A rhetorical term for the repetition of the last word of one line or clause to begin the next

Example: "When I give, I give myself." (Walt Whitman)

a rhetorical term for the repetition of a word or phrase at the begining of successive clauses

Example: I think I can, I think I will, I think I did.

a verbal pattern in which the second half of an expression is balanced against the first but with the words in reverse grammatical order (A-B-C, C-B-A)

Example: I didn't choose the thug life, the thug life chose me

opposition, contrasting statements describing the same thing

Example: "Give me liberty or give me death."

the act of placing toegether or bringing into proximity; juxtaposition

Example:"It was a bleak period of present privation and threatening disaster--the period of soya beans and Basic English--and in consequence the book is infused with a kind of gluttony, for food and wine, for the splendors of the recent past, and for rhetorical and ornamental language, which now with a full stomach I find distasteful."
(Evelyn Waugh in 1959 on his wartime novel Brideshead Revisited)

deliberate omission of conjunctions between a series of related clauses. the effect of this device is to produce a hurried rhythm in the sentence.

Example: "I came,  I saw, I conquered." (Julius Ceasar)

reversal of grammatical structures in successive phrases or clauses.

Chiasmus is similar to antimetabole but it is unlike in that it does not involve a repettition of words.

Example:"exalts his enemies, his friends destroy." (John Dryden)

arrangement of words, phrases or clauses in an order of increasing importance.

Example:"let a man acknowledge obligations to his family, hiis country, and his God." (student paper)

deliberate omission of a word or words which are readily implied by the context.

Example:"so singularly clear was the water that when it was only twenty or thirty feet deep the bottom seemed floating on air! yes, where it was even eighty feet deep. every little pebble was distinc, every speckled trout, every hand's breadth of sand." (Mark Twain)

repetition at the end of a clause of the word that occurred at the beginning of the clause.

Example:"blood hath brought blood, and blows have awnsered blows:strength match'd whith strength, and power confronted power." (Shakespeare, King John)

repetition of the same word or group of words at the ends of successive clauses

Example:"But to all of those who would be tempted by weakness, let us leave no doubt that we will be as strong as we need to be for as long as we need to be."

The use of exaggerated terms for the purpose of emphasis or heightened effect

Example:"It rained for four years, eleven months, and two days." (Gabriel Garcia Amrquez, One Hundred Years of Solitude)

a scheme of parallel structure which occurs when the parallel elements are similar not only in grammatical structure but also in length.(number of words or even number of syllables)

Example:"an envious heart makes a treacherous ear." (Their Eyes Were Watching God)

similarity of structure in a pari or series or related words, phrases, or clauses.

Example: "So Janey waited a bloom time, and a green time and and orange time."(Their Eyes Were Watching God)

insetion of some verbal unit ina position that interrupts the normal syntactical flow fo the sentences

Example:"Those two spots are among the darkest of our whole civilization-pardon me, our whoe culture(an importnat distinction, I've heard) which might sound like a hoaz, or a contradiction, bbut that (by contradiction, I mean) is how the world moves:not like an arrow but a boomerang."(Ralph Ellison, Invisible Man)

deliberate use of many conjunctions

Example:"i said,'who killed him?' and he said 'I dont know who killed him but he's dead all right.' and it was dark and there was water standing in the street and no lights and windows broke and boats all up in the town and trees blown down and everything all blown down..." (Ernest Hemingway)

the stylistic scheme in which words derived from the same root are repeated (e.g. "strong" and "strength")

Example:"With eager feeding food doth choke the feeder."(shakespeare)

A question asked merely for effect with no answer expected. The answer may be obvious or immediately provided by the questioner.

Example:"Marriage is a wonderful institution, but who would want to live in an institution?"
(H. L. Mencken)

makes a statement

Example: I have a pen.

asks a question

Example: Do you have a pen?

Gives a command

Example: Get me a pen.

expresses strong feelings

Example: You have a pen!

an independent clause, contains a subject and a verb, and it expresses a complete thought

Example: Courtney went to the library to study.

contains two independent clauses joined by a coordinator(FANBOYS)

Example: I tried to speak Spanish, and my friend tried to speak English.

an independent clause joined by one or more dependent clauses. A complex sentence always has a subordinator like because, since, after, although, or when or a relative pronoun such as that, who, or which

Example: Juan and Maria went to the movies after they finished studying.

an independent clause and a dependent clause

Example: The book that I read is on the shelf.

Main point comes at the end

Example:In opening minds, instilling values, and creating opportunities, education has no equal.

Main point is at the beginning

Example:"He dipped his hands in the bichloride solution and shook them--a quick shake, fingers down, like the fingers of a pianist above the keys."
(Sinclair Lewis, Arrowsmith, 1925)

group of words that contains a subject and verb and expresses a complete thought. An independent clause is a sentence

Example: Jim studied in the Sweet Shop for his chemistry quiz.

words that contains a subject and verb but does not express a complete thought

 A dependent clause cannot be a sentence.

Example:When Jim studied in the sweet shop for his chemistry quiz...

Analysis explains WHY the writer does something to back up their Arguement/Claim.

Summary is when you just explain what the reader does or says without the WHY

1. Figure out what the prompt is asking

2. Identify the arguement

3. Find out how the author supports their arguement

4. why does the author do that?

the way the author talks

Ex. tone/wordchoice/evokes an emotion

how the author aranges their sentences

Ex. long/short/long followed by short

Awnser the question why do they do that?

The way the author explains things or maybe things they describe to emphazise their claim/arguement

Ex. narration/description/diction

 characteristics of or appropriate to ordinary or familiar conversation

talking to your friends