Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
267 Cards in this Set
- Front
- Back
|
Verse
|
A line of poetry; a single line in metrical composition; However, the word has come to represent andy division or grouping of words in a composition which traditionally has been referred to as stanza
|
|
|
Stanzas
|
A grouping of lines with metrical order and often a repeated rhyme which we know as a rhyme scheme.
Set off by a space that usually has a set meter and rhyme. |
|
|
Rhyme Scheme
|
ABAB
|
|
|
Tone
|
The voice or sttutude of the speaker. Analyze is the tome is angry, sad, conversational, abrupt, wheelding, cynical, affected, satiric.
The manner in which an author expresses his attitude; described by adjectives. |
|
|
Dramatic Monologues
|
Poems that address another person who remains silent.
|
|
|
End Rhyme
|
Has the rhyming word at the end of the line, bringing the line to a definite stop but setting up for a rhyming word in another line later on.
|
|
|
Internal rhyme
|
Includes one rhyming word within the line.
Word in the middle rhymes with a word at the end of the same metrical line. Appears in the 1st and 3rd lines Like a child from the womb, like a ghost from the tomb. |
|
|
Slant Rhyme
|
half off; lovely/funny; Poests use such a rhyme to express disappointment or a deliberate let-down.
Rhyme in which either the vowels or the consonants of stressed syllables are identical as in eyes/light; years/yours Words that sound the same but don't exactly rhyme. |
|
|
Masculine Rhyme
|
Uses one-syllable words or stresses the final syllable of polysyllabic words, giving the feeling of strength and impact.
These three hours that we have spent Walking here, two shadows went The final syllable is stressed sky/fly |
|
|
Feminie Rhyme
|
Uses the rhyme of 2 or more syllables, the stress not falling upon the last syllable, giving a feeling of softness and lightness.
mother/another |
|
|
Free
|
Unrhymed and varying in metrical pattern.
|
|
|
Blank Verse
|
Unrhymed, iambic pentameter but has strict rhythm.
Wyatt and Surrey introduced blank verse-Shakespeare uses this. Resembles the rhythms of ordinary speech. |
|
|
Meter
|
The pattern or measure of stressed or accented words within a line of verse.
|
|
|
Iambic Rythm
|
Rising and falling rhythm.
|
|
|
Iambic Meter
|
A line of poetry that alternates stressed and unstressed syllables
... 0 ... / .... 0 ... / ..... 0 .... / ..... 0 .... / The win- | ter eve- | ning sett- | les down.. |
|
|
Iambic Pentameter
|
A line of poetry with ten syllables of rising and falling stresses. Has five groups of two syllables, or ten beats to a line.
Best used by Shakespeare and Milton in their blank verse. Unstressed and stressed 2 syllables When I/consid/er How/ my life/is spent. da Dum da Dum da Dum da Dum da Dum |
|
|
Foot
|
Basic measuring unit in a line of poetry.
Refers to 2 or more syllables that together make up the smallest unit of rhythm in a poem. |
|
|
Imabic Foot
|
One unstressed syllable followed by a stressed marked by a u/
Short syllable followed by a long syllable. da Dum |
|
|
Monmeter
|
One foot.
Thus I Passe by |
|
|
Dimeter
|
Two Feet.
When I | descend |
|
|
Trimeter
|
Three Feet.
When I | was one-| and-twenty |
|
|
Tetrameter
|
Four Feet.
Had we | but world | enough | and time |
|
|
Hepatmeter
|
Seven Feet
Yes, makin' mock o' uniforms that guard you while you sleep |
|
|
Octameter
|
Eight Feet.
|
|
|
Anapest
|
A metrical foot composed of two short syllables followed by one long one, as in the word seventeen. da da Dum
2. A line of verse using this meter; for example, "'Twas the night before Christmas, when all through the house" (Clement Clarke Moore). |
|
|
Trochee
|
A metrical foot used in formal poetry consisting of a stressed syllable followed by an unstressed one.
Stressed to unstressed Dum| da| Dum| da| Dum| da Peter, Peter pumpkin-eater Had a wife and couldn't keep her. |
|
|
Dactyl
|
A long syllable followed by two short syllables.
Half a league, half a league, Half a league onward. A metrical foot consiting of one long syllable and 2 short syllables ten/der/ly Dum da da Long short short |
|
|
Accentual Meter
|
Four stresses to the line without attention to the unstressed syllable.
