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| mirror images of each other |
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| the weakness in a character that leads to their death |
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| A person, place, or thing. |
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Action words
Sometimes linking verbs such as "is" or "am" (see page 15 of your workbook) |
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A word that is used to modify a noun or pronoun.
Hint: describes a noun by answering the questions What kind? Which one? How many?
ex. Find a safe path. "Safe" is the adjective because it describes what kind of path. |
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Describes a verb or another adjective or adverb.
Answers the questions Where? WHen? How? To what extent?
ex. She will politely ask. Politely is the adverb because it is describing "how" she will ask. |
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| tough; stubborn; not letting go |
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| done or acting in a secretive manner |
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| troublesome or oppressive; burdensome |
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| an insatiable appetite for an activity; eager to consume great amounts of food. |
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| ready to serve; eager in offering unwanted advice or services. |
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| seeks and enjoys the company of others; sociable |
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| a gradual reduction or weakening; a rubbing away |
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| enlightenment; instruction |
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| a cleansing with water or liquid, especially as a religious ritual; the liquid used in such an act. |
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| the art of public speaking |
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| to cause to twist or bend; to suffer acutely as in pain or embarrassment. |
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| ordinary; moving on foot. |
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| : bind the wings so as not to fly; confine |
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| casual; carefree and nonchalant; arrogant disregard;gallant gentleman |
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| to encourage or incite to action |
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| to distribute by or as if by measure; allot |
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| to make useless; cancel; undo |
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| to involve in argument or hostile action; to throw in disorder |
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| to speak or write evasively |
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| straightforward; open and sincere in expression |
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| having to do with artistic beauty |
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| excessively and objectionably sentimental |
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| cheaply vulgar in appearance or nature; disreputable |
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| a continuous whole without clear division into parts |
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| strenuous physical or mental labor or effort; the labor of childbirth |
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| to make or become greater |
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| enthusiastic; bubbling with excitement |
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| to flinch; to shrink back or start aside, as from a blow of pain |
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| caution; discreet; exercising good judgment |
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| having an ambiguous or hidden meaning |
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| hot-tempered; quick to anger |
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| Characterized by an authoritative, often arrogant, assertion of opinions or beliefs |
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| a verbal denunciation characterized by harsh. Insulting language; a tirade |
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| capable of being touched or felt |
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| expected to answer for one’s actions; responsible, liable, answerable |
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| a slight or trifling sin, a minor offense |
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| dead or inactive; having ceased to exist |
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| brief and to the point; concise and terse |
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| cautious; heedful of situations and potential consequences |
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| main character; character the story is mostly about |
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| the character/ thing the protagonist is in conflict with |
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| 3rd person omnicient narrator |
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| is all knowing and sometimes keeps information from the reader which creates surprise |
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| universal ideas that can be understood by anyone anywhere that occur throughout a text |
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| indirect characterization |
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| the building of a character through their actions, actions of another chracter etc. things must be inferred about the character |
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| the building of a character through the author directly stating what that chacracter is like. Ex. Belle is beautiful and pure of heart. |
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| when the author withholds information from the reader |
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| when the author writes hints as to what will happen later in the story |
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| specific word choice of an author to convery an emotion or idea |
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| character conflict resides with in them ex. person vs. self |
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This is information a writer puts at the end of a sentence that is not their own but written by someon else.
ex. (Connell 13). |
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| This format is a particular set of rules that one must follow when writing a paper. These set of rules are 12 pnt font, TNR, 1 inch margins, double spaced etc. |
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| Name,instructor,class, day month year |
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| a critical reader asks questions, looks for bias and motive |
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| asks questions, annotates and rereads for deeper meaning |
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| what a piece of nonfiction is mostly about |
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| these statements support or prove the main idea |
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| when supporting details are organized in the order they happened |
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| when supporting details are simply listed in the body |
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| when supporting details are list by the effects of the main idea or by the causes of the main idea |
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In ancient times, irrational behavior was considered the result of demons and evil
spirits taking possession of a person. Later, Greeks looked upon irrational behavior
as a physical problem – caused by an imbalance of body fluids called “humors” – or
by displacement of an organ. In the highly superstitious Middle Ages, the theory of
possession by demons was revived. It reached a high point again in the witch-hunts
of eighteenth-century Europe and America. Only in the last one hundred years did
true medical explanations gain wide acceptance and were categories of illnesses
changed.
The supporting details in the above excerpt are organized in |
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| time order (fyi be prepared to identify how supporting details are organized in other peices of text) |
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| Write, underline, mark text to indicate your thoughts as you read |
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| How are certain parts of “The True Story of an Approved Killing in Mississippi” unreliable? |
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| sample answer: Certain parts of "The True Story of an Approved Killing in Mississippi," are unreliable because most of the account is retold by people who committed the crime, the Milam Brothers. The brothers committed the crime therefore they are biased and may be omitting or changing the story as they tell it. |
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| What universal themes do “Teaching Intolerance” and “The True Story of an Approved Killing in Mississippi” have in common? Give examples from each text. |
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| Sample answer: The nonfiction articles, "Teaching Intolerance" and "The True Story of an Approved Killing in Mississippi," have many universal themes in common. One of those themes is gender bias. Gender Bias is seen in "Teaching Intolerance" when women are required to be covered with "abayas." Gender Bias is also shown because girls and boys are separated in school and have separate textbooks. The same theme is displayed in "The True Story of an Approved Killing in Mississippi," as the article explains that women at the time were not beleived to be "capable" of walking home alone at night. |
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| explaining in great detail |
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| failry listening to both sides |
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Identify the participle:
I could not sleep with the crying baby in the next room. |
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| a verb this is acting as an adjective |
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recieves the action of the verb
1. identify verb
2. ask what or who? |
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renames a noun
ex. Kendra bought the old ring and polished it.
It renames ring |
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From childhood’s hour I have not been a
As others were; I have not seen a
As others saw; I could not bring b
My passions from a common spring. b
Is an example of |
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| Stressed, unstressed, unstressed is |
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| a musical quality based on repetition in a poem |
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The following questions refer to “I wandered Lonely as a Cloud.”
What scene is the writer describing? |
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The following question refers to “The Seven Ages of Man” by William Shakespeare.
This poem is a good example of |
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The following question refers to the poem “Theme for English B” by Langston Hughes.
Why did Hughes write this poem? |
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| It is in response to an assignment is instructor gave him in college |
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The following question refers to the poem “A Dream Deferred” by Langston Hughes.
What is Hughes contemplating in the poem? |
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| What happens to a dream that is put off or postponed |
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