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40 Cards in this Set
- Front
- Back
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SEXI |
Well-Developed Paragraph Statement Explanation Example Interpretation/Conclusion |
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Statement |
Make a statement that tells what the paragraph will discuss- Topic Sentence- (read follow with because then explain.) |
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Explanation |
Explain your Statement |
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Example |
Provide a Concrete Example that supports your Explanation. |
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Interpretation/ Conclusion |
Read over your paragraph so far. Ask yourself, "so what?" What did your paragraph accomplish? |
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Thesis Statement |
A well-composed ___ will provide a guide for the organization and content of your essay. It is defendable or tenable or arguable; it is NOT a statement of fact. Speaks for itself. |
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Three Tiered Thesis (Formula) |
1. Subject 2. Slant/Opinion/Impression/Arguable Point 3. Three main points to be covered |
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Present Tense |
Tense used when writing about literature. |
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To Be Verbs |
Don't use too vague- am, are, is, was, were, be, being, been |
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Solutions for to be verbs |
1. Substitute 2. Rearrange 3. Change another word into a verb 4. Combine sentences |
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Expletive Constructions |
Avoid using, obscure the main subject and action of a sentence- •It is •There is •There are |
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Passive Construction |
Occurs when the object of an action is the subject of a sentence. (Avoided when possible.) "to be" + past participle= Passive Voice |
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Past Participle |
is a form of the verb that typically, but not always, ends in "-ed" (past tense) |
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OK use of passive |
1. Emphasize an object. 2. De-emphasize an unknown subject/action. 3. If readers don't need know who is responsible for the action. ("Swindles and Perversions") |
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Advanced Syntax Techniques |
AST |
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Periodic Sentence |
AST. A long and frequently involved sentence marked by suspended syntax in which the main thought is not complete until the final clause--usually with an emphatic climax. The sentence makes sense fully only when the end of the sentence is reached. |
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Juxtaposition |
AST. A poetic and rhetorical device in which normally unassociated idea, words, or phrases are placed next to one another, creating an effect of surprise and wit. |
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Parallel Structure (Parallelism) |
AST. A grammatical or structural agreement/similarity between sentence or part of a sentence; involves an arrangement of words, phrases, sentences so that elements of equal important are equally developed, grammatically correct, and similarly phrased. |
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Repetition |
AST. A device in which words, sounds, and ideas are used more than once to enhance rhythm and create emphasis. |
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Rhetorical Question |
AST. A question that expects no answer; used to draw attention to a point and is generally stronger than a direct statement. |
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Rhetorical Fragment |
AST. A sentence fragment used deliberately for a persuasive purpose or to create a desired effect. |
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Anaphora |
AST. The repetition of the same word or group of words at the beginning of successive clauses. |
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Epistrophe |
AST. Is the repetition of the same word or group of words at the end of successive clauses. |
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Asyndeton |
AST. The deliberate omission of conjunctions in a series of related clause. |
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Polysyndeton |
AST. A stylistic device in which several coordinating conjunctions are used in succession in order to achieve an artistic effect. |
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Chiasmus/Antimetabole |
AST. A sentence strategy in which the arrangement of ideas in the second clause is a reversal of the first. |
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Zeugma |
AST. A figure of speech in which a word, usually a verb or an adjective, applies to more than one noun, blending together grammatically and logically different ideas. |
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Integrating Quotations into sentences |
1. Introduce the quote with a complete sentence and a colon. 2. Use an intro or explanatory phrase, but not a complete sentence, separated from the quote with a comma. 3. Make the quote a part of your own sentence without any punctuation between your own words and the words you are quoting. 4. Use short quotes--only a few words--as part of your own sentence. |
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Punctuation for introducing quotes |
ONLY USE a : or a , |
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Quotation (end) punctuation (inside) |
(.), (,), [if part of the quote then also (?) and (!)] |
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Quotation end punctuation (Outside) |
(;), (:), [if not part of the quote then also (?) and (!)] |
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Titles that are italicized |
Novels, major narrative works, plays, paintings, works of visual art, films, symphonies |
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Titles that are quoted |
Poems, songs, sermons, chapters, articles |
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Titles that are just capitalized |
Things that are what they are. (the Declaration of Independence) |
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Comma DOs |
between 2 complete sentences (compound sentence), with which |
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Comma DON'Ts |
with a coordinating conjunction if not compound, with that, comma splice (run-on) |
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MLA Works Cited page |
• "Works cited"-centered • Page # • entries not numbered • every thing 2x spaced • hanging indent (indent 5 spaces) only the second line of entries • Include only sources referred to with in the text • Alphabetize by the authors last name • 2+ works by one author- don't repeat name- type ---., skip 2 spaces then type title |
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MLA Works Cited page NEW |
• Italics in place of underlining • Medium of publication designation (print, web, ect.) • All entries for journals must have both Volume and Issue #s • No longer requires URL |
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MLA heading |
Name Teacher Class Date |
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MLA format |
use- heading, header (last name and pg# on right), font (size 12 Times New Roman), spell out #s that are two words or less, avoid- 1st person, 2nd person, slang, clichés, incorrect use of could of/might of, beginning sentences with this/that/those/these unless followed by a noun Check- then/than, their/there/they're, your/you're, its/it's |
