Mobility (line 3) The ability to move freely or carry easily from place to place.
Enhance (line 9) To improve or add value to something.
Delegate (line 15) To divide up tasks and assign them to others in a team.
Dopamine (line 36) A natural brain chemical that makes you feel happy and rewarded.
Pros Tracker:
Lines 10-14 discuss benefits! Note down how classroom test scores improve from video games.
Cons Tracker:
Lines 31-40 discuss brain studies. Why is the release of dopamine a potential negative side effect?
June 2025 ELA Regents — Source-Based Argument Study Page 1 of 2
Regents Prep: Part 2 (June 2025)
Name: ______________________
Directions: Read Text 2 and examine the brain diagram. Use the word bank to decode complex medical terms.
1
Whether playing video games has negative effects is something that has been debated for 30 years, in much the same way that rock and roll, television, and even the novel faced much the same criticisms in their time.
4
Purported negative effects such as addiction, increased aggression, and various health consequences such as obesity and repetitive strain injuries tend to get far more media coverage than the positives. I know from my own research examining both sides that my papers on video game addiction receive far more publicity than my research into the social benefits of, for example, playing online role-playing games.
10
However there is now a wealth of research which shows that video games can be put to educational and therapeutic uses, as well as many studies which reveal how playing video games can improve reaction times and hand-eye co-ordination. For example, research has shown that spatial visualisation ability, such as mentally rotating and manipulating two- and three-dimensional objects, improves with video game playing.
16
To add to this long line of studies demonstrating the more positive effects of video games is a study in the Proceedings of the National Academy of Sciences by Vikranth Bejjanki and colleagues. Their newly published paper demonstrates that the playing of action video games — the sort of fast-paced, 3D shoot-em-up beloved of doomsayers in the media — confirms what other studies have revealed, that players show improved performance in perception, attention, and cognition.
Prefrontal Cortex: Activates logical thinking, which controls decision making.
Frontal Lobe: Key parts can become underused with overplay, which can alter moods.
Dopamine Release: Dopamine is released in the brain's striatum, causing feelings of reward.
Premotor Cortex: Games requiring real-time action activate sensory and motor movement.
Excerpted from "Playing Video Games is Good For Your Brain — Here's How" by Mark Griffiths, 2014.
Purported (line 4) Claimed or rumored to be true, but not yet proven.
Therapeutic (line 11) Having healing properties or helping to treat a medical condition.
Cognition (line 21) The mental action or process of acquiring knowledge and thinking.
Historical Analogy:
Lines 1-3 note that novels, rock music, and television faced the same criticisms when they were brand new.
Diagram Focus:
Look at the brain diagram details. Find one positive brain effect and one negative brain effect to cite.
June 2025 ELA Regents — Source-Based Argument Study Page 2 of 2
June 2025 ELA Regents — Source-Based Argument Study Page 1 of 2
Regents Prep: Part 2 (June 2025)
Name: ______________________
Directions: Read Text 4. This author offers a strong defense of video games.
1
...I wouldn’t blame you for thinking video games are like potent drugs, offering escapist fantasies that deprive teenagers of sleep and food until they are strung out and incapable of functioning in the real world. But this negative portrait is outdated.
6
Pete Etchells, a professor of psychology, thinks video games tap into the reaches of emotional and moral faculties that traditional arts and entertainment can't reach. The player can drive action, exert agency, and explore imagined worlds freely. Video games, Etchells says, “embody the principles of existentialism.”
11
A 2010 paper in the Review of General Psychology states: “Compared with other media such as books, films, and radio, electronic games appear to have an unusually expansive appeal and serve a surprising number of emotional, social, and intellectual needs.”
16
Leading the defense of video games is “self-determination theory.” The theory explains that self-determination is what “humans really need from their psychological and social environments to be fully functioning and thrive.”
21
This boils down to competence, autonomy, and relatedness. Mastering something, feeling free to follow your interests, and having ways to bond with others give you the sense you are living well. People everywhere need these things like they need vitamin C.
Excerpted from "Playing Video Games Makes Us Fully Human" by Brian Gallagher, 2019.
Agency (line 8) The power and freedom to make your own active choices.
Autonomy (line 22) Independence and control over your own actions.
Relatedness (line 22) The feeling of connection or belonging with other human beings.
