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| the repetition of a word at the end and beginning of adjacent clauses |
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| the repetition of a word in successive sentences |
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| the repetition of words in successive clauses in reversed grammatical order |
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| parallel structure used to convey opposites |
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| setting aside a clarifying phrase in a sentence |
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| the use of no conjunctions |
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| a criss-cross method of rearranging words in successive clauses |
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| organizing words in order of increasing importance |
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| the purposeful omission of a word |
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| the repitition of a word at the beginning and end of a single clause |
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| the repetition of a word at the end of successive clauses or sentences |
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| parallelism where phrases are of equal length |
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| similarly structured phrases |
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| setting aside a phrase not necessarily required for the meaning of the sentence |
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| using several words derived from the same root |
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| a question asked to the reader without an intended answer |
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| a sentence which simply makes a statement |
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| a sentence which asks a question |
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| a sentence which makes a demand |
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| a sentence which expresses great emotion |
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| a sentence with a single independent clause |
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| a sentence with two independent clauses |
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| a sentence with one independent clause and at least one dependent clause |
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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 which states its purpose at the very end |
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| a sentence which states its purpose at the very beginning |
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| a clause which can not create a complete sentence by its lonesome |
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| a sentence which can stand alone as a sentence |
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analysis analyzes the content and structure of a piece and relates it to the purpose
summary simply rewords the content of a piece |
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| vividly worded sentences used to convey sensory images |
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| words used to convey a message different from their literal meaning |
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| the author's attitude toward a certain subject |
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defend- to back up a statement with evidence
refute- to dispute a statement with evidence
qualify- to put a statement into a different, more efficient context |
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| the three methods of arguing a point: making a statement, backing it up with evidence, relating it to the main purpose. |
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| underlining v quotation marks |
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| underlining is used for longer works, quotes are used for shorter pieces |
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| using the capitalized form of a letter in the proper places |
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| following the proper rules of structuring a phrase or sentence |
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| using the correct symbols to emphasize a point or convey specific emotion |
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| truthful and straightforward |
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critical reading
annotation
chunking |
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| showing intense excitement |
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| uncontrolled extreme emotion |
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| providing understanding, approval |
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| negatively attacking, down-putting |
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