Line verses organized by number of stresses rather than by feet or number of syllables Written in Old English Nursery Rhymes Jumping Rope songs Ba Ba Black Sheep |
|
|
Figurative
|
Of the nature of or involving a figure of speech, esp. a metaphor; metaphorical; not literal: a figurative expression
|
|
|
Literal
|
true to fact; not exaggerated; actual or factual.
Reader has little adjustment to make to see or touch or taste the image. The actual definition of the word. Winters end is the end of winter. |
|
|
Similie
|
A figure of speech that has a direct comparison between unlike things using like or as.
You are quiet as a mouse. |
|
|
Alliteration
|
The repetition of consonants at the beginning of words that are next door to each other or close by.
Skylark scanted; Man's mounting; Free fells |
|
|
Apostrophe
|
The direct address of someone or something that is not present.
O Goddess! Hear these tuneless numbers. A figure of speech in which someone absent or dead or something non-human is addressed as if it were alive and present and was able to talk back.. |
|
|
Assonance
|
The repetion of vowel sounds usually internally rather than initially.
Her godly eyes like sapphires shining bright. |
|
|
Bathos
|
Deliberate anitclamax to make a definite point or draw attention to a falseness.
|
|
|
Caesura
|
The pause, marked by punctuation (/) or not within the line. (A pause)
|
|
|
Conceits
|
Very elaborate comparisions between two unlikely objects.
Metaphor that governs the entire poem. “Shall I compare thee to a summer's day?” |
|
|
Enjambment
|
The continuation of a sentence form one line or couplet into the next.
I think that I shall never see A poem as lovely as a tree |
|
|
Metonymy
|
The name for something closely related to it which then takes on a lrger meaning."You can't fight City Hall." Meaning you can't take on the entire burecaracy.
|
|
|
Onomatopoeia
|
Word captures the sound.
"Pop!!" Bang! |
|
|
Oxymoron
|
Contradictory words are used next to each other.
Sweet sorrow. Painful pleasure. |
|
|
Pun
|
A play on words often for humourous or sarcasitc effect.
A thousand dogs were stolen from a pet shop on Saturday. Police say they have no leads. |
|
|
Sarcasm
|
A mocking, often ironic or satirical remark intended to wound.
|
|
|
Synecdoche
|
When a part of an object is used to represent the entire thing or vice versa. When we ask someone to give us a hand, we are not asking for their hand.
ABC's = Alphabet England won the world cup in 1966. All hands on deck. A figure of speech in which part is used to represent the whole. |
|
|
Open Form
|
An open form poem allows the poet to write freely without worrying about trying to make the words fit a specific meter or rhyme scheme.
|
|
|
Closed Form
|
A closed form allows the poet to establish a pattern that will help him or her create the desired meaning or sound.
|
|
|
Sonnet
|
Always has fourteen lines.
Two types: 1. Italian (Petrarchan) 2. English (Shakespearean) Little song |
|
|
Petrarchan
|
Eight lines
abba,abba (octave) Space 6 lines (sestet) cdecde. |
|
|
Shakesperean
|
Three groups of 4 lines
quatrains couplets abab cdcd efef gg |
|
|
Heroic Couplet
|
A couplet that is firmly end-stopped and written in iambic pentameter.
Two successive rhyming lines of iambic pentameter. aa bb ddee ff 2nd line is usually end stopped |
|
|
Epic
|
Epic Poems are long, serious poems that tells the story of a heroic figure. Some of the most famous epic poems are the Iliad and the Odyssey by Homer and the epic poem
of The Song of Hiawatha by Henry Wadsworth Longfellow ( 1807 - 1882 ) . Couplets, the meter regular with equal line lengths-poems were sung aloud or chanted to the beat of drums. |
|
|
Ballads
|
A form of verse, often a narrative and set to music. Repetition plays a strong part; Repeated refrain holds the entire poem together.
|
|
|
Ballad Stanza
|
Four lines rhyming abcb
Lines 1 and 3 having 8 syllables (4 stresses) Lines 2 and 4 having 6 syllables (3 stresses) Assonance and consonance appear frequently. |
|
|
Literary Ballads
|
Samuel Taylor Coleridge’s “The Rime of the Ancient Mariner
A narrative poem created by a poet in imitation of the old anonymous folk tale. The first and third lines contain four feet or accents, the second and fourth lines contain three feet. Popular in England The Ballad of Reading Gaiol |
|
|
Lyric
|
A set of words that make up a song.
|
|
|
Elegy
|
Mourns the passing of individuals.
|
|
|
Ode
|
Deals with more profound areas of human life than death.