Pro Defense:
Lines 11-15 state that games meet a "surprising number" of needs. What are the three categories of needs mentioned?
The Vitamin C Metaphor:
Look at line 21. Why does the author compare competence, autonomy, and relatedness to vitamin C?
June 2025 ELA Regents — Source-Based Argument Study Page 2 of 2
Delete Casual Words / No usar "I think": Change "I think video games are..." to "The evidence demonstrates that video games are..."
| English Starter | Spanish Meaning | Best Used For... |
|---|---|---|
| "According to Text X..." | "Según el Texto X..." | Introducing evidence |
| "This evidence illustrates that..." | "Esta evidencia ilustra que..." | Explaining quotes |
| "While opponents believe..." | "Mientras que los oponentes creen..." | The counterclaim |
Regents Strategy Guide — ELL / Bilingual Integrated Support Edition Page 2 of 2
Mobility / Movilidad (line 3) Ability to move easily / Capacidad de moverse libremente.
Enhance / Mejorar (line 9) To improve or add value / Incrementar o mejorar el valor.
Delegate / Delegar (line 15) To divide up and assign tasks / Dividir y asignar tareas.
Dopamine / Dopamina (line 36) Brain chemical that rewards you / Químico cerebral del placer.
Pros / Beneficios:
Look at line 10. Underline how video games improve test scores in the classroom.
Cons / Contras:
Why are violent brain studies concerning to scientists?
June 2025 ELA Regents — ELL/Bilingual Support Pack Page 1 of 2
ELL Version • Regents Prep
Name: ______________________
Directions: Read Text 2. Use the bilingual brain diagram descriptors below.
1
Whether playing video games has negative effects is something that has been debated for 30 years, in much the same way that rock and roll, television, and even the novel faced much the same criticisms in their time.
4
Purported negative effects such as addiction, increased aggression, and various health consequences such as obesity and repetitive strain injuries tend to get far more media coverage than the positives. I know from my own research examining both sides that my papers on video game addiction receive far more publicity than my research into the social benefits of, for example, playing online role-playing games.
10
However there is now a wealth of research which shows that video games can be put to educational and therapeutic uses, as well as many studies which reveal how playing video games can improve reaction times and hand-eye co-ordination. For example, research has shown that spatial visualisation ability, such as mentally rotating and manipulating two- and three-dimensional objects, improves with video game playing.
16
To add to this long line of studies demonstrating the more positive effects of video games is a study in the Proceedings of the National Academy of Sciences by Vikranth Bejjanki and colleagues. Their newly published paper demonstrates that the playing of action video games — the sort of fast-paced, 3D shoot-em-up beloved of doomsayers in the media — confirms what other studies have revealed, that players show improved performance in perception, attention, and cognition.
Prefrontal Cortex: Logical thinking & decision making / El pensamiento lógico y toma de decisiones.
Frontal Lobe / Lóbulo Frontal: Can become underused with overplay / Se usa menos al jugar en exceso.
Dopamine Release: Pleasure and reward chemicals / Químicos de placer y recompensa.
Premotor Cortex: Sensory and motor movement / Movimientos sensoriales y motores.
Excerpted from "Playing Video Games is Good For Your Brain — Here's How" by Mark Griffiths, 2014.
Purported / Supuesto (line 4) Rumored or claimed / Se cree o se rumorea que es real.
Therapeutic / Terapéutico (line 11) Healing properties / Que ayuda a sanar una enfermedad.
Cognition / Cognición (line 21) The process of thinking / El proceso del pensamiento.
Comparisons:
What three older things faced the same exact criticisms as video games face now?
Positive Effects:
What specific skills are improved by fast-paced 3D video games?
June 2025 ELA Regents — ELL/Bilingual Support Pack Page 2 of 2
June 2025 ELA Regents — ELL/Bilingual Support Pack Page 1 of 2
ELL Version • Regents Prep
Name: ______________________
Directions: Read Text 4. Study how self-determination theory is translated below.
1
...I wouldn’t blame you for thinking video games are like potent drugs, offering escapist fantasies that deprive teenagers of sleep and food until they are strung out and incapable of functioning in the real world. There have certainly been enough horror stories in the psychological literature over the years to raise concern that video games are eating the brains of the world’s youth. But this negative portrait is outdated.
