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| repetition of the last word of one clause at the beginning of the following clause |
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| the repetition of the same word, or group of words at the beginnings of successive clauses |
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| repetition of words, in successive clauses, in reverse grammatical order |
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| the juxtaposition of contrasting ideas often used in parallel structure. |
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| placing side by side two coordinating elements, the second of which serves as an explanation or modification of the first |
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| deliberate omission of conjunctions between a series of related clauses |
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| (the "criss-cross") reversal of grammatical structures in successive phrases or clauses |
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| arrangement of words, phrase, or clauses in an order of increasing importance |
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| deliberate omission of a word or words that are readily implied by the context |
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| repetition at the end of a clause of the word that occurred at the beginning of the clause. |
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| repetition of the same word or group of words at the ends of successive clauses |
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| a scheme of parallel structure which occurs when the parallel elements are similar not only in grammatical structure but also in length. |
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| similarity of structure in a pair or series of related words, phrases, or clauses |
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| insertion of some verbal unit in a position that interrupts the normal syntactical flow of the sentence. |
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| repetition of words derived from the same root |
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| deliberate misuse of many conjunctions |
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-Review the questions
-Organize the information
-Decide how to analyze information
-Analyze quantitative information
-Analyze qualitative information
-Integrate the information |
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A group of words that contain a subject and a verb and can stand alone as a sentence
Ex: The dog ran |
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| A group of words that has both a subject and a verb, but cannot stand alone as a sentence. |
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| Descriptive language that evokes an emotional response. |
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| Compound-Complex Sentence |
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| A sentence with two or more independent clauses and at least one dependent clause. |
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| A sentence that presents a command. |
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| (Tone) characterized by a tendency to judge harshly; make conclusions without facts |
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| (Tone) giving support, especially moral or emotional support; loyal |
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| (Tone) behaving in a way that shows you consider yourself socially or intellectually superior |
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A sentence that asks a question.
Ex: Why didn't you score the winning basket? |
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| The use of words, phrases, symbols, and ideas in such as way as to evoke mental images and sense impressions. |
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| The juxtaposition of contrasting ideas, often used in parallel structure. |
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| Underlining vs. Quotation Marks |
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| Underlining is used for book titles and quotation marks are used for poems and small excerpts. Short things get short marks! |
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Definition
The rhetorical triangle is composed of the subject, audience, and speaker of the piece.
-Subject: Evaluate all that you know about the piece and find some evidence
-Audience: Find different information to shape your argument; think of what the audience would think.
-Speaker: Think about your tone in the piece. How are you speaking to your audience? |
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| A question asked to make an effect, with no answer required. |
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| (Tone) Appropriate for the setting; informal |
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| (Tone) showing passionate interest in something or eagerness about something |
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| Claim, Evidence, and Warrant |
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Definition
To begin an analysis essay, you need to establish claim, evidence, and warrant throughout your piece.
-Claim: make a statement about what the author is conveying
-Evidence: provide evidence from the text that supports your claim
Warrant: explain why the evidence backs up your claim and how it ties back to your main thesis |
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| A sentence that contains at least 2 independent clauses. (will use either a colon, semi-colon, or coordinating conjunction. |
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| Remember to only capitalize names, cities, states, countries, at the beginnings of sentences, and titles of people. Be careful when using your punctuation; do not over use commas, they may cause a run-on sentence! Try using dashes and semi-colons, they will give you brownie points! |
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| The attitude or voice that author seems to write in |
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| Summary is restating what occurred in the piece, where as analyzing is pointing out the areas of the piece that allow the author to achieve there purpose, make an argument, etc. |
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| Defend, Refute, or Qualify |
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- To defend an argument is to be in favor of the author's argument.
- To refute an argument is to be against/disagree with an author's argument.
- To qualify an argument is to both disagree and agree with the author's argument and argue both sides. |
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| (Tone) to judge that somebody or something is to blame for something |
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| A sentence that builds up the the main idea, located at the end. |
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| (Tone) intense anger and indignation aroused by a violent or offensive act |
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| The ordering of and relationship between the words and other structural elements in phrases and sentences. Authors use this to create impact in writing. |
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| A sentence that has the main idea at the beginning and words, phrases, or clauses following it. |
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| The choice of words used within writing. |
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| (Tone) impossible to hold back or control |
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| The way the author sets up their sentences; whether the sentences be long, short, direct, etc. |
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| A sentence that contains an independent clause and at least one dependent clause. |
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| A sentence that expresses intense emotion. |
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| (Tone) to provide a source of comfort when something is distressed or disappointed |
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| (Tone) showing, having, or resulting from shared feelings, pity, or compassion |
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| A sentence with only one independent clause. |
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A sentence that makes a statement.
Ex: I like the color pink. |
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| (Tone) honest or direct in a way that people find either refreshing or distasteful |
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