English Language Arts Regents Review Sheet

The ELA Regents rewards clear thinking on the page. Every question and essay tests: can you say what the text says, and back it up?

Practice English Language Arts free Reference & formulas

Big ideas

Every passage has ONE central idea. Everything else supports it. Find the idea first, then everything else clicks.
'Author's craft' = the choices the author made and WHY. Ask 'what did they gain by choosing this word/order/image?'
Every essay: claim + evidence + analysis. Analysis is the biggest missing ingredient in weak essays.

Reading comprehension strategy

Active reading = better comprehension. Don't just move eyes — engage.

Annotate as you read

Underline the thesis, circle transitions, mark tone shifts. Even a * next to key sentences helps.

Example: Author changes tone at paragraph 3 → Mark it — often the key to a question

Main idea vs details

Main idea = big claim. Details = evidence supporting it. Regents loves 'which best describes the passage'.

Example: 'How do details in paragraph 2 develop the main idea?' → Show HOW they support the thesis, not just what they say

Tone words

Tone = author's attitude toward subject. Look at word CHOICE. Ironic, nostalgic, indignant, reverent, skeptical — memorize a bank.

Example: Author calls war 'a magnificent tragedy' → Tone: ironic (contradiction in terms)

Inference

Not stated directly. Read between lines. But you must POINT to a specific line as evidence.

Example: 'She glanced at her watch and sighed.' What can you infer? → She's impatient/frustrated — no need for it to be stated

Trap: 'Best supported by the text' — the answer must be provable from the passage. Not what you personally think or would say.

Tip: Read the questions FIRST (skim), then read the passage. You'll know what to look for.

Literary devices with examples

Devices are tools. Know the tool AND why the author would pick it.

Metaphor & simile

Simile: 'like' or 'as' ('brave as a lion'). Metaphor: is/are ('life is a highway').

Example: 'Her eyes were oceans' — device? → Metaphor (no 'like/as')

Personification

Giving human traits to non-humans. 'The wind whispered.'

Example: 'The stars danced across the sky' → Personification

Alliteration & assonance

Alliteration: same starting consonant ('Peter Piper picked'). Assonance: same VOWEL sound.

Example: 'She sells sea shells' → Alliteration (s)

Symbolism & imagery

Symbol: object standing for a bigger idea (dove = peace). Imagery: vivid sensory details.

Example: Rain during a funeral scene → Symbolic — grief, cleansing, or renewal

Irony (3 types)

Verbal (says opposite of meaning). Situational (opposite of expected outcome). Dramatic (audience knows something character doesn't).

Example: Fire station burns down → Situational irony

Trap: For 'author's use of X device' questions, name the device AND explain the effect. Just naming isn't enough.

Tip: 'What does this metaphor emphasize?' → the connection between the two things. What quality do they share?

Argument writing (Part 2)

Argue a position using multiple sources. Analyze evidence — don't just cite it.

Structure

1. Intro with clear claim. 2. Body paragraphs, one per reason with evidence + analysis. 3. Address counterclaim. 4. Conclusion.

Example: Claim: 'Schools should teach coding.' → Body: 3 reasons, each with evidence from sources + your analysis

Cite the sources

You HAVE to reference the provided texts. Use (Text 1), (Text 2), etc.

Example: 'According to Text 2 ...' — quote or paraphrase → Both fine — analysis is what matters

Counterclaim + rebuttal

Acknowledge the other side ('some may argue...'), then rebut ('however, ...'). Shows sophistication.

Example: You claim online school is better. What might the other side say? → 'Less socialization' — rebut with virtual clubs, etc.

Analysis > summary

Don't just retell the source. Explain WHY the evidence supports your claim. That 'why' is the missing ingredient.

Example: Weak: 'Text 3 says X.' Strong: 'X, from Text 3, matters because ___.' → Add the 'because' — every time

Trap: Just summarizing sources without your own argument = low score. Your ANALYSIS is what earns the top rubric level.

Tip: Score 6 essays sound confident and specific. Practice writing thesis statements that take a strong, clear stance.

Text-analysis response (Part 3)

Explain how the author develops a central idea using specific literary elements/techniques.

Structure

1. Identify central idea. 2. Name 1-2 techniques the author uses to develop it. 3. Cite specific text evidence. 4. Explain HOW each technique develops that idea.

Example: 'How does author develop the idea of loss?' → Central idea: loss. Techniques: imagery + tone. Cite examples. Explain each connection.

Central idea vs topic

Topic = what the passage is about (war). Central idea = the point the author makes ABOUT the topic (war destroys innocence).

Example: Topic: aging. Central idea? → The author's SPECIFIC take: aging brings wisdom OR aging is decline etc.

One paragraph only

Part 3 is ONE well-organized paragraph. Not an essay. Focus on quality over quantity.

Example: How long? → Usually ~1 solid paragraph — 8-12 well-crafted sentences

Trap: Don't just LIST literary elements. Explain how they contribute to the central idea. That 'how' is the whole point.

Tip: Memorize a small toolkit of go-to techniques: imagery, tone, structure, characterization, symbolism. Any two of these work for most passages.

Grammar essentials + rubric awareness

Clear writing = better score. Master a few fundamentals to avoid dumb losses.

Subject-verb agreement

Singular subjects → singular verbs. 'The list of items IS long' (subject is 'list', not 'items').

Example: 'A group of students (is/are) here.' → 'is' — group is one unit

Comma splice

Two independent clauses joined by JUST a comma. Fix with period, semicolon, or a coordinating conjunction.

Example: 'It was raining, I went inside.' → Comma splice. Fix: 'It was raining, so I went inside.'

Parallel structure

Match forms in lists/comparisons. 'I like reading, writing, and to run' → BAD (mix of verb forms).

Example: 'I like reading, writing, and running.' → Parallel — all -ing forms

Rubric levels

Regents ELA scored 1–6. Level 6 = insightful analysis, specific evidence, sophisticated language, no meaningful errors.

Example: How to hit a 6? → Take a strong stance, cite specifically, analyze deeply, write cleanly

Trap: One or two grammar errors won't tank you. Meaning-obscuring errors WILL. Prioritize clarity.

Tip: Time management: leave 5 min at the end to proofread. Fix the most obvious errors first (fragments, tense shifts, subject-verb).

Frequently asked questions

How should I study for the English Language Arts Regents?

Work real past-exam questions by topic, review this one-page summary of the must-know concepts, and read the worked solution every time you miss one. The exam reuses the same ideas year after year.