6
Pete Etchells, a professor of psychology and communications in England, thinks video games tap into the reaches of emotional and moral faculties that traditional arts and entertainment can't reach. The player can drive action, exert agency, and explore imagined worlds freely. Video games, Etchells says, “embody the principles of existentialism.”
16
Leading the defense of video games is “self-determination theory.” The theory was conceived in the 1980s by two psychologists at the University of Rochester, Richard Ryan and Edward Deci. In their 2017 book, they explain self-determination is what “humans really need from their psychological and social environments to be fully functioning and thrive.”
21
Ryan and Deci say that this boils down to competence, autonomy, and relatedness. Mastering something, feeling free to follow your interests and values, and having ways to bond with others give you the sense you are living well—no matter your cultural heritage. People everywhere need these things like they need vitamin C.
Excerpted from "Playing Video Games Makes Us Fully Human" by Brian Gallagher, 2019.
Agency / Libre Albedrío (line 8) Freedom to make choices / El poder de tomar decisiones.
Autonomy / Autonomía (line 22) Independence / Independencia sobre sus propias acciones.
Relatedness / Relación (line 22) Belonging with others / El sentido de pertenecer y conectar.
Pro Argument / Pro:
Underline what "self-determination theory" says all humans need to function and thrive.
Metaphors:
Why does the author think autonomy and relatedness are as vital as Vitamin C?
June 2025 ELA Regents — ELL/Bilingual Support Pack Page 2 of 2
| Final writing section / Tu empuje final de redacción. |
High School ELA Regents Exam — Bilingual ELL Support Reference Sheet Page 1 of 1
| What Students Do Wrong | Why It Harms Score | Teacher Intervention Tip |
|---|---|---|
| Omitting a Counterclaim Paragraph | Caps the holistic rubric score at a 3 or lower immediately. | Check the essay planning grid during Day 2. Ensure Step 4 is fully completed with a valid rebuttal. |
| Citing Fewer than 3 Passages | Fails to meet the "at least three texts" task instruction. Caps score at a 3. | Review students' Note Catchers on Day 1. Ensure they have recorded evidence from Texts 1, 2, and 3 or 4. |
| Writing in 1st Person ("I think") | Reduces the professional "Organization and Style" rubric score. | Enforce the "No-I Zone" during drafting. Prompt students to use our sentence starters. |
Text 1: Video Games: Pros and Cons
Text 2: Playing Video Games is Good For Your Brain
Text 3: Game Theory: Brain Effects
Text 4: Playing Video Games Makes Us Fully Human
June 2025 ELA Regents Prep — Teacher Guide Page 2 of 2
June 2025 ELA Regents — Source-Based Argument Study Page 1 of 2
Exemplar Study Packet
Name: ______________________
On the other hand, opponents contend that video games are harmful because they are designed to be addictive and alter brain function. According to Text 3, scientists warn that video games flood the brain with dopamine, creating a temporary rush and an unpredictable reward cycle similar to a slot machine (lines 20-30). However, this argument is weak because the negative consequences almost always involve players who play excessively, not moderately. As Mark Griffiths reports, "there is little evidence of serious acute adverse effects on health from moderate play" (Text 2, lines 45-47). Therefore, with proper parental limits, the risk of addiction is completely preventable.
Ultimately, video games provide modern adolescents with invaluable benefits when balanced correctly. While some critics focus on potential risks, the evidence overwhelmingly shows that gaming improves student achievement in school and enhances essential cognitive and logical abilities. By setting healthy time limits, teenagers can enjoy video games as both an exciting hobby and a powerful tool for personal development.
| Category | Score | Why it earned it |
|---|---|---|
| Content & Analysis | 6 / 6 | Introduces a highly precise, thoughtful claim and fully distinguishes it from opposing views. |
| Command of Evidence | 6 / 6 | Uses robust, specific evidence from Text 1, Text 2, and Text 3 with flawless academic citations. |
| Organization & Style | 5 / 6 | Exhibits professional, formal organization with a strong introduction, transitions, and conclusion. |
🛡️ The Counterclaim formula Notice how the writer handles this:
🏁 Memorable Ending The conclusion does not introduce any new facts. Instead, it restates the main claim using fresh vocabulary and ends with a positive, memorable final recommendation.
