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Repetition of the last word of one clause at the beginning of following clause.
Example: The crime was common, common be the pain. |
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The repetition of the same word or group of words at the beginnings of successive clauses.
Example: We shall fight on the beaches, we shall fight on the lading grounds, we shall fight.... |
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Repetition of words, in successive clauses, in reverse grammatical order.
Example: One should eat to live, not live to eat. |
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The juxtaposition of contrasting ideas, often used in parallel structure.
Example: What if I am rich, and another is poor.... |
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Placing side by side two coordinate elements, the second of which serves as an explanation or modification of the first.
Example: The mountain was earth, her home. |
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Deliberate omission of conjunctions between a series of related clauses.
Example: I came, I saw, I conquered. |
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Reversal of grammatical structures in successive phrases or clauses.
Example: Exalts his enemies, his friends destroy. |
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Arrangement of words, phrases, or clauses in an order of increasing importance.
Example: Let a man acknowledge obligations to his family, his country, and his God. |
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Deliberate omission of a word or words which are readily implied by the context.
Example: And he to England shall along with you. |
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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 answered blows... |
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Repetition of the same word or group of words at the ends of successive clauses.
Example: ....as we need to be for as long as we need to be. |
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A figure of speech in which exaggeration is used for emphasis or effect.
Example: I could sleep for a year |
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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.
Example: An envious heart makes a treacherous ear. |
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Similarity of structure in a pair or serious of related word, phrases, or clauses.
Example: So Janey waited a bloom time, and a green time and an orange time. |
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Insertion of some verbal unit in a position that interrupts the normal syntactical flow of the sentences.
Example: Those two spots are among the darkest of our whole civilization (pardon me, our whole culture)... |
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Repetition of words derived from the same root.
Example: We would like to contain the uncontainable future in a glass. |
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Deliberate use of many conjunctions.
Example: And soon it lightly dipped, and rose, and sank,
And dipped again … |
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A question to which no answer is expected.
Example: Who do they think they are? |
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| Constructs: Functional, grammatical, and rhetorical |
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| Two or more independent clauses |
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| One independent and one or more dependent clause |
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| Has both, two or more independent clauses, and one independent and one or more dependent clause |
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| A sentence in which the main clause is withheld until the end |
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| The main idea is at the beginning of the sentence |
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| Subject+verb+complete thought |
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| Subject+verb+incomplete thought |
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Summary does not go beneath the
surface; analysis does. Summary can be an analytical tool, when used to support a point within your analysis. Analysis goes beyond description into examination and explanation. |
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1. Summarize the article that you have read. Provide some details on what the background is and give some information on why it was selected for the purpose of analysis.
2. Introduce your arguments and claims on the issues provided by the reference article. Give your opinions to the readers and assert a solid argument about it.
3. Start analyzing, this is the main goal of an analysis essay. Present your own assumptions and your take on the issues presented by the article. Give explanations as to why you think the way you analyze the essay. Give proofs and evidences for your arguments and claims.
4. You may also include some analysis on the other side of the argument to make the discussions balanced. |
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| Choice and use of words in speech or writing; Desperate to win, Robbie lunged for the ball. |
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| The study of the rules whereby words or other elements of sentence structure are combined to form grammatical sentences. |
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| The use of vivid or figurative language to represent objects, actions, or ideas. |
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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 way in which parts are arranged or put together to form a whole. |
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| how the author makes you feel or think when you read it. |
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| To support or maintain, as by argument or action; justify. |
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| To prove to be false or erroneous. |
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| To declare competent or capable; certify; to agree and prove with. |
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| States your position on the issue you have chosen to write about. |
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| The data which you cite to support your claim like a lawyer. Support your claim with facts. |
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| Interprets the data and shows how it supports your claim in other ways (why) |
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| Ethos (character), Pathos (emotion), and Logos (logic). |
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| Underlining vs. Quotation Marks |
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Titles and Names to Underline
* A novel
* A ship
* A play
* A film
* A painting
* A sculpture or statue
* A drawing
* A CD
* A TV Series
* A cartoon series
* An encyclopedia
* A magazine
* A newspaper
* A pamphlet
Titles to Put Into Quotation Marks
* Poem
* Short story
* A skit
* A commercial
* An individual episode in a TV series (like "The Soup Nazi" on Seinfeld)
* A cartoon episode, like "Trouble With Dogs"
* A chapter
* An article
* A newspaper story |
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| writing of a word with its first letter as an upper case and the remaining letters in lower case. |
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Use concrete rather than vague language.
Use active voice whenever possible. Active voice means the subject is performing the verb.
Avoid overusing there is, there are, it is, it was, and so on.
To avoid confusion, don't use two negatives to make a positive.
Use similar grammatical form when offering several ideas. This is called parallel construction.
If you start a sentence with an action, place the actor immediately after or you will have created the infamous dangling modifier.
Place modifiers near the words they modify.
A sentence fragment occurs when you have only a phrase or weak clause but are missing a strong clause. |
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If the last word in the sentence ends in a period, do not follow it with another period.
Examples:
I know that M.D. She is my sister-in-law.
Periods and commas always go inside quotation marks, even inside single quotes.
Examples:
The sign changed from "Walk," to "Don't Walk," to "Walk" again within 30 seconds. |
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| Characterized by openness and sincerity of expression; unreservedly straightforward. |
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| Great excitement for or interest in a subject or cause. |
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| Style of writing in common in everyday, unconstrained conversation rather than in formal speech. |
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| To express strong disapproval of. |
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| Resentful anger aroused by a violent or offensive act. |
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| Behavior exhibiting excessive or uncontrollable emotion, such as fear or panic. |
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| To allay the sorrow or grief of. |
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| Furnishing support or assistance. |
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| Agreeably suited to one's disposition or mood; congenial. |
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| Contemptuous or ironic in manner or wit. |
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| To deal with people in a patronizingly superior manner. |
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| Authoritative and often having critical opinions. |
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