A short poetical composition proper to be set to music or sung; a lyrical poem. |
|
|
Tercets
|
Five three line stanzas with rhyme scheme aba.
or rhymed or unrhymed metered or unmetered Ex. Haiku |
|
|
Quatrain
|
Four line stanza with the rhyme scheme abaa
|
|
|
Limmericks
|
Five lines using the anapest meter with the rhyme scheme aabba.
Limerick There was an Old Man with a beard, Who said, 'It is just as I feared! Two Owls and a Hen, Four Larks and a Wren, Have all built their nests in my beard!' |
|
|
Aubade
|
Orginally a song or piece of music sung or played at dawn.
|
|
|
Romanticism
|
Sees the world idealistically. Perfect
|
|
|
Realism
|
Sees the world as it is, with healthy doses of both good and bad.
Presents a careful description of every day life usually of the lower and middle classes; Facts presented in a straight forward or matter of fact. |
|
|
Natuarlism
|
Sees the world as imperfect, with evil often triumphing over good.
Very direct and does not use humor. Focus on what is wrong in the world. |
|
|
Satire
|
Closest to the naturalist.
1. Gentle 2. Harsh Uses: Irony, parody, reversal, inversoion, hyperbole, understatement, sarcasm, wit and invective Says opposite of what it means. Writing that seeks to arouse a reader's disapproval of an object by ridicule. Satire is usually comedy that exposes errors with an eye to correcting vice and folly. |
|
|
Stages of Development
Pre Alphabetic |
Pre K - K
Beginning awareness that test progresses from Left to Right. Recognize visual clues in print such as letters of name. |
|
|
Stages of Reading Development
Alphabetic |
K - 2/3 grade
Letters associated with sounds. Begin to read simple CVC words (mat, pin). Represents such words with a single sound. Will later spell with first and last consonant. CT for cat. When writing later, vowels are included in each syllable. Children now rhyme and blend words. When reading later, they begin to recognize chunks. |
|
|
Stages of Reading Development
Middle and Late Alphabetic |
K-2/3 Grade
when writing vowels included in each syllable. begin to recognize chunks or phonograms. |
|
|
Stages of Reading Development
Orthographic |
4th - 8th grade
read larger units of print and use analogy to decode larger words. decoding becomes fluent. accuracy and speed when reading are stressed. |
|
|
Blend
|
Combining letter sounds in order to pronounce a word. Sounding out.
|
|
|
Concepts of Print
|
left to right. top to bottom. use of spaces between words. where a book begins and ends. predictor of reading success.
Conventions of print: grammar, usage and spelling, punctuation etc. |
|
|
Cueing System
|
source of info that aids in decoding such as phonics, structural analysis, and semantic syntactical info.
|
|
|
Digraph
|
Two letters that make on speech sound. th, sh
|
|
|
Dipthong
|
new vowel sound produced from 2 vowels in the same syllable.
oy in boy or uy in buy |
|
|
Grapheme
|
The smallest part of written language that rpresents a phonem in the spelling of a word. A grapheme may be just one letter (b.f.d, p,s) or several letters (ch,sh, th, ck, ea, igh)
|
|
|
Morpheme
|
unit of meaning in language that cant be divided into smaller elements such as the work book. phonemes are combined to form morphemes to make up whole words such as toy, lamp or meaninful parts of words such as prefixes (pro, sub) and suffixes (able, ness)
combination of sounds that have a meaning. cats has 2 morphems 1.cat 2. s The smallest linguistic unit within a word that can carry a meaning, such as "un-", "break", and "-able" in the word "unbreakable". The word pigs consists of two morphemes: pig (a particular animal) and s (indication of the plural). The word werewolves' consists of morphemes: "were" (~ man), "wolf" (a particular animal), "es" (plural), and " ' " (indicating possessive). [edit] The study and description of word formation; the way words are put together; their internal structure. |
|
|
Phoneme
|
smallest unit sound of speech (as the b in book or the t in took) that can change the meaning of the word. first sound an infant makes. they are single vowel and consonant sounds. about 45 in english language. examples are /oo/, /ee/, /ou/, /sh/. The word "if" has 2 phonemes /i/ /f/.
|
|
|
Phonics
|
The understanding that there is a predictable relationship between phonemes (the sounds of spoken language) and graphemes (the letters and spellings that represent those sounds in written language. Good phonics instruction is systematic and explicit.
