much easier when the area is not swarmed
with hungry spectators. Personal safety of the
victims and the emergency personnel should rank
higher than the nosiness of trifling observers.
I think you are getting the process! TEST, TEST,
TEST Transition, Explain, Support, Tie up!
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Sample Conclusion
As a commuter on New Jerseys bustling highways,
I am so grateful for this new law proposing that
it become illegal for anyone other than emergency
personnel to stop or linger at an accident.
(Restate the problem and proposal) If imposed,
there will be an immediate decrease in the number
of subsequent accidents and in the amount of
accident-related traffic. More importantly, it
will provide a safer and more efficient
atmosphere wherein trained emergency personnel
can respond to the scene. (Approach your 3
examples) Much like speed limits and traffic
signs help dictate the flow of traffic, this new
law will help provide safety and direction for
all New Jersey motorists. (Thematic
Clincher) Sincerely, Mel
Reinhard (Remember the Mode Finish your letter!)
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III. Reading- Narrative Reading
Time
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TASK
Read a story (approx. 4 pages) and answer 10
multiple choice and 2 open-ended questions.
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A NARRATIVE TEXT is written primarily to tell a
story. This story will establish or develop a
conflict and address common aspects of human
existence. Because appropriate literature may
contain unsettling or disturbing issues or
events, text selected for the assessment will
provide a positive resolution and affirm the
dignity of the human spirit.
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IV. Reading- Persuasive Reading
Time
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TASK
Read a story (approx. 3 pages) and answer 10
multiple choice and 2 open-ended questions.
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A PERSUASIVE TEXT is a text in which the writer
attempts to sway the reader to a specific point
of view. Because persuasive writing is based on
a personal vision, it is inherently
controversial. Exploring these controversial
issues develops and enhances students' critical
thinking skills. Persuasive passages are selected
from previously published text. Students will
respond to open-ended and multiple choice
questions about these passages to assess literal
and inferential thinking through understanding,
analyzing, and assessing texts.
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Types of MC Questions

• recognize a theme or central idea.
• recognize details that develop or support the
  main idea.
• extrapolate information and/or follow directions.
  
• paraphrase, retell, interpret phrases / sentences
  from the text.
• recognize a purpose for reading.
• make tentative predictions of meaning.
• make judgments, form opinions, draw conclusions
  from the text.
• use context clues to define vocabulary words

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Multiple Choice Tips
for General Questions

• Recognize the authors main idea- what is (s)he
  trying to sell, make you believe, or make you do?
  
• Understand the authors main points- the
  arguments supporting the point of view.
• Look for support ideas- usually details that
  include quotes, anecdotes, details, examples, or
  statistics.
• Know the authors purpose- look for the action
  that (s)he wants from the reader.
• Read the question and all answers thoroughly
  before selecting an answer. Note that many
  answers will seem plausible, and in some cases
  several answers will be correct, but one will be
  the best answer.
• If you arent sure of the correct answer, try to
  eliminate incorrect answers.
• For questions that refer to the text, go back and
  read the whole section of text from which the
  sample comes.
• Watch out for concrete language meant to throw
  you off (ex- Always, Never, Everyone, Nobody,
  Must). Look, instead, for soft words (ex- Some,
  Often, May, Many, Sometimes). Soft language is
  usually used in the correct answer!

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Multiple Choice Tips
for Vocabulary Questions

• Put your finger over the word that you are trying
  to define. Then read the sentence filling in your
  choices as a replacement. Do any of them read
  funny? Rule them out!
• Figure out the part of speech adjective, noun,
  verb? Then rule out any choices that are of a
  different part of speech!
• Look at the connotation of the word. Is it
  positive or negative? Any choices that have a
  conflicting connotation? Rule them out!
• Look back at the surrounding paragraph and assess
  the tone. From your remaining choices, can you
  determine which option best fits the paragraph?
  If the language is harsh and an answer option
  seems mild rule it out!
• Once you complete steps 1-4 you should be left
  with your BEST option!

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Open-Ended Tips

• The first bullet is usually "close to the text" /
  to apply what you know.
• The second bullet is usually "beyond the text" /
  to extend what you know.
• Reword the question to create your topic
  sentence. Use pieces of the statement and the
  bullet question. This helps you to focus and
  lets the scorer know what you are writing about.
• Frame out your answer using several text
  examples. It is always good to correctly work
  quotes into your response. Use 5-8 sentences per
  paragraph (and at least 1 paragraph for each
  bullet) for a full response.
• Close your open-ended response with a concluding
  sentence similar to your topic sentence.
• Even if you cant answer completely, make an
  attempt. These questions are scored from 0-4
  points and are worth 44 of the total reading
  score. A partial answer can earn you some points.

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Preparation time is now Get ready for HSPA
Success!