June 2025 ELA Regents — Source-Based Argument Study Page 2 of 2
June 2025 ELA Regents — ELL/Bilingual Support Pack Page 1 of 2
ELL Study Packet • Model Essay
Name: ______________________
On the other hand, opponents contend that video games are harmful because they are designed to be addictive and alter brain function. According to Text 3, scientists warn that video games flood the brain with dopamine, creating a temporary rush and an unpredictable reward cycle similar to a slot machine (lines 20-30). However, this argument is weak because the negative consequences almost always involve players who play excessively, not moderately. As Mark Griffiths reports, "there is little evidence of serious acute adverse effects on health from moderate play" (Text 2, lines 45-47). Therefore, with proper parental limits, the risk of addiction is completely preventable.
Ultimately, video games provide modern adolescents with invaluable benefits when balanced correctly. While some critics focus on potential risks, the evidence overwhelmingly shows that gaming improves student achievement in school and enhances essential cognitive and logical abilities. By setting healthy time limits, teenagers can enjoy video games as both an exciting hobby and a powerful tool for personal development.
| Category / Criterio | Score | Why / Razón |
|---|---|---|
| Content & Analysis | 6 / 6 | Clear claim and counterclaim. / Tesis y contraargumento claros. |
| Command of Evidence | 6 / 6 | Uses quotes from 3 texts. / Utiliza citas de 3 textos. |
🛡️ Counterclaim Formula Notice the steps:
🏁 Conclusion Restates the thesis with new words. / Resume tus argumentos principales y cierra sin agregar datos nuevos.
June 2025 ELA Regents — ELL/Bilingual Support Pack Page 2 of 2
REGENTS ARGUMENT RESCUE • DAY 3 STRATEGY BOOT CAMP PAGE 1 OF 2
Regents Strategy Boot Camp
PART 3 WRITING ANCHOR
For Part 3, you are handed a short literary passage (a story or poem). Your task is to write a 2-paragraph response that answers: "How does the author use one writing strategy (literary device) to develop the central theme?"
PARAGRAPH 1
Identify the core theme (a life lesson) and explicitly name the one literary device you chose.
"In this passage, the author uses conflict to demonstrate that..."
PARAGRAPH 2
Provide two direct quotes illustrating your chosen device, explaining exactly how they support the theme.
"This conflict becomes apparent when..."
While you can write about characterization or imagery, Conflict (internal or external) is the easiest strategy to write about. Every passage has a struggle, and resolving that struggle is how the author delivers the theme!
A. Internal Conflict
Character struggles inside their own mind with opposing emotions, difficult decisions, doubts, or values.
B. External Conflict
Character struggles against outside forces, such as another character, society's expectations, or nature.
The Part 3 Introduction Sentence Frame In this passage, the author develops a central theme that [insert universal message: e.g., hard work is the true path to self-respect]. The author effectively constructs this central theme through the use of the writing strategy of [insert ONE literary device: e.g., conflict].
CRITICAL THEME WARNING
A theme is NEVER a single word. Do not write: "The theme is love." That is just a topic. You must state what the author is saying about that topic: "The theme is that unconditional love provides strength to survive difficult times."
REGENTS ARGUMENT RESCUE • DAY 3 STRATEGY BOOT CAMP PAGE 2 OF 2
1. The Turn / El Giro
Introduce the opposing side's view.
"Of course, critics argue..."
2. Credit / La Evidencia
Cite real source text evidence.
"According to Text 3, line..."
3. Strike / El Rechazo
Defeat the argument with logic.
"However, this is weak..."
Bilingual Counterclaim Template / Plantilla Bilingüe Of course, opponents argue that [opposing viewpoint / postura contraria]. According to Text [X], "[quote / cita]" (Line [Y]). However, this argument is weak because [your rebuttal / su refutación], which proves that [restate your claim / reafirme su tesis] is correct.
REGENTS ARGUMENT RESCUE • DAY 3 STRATEGY BOOT CAMP ELL PAGE 1 OF 2
Regents Strategy Boot Camp | Edición ELL
PART 3 SUPPORT
For Part 3, write a 2-paragraph response that answers: "How does the author use one writing strategy (literary device) to develop the central theme?" En la Parte 3, escriba un ensayo de 2 párrafos sobre cómo el autor usa una estrategia literaria para desarrollar el tema central.
PARAGRAPH 1: THEME
State the theme (life lesson) and name the one device you chose.
"In this passage, the author uses conflict to show..."
