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Arrangement of words, phrases, or clauses in an order of increasing importance. |
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Deliberate omission of a word or words which are readily implied by the context. |
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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 word, phrases, or clauses. |
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Repition of the last word of one clause at the beginning of the following clause. |
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Repition of words derived from the same root. |
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Repition of words, in successive clauses, in reverse grammatical order. |
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Deliberate omission of conjunctions between a series of related clauses. |
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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 repition of the same word or group of words at the beginnings of successive clauses. |
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Insertion of some verbal unit in a position that interrupts the normal sytactical flow of the sentences. |
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Deliberate use of many conjunctions. |
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The juxtaposition of contrasting ideas, often used in parallel structure. |
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Repitition at the end of a clause of the word that occured at the beginning of the clause. |
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(The "criss-cross") reversal of grammatical structures in successive phrases or clauses. |
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Repitition of the same word or group of words at the ends of successive clauses. |
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Obvious and intentional exaggeration. |
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A question asked merely for effect with no answer expected. |
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Expresses storng feeling. |
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One independent clause, no dependent clauses. |
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Two independent clauses, no dependent clauses. |
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One independent clause and one or more dependent clauses. |
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Compound-Complex Sentence |
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Two or more independent clauses and one or more dependent clauses. |
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The main idea comes at the end of the sentence. |
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Begins with the main idea followed by phrases and clauses which elaborate upon the main idea. |
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To reduce from a general, undefined, or comprehensive form, to particular or restricted form. |
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To agree with the author's claim and provide evidence to back it up. |
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To prove the author's claim to be false or erroneous. |
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States your position on the issue you have chosen to write about. |
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Data which you cite to support your claim. |
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Interprets the evidence and shows how it supports your claim. |
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Logos - The logical reasoning
Pathos - The emotional appeal
Ethos - The creditbility of the speaker |
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Free from prejudice; impartial |
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Having or showing intense and eager enjoyment, interest, or approval |
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Characteristic of informal spoken language or conversation |
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To express strong disapproval of |
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To offend grossly against |
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Irrational from fear, emotion, or an emotional shock |
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To allay the sorrow or grief of |
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Providing encouragement or emotional help. |
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Characterized by, proceeding from, exhibiting, or feeling sympathy. |
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To speak of in a contemptuous or mocking manner |
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To speak in a way that betrays a feeling of patronizing superiority |
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Having or displaying an excessively critical point of view |
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Anything that can hold within it shorter seletions or elements or larger published works like novels. |
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For dialog, title of a short story, or citing evidence. |
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Analysis: Analyzing a piece based on tone shifts and rhetorical devices/schemes
Summary: Rewording the piece without any acknowledgement as to how it was written. |
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When at the beginning of a sentence, a proper nown, or name of a work. |
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1. Review it
2. Organize the info
3. Decide how to analyze
4. Analyze qualitative info |
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Style of speaking or writing as dependent upon choice of words |
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The way in which linguistic elements (as words) are put together to form constituents (as phrases or clauses) |
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Involves one or more of your five senses (hearing, taste, touch, smell, sight). |
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Of the nature of, resembling, or involving a figure of speech; not literal; metaphorical
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The way the author choose to put together his/her piece. |
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The attitude a writer takes towards a subject or character |
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1. Review the questions 2. Organize the information 3. Decide how to analyze information 4. Analyze quantitative information 5. Analyze qualitative information 6. Integrate the information |
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The branch of linguistics that deals with syntax and morphology. |
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The use of symboles to indicate aspects of the intonation and meaning not otherwise conveyed in the written language. |
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