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Repetition of the last word of one clause at the beginning of following clause. |
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The repetition of the same word or group of words at the beginnings of successive clauses.
This device produces a strong emotional effect, especially in speech. It also establishes a marked change in rhythm. |
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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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The reversal of grammatical structures 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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Deliberate omission of a word or words which are readily implied by the context. |
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Repetition at end of clause of the world that occurred at the beginning of the course. |
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Repetition of the same word or group of words at the ends of successive clauses. |
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the use of exaggeration as a rhetorical device or figure of speech. It may be Used to evoke strong feelings or to create a strong impression, but is not meant to be taken literally |
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A succession of main clauses of approximately equal length and corresponding structure. |
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Similarity of structure in a pair or series of related word, phrases, or clauses. |
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Insertion of some verbal unit in a position that interrupts the normal syntactical flow of the sentences |
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Repetition of words derived from the same root |
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Deliberate use of many conjugations. |
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A figure of speech in the form of a question posed for its persuasive effect without the expectation of a reply |
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Frank; outspoken; open and sincere |
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Full of or characterized by enthusiasm |
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Characteristic of or appropriate to ordinary or familiar conversation rather than formal speech or writing; informal |
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Serving to condemn Condemn: to express an unfavorable or adverse judgment on; indicate strong disapproval of |
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A powerful feeling of resentment or anger aroused by something perceived as an injury, insult, or injustice |
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Irrational from fear, emotion, or an emotional shock |
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To alleviate or lessen the grief, sorrow, or disappointment of; give solace or comfort |
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Providing sympathy or encouragement |
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Acting or affected by, of the nature of, or pertaining to a special affinity or mutual relationship |
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To speak or write in a manner expressive of derision or scorn |
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Showing or implying a usually patronizing descent from dignity or superiority: |
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tending to make moral judgments Judgement: the forming of an opinion, estimate, notion, or conclusion, as from circumstances presented to the mind |
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A rule, method, or practice established by usage |
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Underlining vs. Quotation marks |
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Underlining when writing a title. Quotation Marks when typing a title. |
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Capitalization is the writing of a word with its first letter as an upper case and the remaining letters in lower case. |
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The set of structural rules that govern the composition of clauses, phrases, and words in any given natural language |
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Symbols that indicate the structure and organization of written language, as well as intonation and pauses to be observed when reading aloud. |
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The act or process of forming reasons and of drawing conclusions and applying them to a case in discussion |
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To maintain or support in the face of argument or hostile criticism defend a theory |
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To prove wrong by argument or evidence |
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To clarify, to make more specific. |
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Argument Terminology:Claim |
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Stats your position on the issue you have chosen to write about |
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Argument Terminology::Evidence |
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Data that you cite to support your claim |
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Argument Terminology:Warrant |
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Interprets the data and shows how it supports your claim in other words |
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Connecting speaker, subject, and audience all together. |
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ANALYSIS is examination, evaluation, dissection, interpretation, original opinion, reading between the lines, connecting to other knowledge, etc. It is the goal of most expository essays. The analyzer starts with a quotation or question and uses it to show his/her understating and interpretation.
SUMMARY is recapitulation, review, retelling a story or scene without original thoughts or interpretations. Summary is not the goal of expository essays. It is usually easier than analysis because it requires less thought. Assume that the reader of your essay knows the story and needs just the slightest reminde |
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Review the questions.
Organize the information.
Decide how to analyze information.
Analyze quantitative information.
Analyze qualitative information.
Integrate the information. |
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Rhetorical Choices:Diction |
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Style of speaking or writing as dependent upon choice of words |
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Rhetorical Choices:Syntax |
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The study of the rules for the formation of grammatical sentences in a language |
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Rhetorical Choices:Imagery |
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The formation of mental images, figures, or likenesses of things, or of such images collectively |
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Rhetorical Choices:Figurative Language |
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The nature of or involving a figure of speech |
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Rhetorical Choices:Structure |
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Mode of building, construction, or organization; arrangement of parts, elements, or constituents |
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A particular quality, way of sounding, modulation, or intonation of the voice as expressive of some meaning, feeling, spirit. |
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Syntax Constructs:Functional |
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Something able to fulfill its purpose or function |
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Syntax Constructs: Grammatical |
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The rules about how to speak and write well in a language. |
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Syntax Constructs:Rhetorical |
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Is the art of discourse, an art that aims to improve the facility of speakers or writers who attempt to inform, persuade, or motivate particular audiences in specific situations |
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A sentence in the form of a statement. |
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An interrogative sentence is a sentence that asks a question. |
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An imperative sentence is a sentence that gives advice or instructions or that expresses a request or command. |
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An exclamatory sentence is a sentence that expresses strong feelings by making an exclamation. |
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A sentence structure that contains one independent clause and no dependent clauses. |
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Composed of at least two independent clauses. It does not require a dependent clause. The clauses are joined by a coordinating conjunction (with or without a comma), a correlative conjunction (with or without a comma), a semicolon that functions as a conjunction, or a conjunctive adverb preceded by a semicolon. A conjunction can be used to make a compound sentence. The use of a comma to separate two independent clauses is called a comma splice and is generally considered an error |
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A complex sentence is a sentence with one independent clause and at least one dependent clause. |
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Grammatical:Compound-Complex |
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A compound-complex sentence is made from two independent clauses and one or more dependent clauses. |
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Main idea is not found until towards the end of the sentence. |
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Main idea present in the sentence first then other information. |
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A dependent clause is a group of words that contains a subject and verb but does not express a complete thought. |
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An independent clause is a group of words that contains a subject and verb and expresses a complete thought. An independent clause is a sentence. |
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