PARAGRAPH 2: PROOF
Provide two direct quotes and explain how they develop the theme.
"This conflict is shown when..."
Every story has a struggle (conflict). Resolving this struggle is how the author delivers the theme! Cada historia tiene un conflicto. ¡La resolución de esta lucha revela el tema!
Internal / Interno
Struggle inside a character's own mind (doubts, decisions). Lucha interna en la mente del personaje.
External / Externo
Struggle against outside forces (other characters, nature). Lucha externa contra otra persona o la naturaleza.
Part 3 Sentence Frame / Plantilla del Párrafo 1 In this passage, the author develops a central theme that [insert theme / inserte el tema: p.ej., la persistencia supera los obstáculos]. The author effectively constructs this central theme through the use of the writing strategy of [insert writing strategy / inserte conflicto o caracterización].
CRITICAL THEME WARNING / Advertencia
A theme is NEVER a single word! Do not write: "The theme is family." That is just a topic. You must state what the author is saying about that topic: "The theme is that family love gives people strength." ¡El tema NUNCA es una sola palabra! No escriba "El tema es la familia". Debe explicar qué dice el autor sobre eso: "El tema es que el amor familiar da fuerza en tiempos difíciles".
REGENTS ARGUMENT RESCUE • DAY 3 STRATEGY BOOT CAMP ELL PAGE 2 OF 2
Task 2: Conflict Mapping
What is the main internal conflict of the climber in this story?
Task 3: Draft Your Intro Paragraph 1 Sentence
Use the Golden Formula: State the central theme and link it to the strategy of internal conflict.
In this passage, the author develops a central theme that...
The author effectively constructs this central theme through...
REGENTS ARGUMENT RESCUE • PRACTICE DRILL PAGE 2 OF 2
Model Paragraph 1 Sentence:
In this passage, the author develops a central theme that the greatest achievements are found in helping those in need, rather than seeking personal glory. The author effectively constructs this central theme through the use of the writing strategy of internal conflict.
REGENTS ARGUMENT RESCUE • DAY 3 STRATEGY BOOT CAMP TEACHER KEY PAGE 1 OF 1
Ex: "Advertisements show bias, while scientific reports are objective."
Relevant Evidence Noun
Quotes or facts from the provided texts that directly support and connect to your main claim.
Ex: "Text 2 states diabetes rates fell by 12% after the ban."
Tactical Tip: In your essay, never write "I think" or "In my opinion." Instead, state claims directly as facts: "The evidence proves that..." This establishes authority and increases your scoring potential.
REGENTS ARGUMENT RESCUE • ESSENTIAL GLOSSARY PAGE 1 OF 2
Regents Strategy Boot Camp
PART 3 LITERARY DEVICE BANK
Central Theme Noun
The universal life lesson or moral message of a text. Must be written as a full, complete statement.
Ex: "The theme is that hard work conquers fear."
Conflict Noun
The central struggle or obstacle faced by a character (Internal or External). Resolving it teaches the theme.
Ex: "A climber struggles against their own self-doubt."
Characterization Noun
The way an author builds characters through their thoughts, actions, descriptions, and dialogue.
Ex: "The author portrays the mother as brave by..."
Imagery Noun
Descriptive language that appeals heavily to the 5 senses (sight, sound, smell, taste, touch).
Ex: "Descriptions of 'frigid rain' paint a bleak landscape..."
Tone Noun
The author's attitude or feeling toward the subject, conveyed through specific word choices.
Ex: "Using harsh verbs like 'shattered' creates an angry tone."
Setting Noun
The time and place where a story occurs, which often creates conflict or reflects character emotions.
Ex: "The isolated cabin setting emphasizes the character's loneliness."
Irony Noun
The contrast between expectations and reality (when the opposite of what is expected happens).
Ex: "A fire station burning down is a textbook case of..."
Symbolism Noun
The use of an object, person, or color to represent a much larger, abstract idea (like freedom or danger).
Ex: "A simple key is used to symbolize hidden potential..."
Why? Because every single piece of literature on the exam features some kind of struggle (conflict). Even if you don't notice symbolism or complex metaphors, you can always write about a character's struggle against nature, society, or themselves, and how they grow as a result.
REGENTS ARGUMENT RESCUE • ESSENTIAL GLOSSARY PAGE 2 OF 2
Ex: "Critics claim banning drinks limits personal freedom."
