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| repetition of the last word of one clause at the beginning of the following clause |
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| the repetition of the same word or group of words at the beginning of successive clauses |
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| 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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| placing side by side two coordinate elements, the second of which serves as an explanation or modification of the first |
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| deliberate omission of conjunctions between a series of related clauses |
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| reversal of grammatical structure in successive phrases or clauses |
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| arrangement of words, phrases, or clauses in an order of increasing importance |
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| repetition at the end of a clause of the word that occured at the beginning of the clause |
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| repetition of the same word or group of words at the ends of successive clauses |
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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 words, phrases, or clauses |
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| insertion of some verbal unit in a position that interrupts the normal syntactical flow of the sentence |
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| repetition of words derived from the same root |
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| deilberate use of many conjunctions |
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| questions that do not require an answer |
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| in the form of a blunt statement |
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| asks a question, requests information |
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| expresses strong feelings, using exclamation |
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| 2 or more independent clauses combined with a coordinating conjungtion (FANBOYS), semi colon, or semi colon with a transition word |
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| 1 independent clause with 1 or more dependent clause |
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| compound-complex sentence |
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| 2 or more independent clause with 1 or more dependent clause |
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| coordinating conjungtions |
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| for, and, nor, but, or, yet, so (FANBOYS) |
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| who, that, which (work like adjectives and describe the nouns that they follow) |
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| lead in phrase with subject and verb at the end |
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| main point followed by elaborated info |
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| clause that can stand by itself |
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| diction, syntax, imagery, figurative language, structure, tone |
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| the arrangement of words in a piece of writing |
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| visually descriptive language that appeals to the senses |
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| techniques characterized by non-literal meanings |
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| the author's attitude in his/her writing |
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| how to analyze (not summarize) |
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| answer the question: For what purpose is the author employing that technique? |
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| characteristics of a claim |
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Definition
| states position on issue, teaches the reader, logical |
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| characteristics of evidence |
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| facts or statistics, expert opinion, research, anecdotes |
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| characteristics of warrants |
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| interprets data, explains, shows how evidence supports claim, can make counter arguments |
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| what to include in an analysis essay |
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| embedded quotes, complex and varied sentence structure, varied and mature word choice, allusions, witty and clever statements, non-obvious thought provoking questions, advanced punctuation, rhetorical techniques |
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| pertaining to conversation rather than a formal writing style |
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| serving to alleviate sorrow |
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| with a manner of scorn; contempt |
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| showing superiority; patronizing |
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| what the author wants to achieve by writing the piece; the underlying message |
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| what to put in quotations |
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| short poems, essays, newspaper articles, tv show episodes, songs, short stories, chapter titles |
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SUBJECT: what you know, what others said, evidence and proof
AUDIENCE: what do they know? what their attitude? any common ground?
SPEAKER: persona, poet? comedian? expert? critic? scholar? |
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| defend vs refute vs qualify |
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Definition
defend: agree with author
refute: disagree with author
qualify: agree/disagree with certain limitations |
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