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| The repetition of the lat word of one clause at the beginning on the following clause. |
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| The repetition of the same word or group of words at the beginnings on successive clauses. |
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| The 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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| The placing side by side two coordinate elements, the second of which serves as an explanation or modification of the first. |
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| The 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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| The arrangement of words, phrases, or clauses in an order of increasing importance. |
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| The deliberate omission of a word or words which are readily implied by the context. |
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| The repetition at the end of a clause of the word that occurred at the beginning of the clause. |
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| A scheme of parallel structure which occurs when parallel elements are similar not only in grammatical structure, but in length as well. |
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| The similarity of structure in a pair or series of related words, phrases, or clauses. |
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| The insertion of some verbal unit in a position that interrupts the normal syntactical flow of the sentences. |
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| The repetition of words derived from the same root. |
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| The deliberate misuse of many conjunctions. |
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| A question asked to make an effect, with no answer required. |
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| (Tone) honest or direct in a way that people find either refreshing or distasteful |
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| (Tone) showing passionate interest in something or eagerness about something |
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| (Tone) Appropriate for the setting; informal |
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| (Tone) to judge that somebody or something is to blame for something |
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| (Tone) intense anger and indignation aroused by a violent or offensive act |
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| (Tone) impossible to hold back or control |
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| (Tone) to provide a source of comfort when something is distressed or disappointed |
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| (Tone) giving support, especially moral or emotional support; loyal |
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| (Tone) showing, having, or resulting from shared feelings, pity, or compassion |
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| (Tone) behaving in a way that shows you consider yourself socially or intellectually superior |
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| (Tone) characterized by a tendency to judge harshly; make conclusions without facts |
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A sentence with only one independent clause.
Ex: The dog is hungry. |
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A sentence that contains at least 2 independent clauses. (will use either a colon, semi-colon, or coordinating conjunction.
Ex: It was a bright day in April, and the clocks were striking thirteen. |
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A sentence that contains an independent clause and at least one dependent clause.
Ex: He was like a cock who thought the sun had risen to hear him crow. |
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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.
Ex: For in the end, freedom is a personal and lonely battle; and one faces down fears of today so that those of tomorrow might be engaged. |
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A sentence that expresses intense emotion.
Ex: It's alive! It's alive! |
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A sentence that makes a statement.
Ex: I like cats. |
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A sentence that asks a question.
Ex: How did it get so late so soon? |
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A sentence that presents a command.
Ex: Please keep you hands and feet inside the ride at all times. |
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A group of words that has both a subject and a verb, but cannot stand alone as a sentence.
Ex: Because I enjoy cherry pie. |
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A group of words that contains a subject and a verb and can stand alone as a sentence.
Ex: Mrs. Salce teaches AP English. |
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| A sentence that builds up the the main idea, located at the end. |
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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.
Ex: The author had very condescending diction. |
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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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Descriptive language that evokes an emotional response.
Ex: The sunset was like a watercolor painting. |
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The use of words, phrases, symbols, and ideas in such as way as to evoke mental images and sense impressions.
Ex: simile, metaphor, hyperbole |
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| The way the author sets up their sentences; whether the sentences be long, short, direct, etc. |
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| The attitude or voice that author seems to write in. Some tone words include didactic, gloomy, and sarcastic. |
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| There is a very large difference between these two. Summary is just restating what occurred in the piece, where 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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Term
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Definition
When analyzing a piece, you should determine three things as you go along:
1. What is the purpose of the passage?
2. What is the author's tone?
3. How would I chunk/weave the piece?
Then you should also be thinking of evidence you could use to back up your thesis. |
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Term
| Should I defend, refute, or qualify my argument? |
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Definition
- 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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| 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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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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| Underlining vs. Quotation Marks |
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| Underlining is used for book titles and quotation marks are used for poems and small excerpts. Just remember, short things get short marks! |
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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! (Don't over use them) |
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