Rebuttal (Refutación / Respuesta)
The explanation of why the opponent's counterclaim is weak or incorrect.
La explicación de por qué el contraargumento del oponente es débil.
Ex: "However, freedom is useless if student health suffers."
Credibility (Credibilidad)
The trustworthiness, expertise, or factual accuracy of a text or author.
La confiabilidad, experiencia o precisión factual de un texto.
Ex: "Medical studies provide highly credible data on school diets."
Bias (Sesgo / Perspectiva parcial)
A biased text favors one side unfairly; objective text is neutral.
Un texto sesgado favorece un lado de forma injusta; el objetivo es neutral.
Ex: "Advertisements show bias, while scientific reports are neutral."
Relevant Evidence (Evidencia)
Quotes or facts from the texts that directly support your main claim.
Citas o datos extraídos del texto que apoyan su tesis directamente.
Ex: "Text 2 states diabetes rates fell by 12% after the ban."
Tactical Tip / Consejo de Escritura: Never write "I think" or "In my opinion." Instead, state claims directly as facts: "The evidence proves that..." Nunca escriba "Yo creo" o "En mi opinión". Declare las ideas directamente como hechos: "La evidencia demuestra que..."
REGENTS ARGUMENT RESCUE • ESSENTIAL GLOSSARY ELL PAGE 1 OF 2
Regents Strategy Boot Camp | Edición ELL
PART 3 BILINGUAL DEV BANK
Central Theme (Tema Central)
The universal life lesson of a text. Must be written as a full statement.
La lección de vida o mensaje moral de la obra. Debe ser una oración completa.
Ex: "The theme is that hard work conquers fear."
Conflict (Conflicto)
The central struggle or obstacle faced by a character (Internal or External).
La lucha principal que enfrenta el personaje (Interno o Externo).
Ex: "A climber struggles against their own self-doubt."
Characterization (Caracterización)
How an author builds characters through thoughts, actions, descriptions.
Cómo el autor construye los personajes con sus pensamientos y acciones.
Ex: "The author portrays the mother as brave by..."
Imagery (Imágenes Sensoriales)
Descriptive language that appeals heavily to the 5 physical senses.
Lenguaje descriptivo que apela fuertemente a los 5 sentidos físicos.
Ex: "Descriptions of 'frigid rain' paint a bleak landscape..."
Tone (Tono de Voz)
The author's attitude or feeling toward the subject, shown in word choice.
La actitud o sentimiento que transmite el autor a través de sus palabras.
Ex: "Using harsh verbs like 'shattered' creates an angry tone."
Setting (Escenario / Ambiente)
The time and place where a story occurs, reflecting character mood.
La época y el lugar donde se desarrolla la historia, reflejando el ánimo.
Ex: "The isolated cabin setting emphasizes the character's loneliness."
Irony (Ironía)
The contrast between expectations and reality (when the opposite happens).
El contraste entre lo que se espera y la realidad (pasa lo contrario).
Ex: "A fire station burning down is a textbook case of..."
Symbolism (Simbolismo)
The use of an object, person, or color to represent a larger abstract idea.
El uso de un objeto, persona o color para representar una idea abstracta.
Ex: "A simple key is used to symbolize hidden potential..."
Every story on the exam has a struggle (conflict). Even if you don't spot symbolism, you can always write about a character's struggle and how it teaches the central theme.
Todas las historias tienen un conflicto. Aunque no note simbolismo, siempre podrá escribir sobre la lucha del personaje y cómo esta revela la lección de vida central.
REGENTS ARGUMENT RESCUE • ESSENTIAL GLOSSARY ELL PAGE 2 OF 2
4-WORD CLUE:
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ANSWER KEY MATCH
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SECTION 2 ESSAY BUILDING BLOCK MATCH
ESSAY TERMS
Look at Section 2 of your glossary sheet. Every point on Part 2 ELA Regents essay counts!
12 SPEED PROMPTS • STAY FOCUSED!
SECTION 2: ARGUMENT TERMS (ROUND 1)CLUE 1 OF 12
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ANSWER KEY MATCH
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SECTION 2: ARGUMENT TERMS (ROUND 2)CLUE 7 OF 12
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ANSWER KEY MATCH
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SECTION 2 COMPLETED! UNLOCKING SECTION 3... →
SECTION 3 LITERARY DEVICE MATCH
& STRATEGIES
Look at Section 3 of your glossary sheet. Choose ONE device to prove your theme!
16 SPEED PROMPTS • LET'S DRILL TO THE END!
SECTION 3: LITERARY TERMS (ROUND 1)CLUE 1 OF 16
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5-WORD CLUE:
PRESS SPACE FOR ANSWER
ANSWER KEY MATCH
THE CONCEPT IS:
NEXT PROMPT COMING UP →
SECTION 3: LITERARY TERMS (ROUND 1)CLUE 4 OF 16
4-WORD CLUE:
PRESS SPACE FOR ANSWER
ANSWER KEY MATCH
THE CONCEPT IS:
NEXT PROMPT COMING UP →
SECTION 3: LITERARY TERMS (ROUND 1)CLUE 5 OF 16
4-WORD CLUE:
PRESS SPACE FOR ANSWER
ANSWER KEY MATCH
THE CONCEPT IS:
NEXT PROMPT COMING UP →
SECTION 3: LITERARY TERMS (ROUND 1)CLUE 6 OF 16
4-WORD CLUE:
PRESS SPACE FOR ANSWER
ANSWER KEY MATCH
THE CONCEPT IS:
NEXT PROMPT COMING UP →
SECTION 3: LITERARY TERMS (ROUND 1)CLUE 7 OF 16
4-WORD CLUE:
PRESS SPACE FOR ANSWER
ANSWER KEY MATCH
THE CONCEPT IS:
NEXT PROMPT COMING UP →
SECTION 3: LITERARY TERMS (ROUND 1)CLUE 8 OF 16
4-WORD CLUE:
PRESS SPACE FOR ANSWER
ANSWER KEY MATCH
THE CONCEPT IS:
ROUND 2: RE-PHRASED DEVICE CLUES! →
SECTION 3: LITERARY TERMS (ROUND 2)CLUE 9 OF 16
4-WORD CLUE:
PRESS SPACE FOR ANSWER
ANSWER KEY MATCH
THE CONCEPT IS:
NEXT PROMPT COMING UP →
SECTION 3: LITERARY TERMS (ROUND 2)CLUE 10 OF 16
4-WORD CLUE:
PRESS SPACE FOR ANSWER
ANSWER KEY MATCH
THE CONCEPT IS:
NEXT PROMPT COMING UP →
SECTION 3: LITERARY TERMS (ROUND 2)CLUE 11 OF 16
4-WORD CLUE:
PRESS SPACE FOR ANSWER
ANSWER KEY MATCH
THE CONCEPT IS:
NEXT PROMPT COMING UP →
SECTION 3: LITERARY TERMS (ROUND 2)CLUE 12 OF 16
4-WORD CLUE:
PRESS SPACE FOR ANSWER
ANSWER KEY MATCH
THE CONCEPT IS:
NEXT PROMPT COMING UP →
SECTION 3: LITERARY TERMS (ROUND 2)CLUE 13 OF 16
4-WORD CLUE:
PRESS SPACE FOR ANSWER
ANSWER KEY MATCH
THE CONCEPT IS:
NEXT PROMPT COMING UP →
SECTION 3: LITERARY TERMS (ROUND 2)CLUE 14 OF 16
5-WORD CLUE:
PRESS SPACE FOR ANSWER
ANSWER KEY MATCH
THE CONCEPT IS:
NEXT PROMPT COMING UP →
SECTION 3: LITERARY TERMS (ROUND 2)CLUE 15 OF 16
4-WORD CLUE:
PRESS SPACE FOR ANSWER
ANSWER KEY MATCH
THE CONCEPT IS:
NEXT PROMPT COMING UP →
SECTION 3: LITERARY TERMS (ROUND 2)CLUE 16 OF 16
4-WORD CLUE:
PRESS SPACE FOR ANSWER
ANSWER KEY MATCH
THE CONCEPT IS:
GAME DEBRIEF →
MISSION COMPLETED RESCUE TEAM VICTORIOUS
THE GLOSSARY!
All 20 essential terms were completed! You have practiced matching both sides of each concept. Keep your glossary sheets close, trust your pacing, and crush the ELA Regents Exam!
REGENTS ARGUMENT RESCUE COHORT EXAM READY! ★