Teaches children the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language. Helps children read and write words. graphophonemic relationships letter-sound associations letter-sound correspondences sound-spellings *goal of phonics instruction is to help children learn and use the Alphabetic Principle-decoding words. |
|
|
Semantics
|
analysis and study of meanings of words, phrases, and sentences. useful strategy in decoding to analyze the word that sounds correct in a sentence. rules that govern what the meaning of language communicates (vocab). how meaning is related to the surface structure of language. a learned condition.
The study of meaning in language (words and sentences) |
|
|
Reading Assessments
Alphabet Knowledge |
identify letters, form letters
|
|
|
Syntax
|
examination of various ways that words combine to create meaning, study of how sentences are formed, and the pattern or structure of word order in sentences. grammar rules that govern how words are formed within a sentence. combines morphemes into meaninful sentences. syntax seems to develop from an innate sense of grammar.
The study of the principles and processes by which sentences are constructed in particular languages. |
|
|
Reading Assessment
Concepts about print |
test important concepts about books including front/back of book, print tells the story, concept of letters, words, sentences, and that spaces have a purpose.
|
|
|
Reading Assessment
Phonemic Awareness |
Estimates level of phonemic awareness in students.
|
|
|
Reading Assessment
Phonics Test |
tests phonics skills necessary in reading
|
|
|
Reading Assessment
High Frequency Word Recognition |
Meaures word recognition out of context. proficient readers can read words in and out of context. poor readers over rely on context for decoding. assists teachers in determining level to start testing in Oral Reading Inventories.
|
|
|
Reading Assessment
Oral Reading Inventories |
Graded passages that give an indication of the fluency with which a student is able to read. Evaluated is accuracy, reading rate, reading level, and comprehension leve.
|
|
|
Reading Assessment
Spelling Inventory |
through examination of words spelled correctly and incorrectly, students skills can be classified into different developmental spelling stages. skills are examined that directly tie to reading. assists in planning spelling and reading instruction.
|
|
|
Reading Assessments
|
Alphabet Knowledge
Concepts about print phonemic awareness phonics test high frequency word recognition oral reading inventories spelling inventory |
|
|
Language Development
Infant |
0-12mos
early vocalizations are spontaneous, cooing (vowels) or crying. then babbling sounds (phonemes) begin with sounds morel ike patterned speech with consonant vowel strings (dadada) |
|
|
Language Development
Toddler |
1yr-18mos
first words spoken. usually familiar objects or people. simple monosyllabic words such as momma or byebye |
|
|
Language Development
18-24 mos |
first sentences (2 words) spoken. understand grammatical relationships but cant yet express. use articles (the, a) prepositions (on, in), conjunctions (and, but), and verb to be(am, are, is). word errors include underextending
|
|
|
Language Development
Early Childhood |
-4
learns 8-9words each day. average vocab of 1000 words. talk about things not present. uses plural and possessive forms of nouns. adds ing to verbs. knows that more than one adj can apply to smae noun. starts private speech. |
|
|
Language Development
5-7 |
many why ? can understand metaphors. use 4-5 word declarative sentences ( i am not sleepy), interrogative (why cant i go), imperative ( turn off the tv). understands syntax. uses conjuntions, prepositions, and articles regularly. errors in overregularizations transitive or intransitive verbs (she singed a song). 6yrs avg vocab is 2500 but speaks about 8000 to 14000. speech is more adult like.
|
|
|
Pragmatics
|
rules for conversation. how children speak in different social contexts.
|
|
|
Understanding Morphological Rules
|
In a classic experiment by Jane Berko, she presented first grade children with cards showing a fictional figure and asking them to fill in the missing words. All children responded by adding the plural form of the noun correctly. They successfully relied on morphological rules rather than remembering a past experience.
|
|
|
Grammatical Rules That Regulate Language
|
Phoneme
Pragmatics Morpheme Understanding Morphological Rules Syntax Semantics |
|
|
Child Directed Speech (CDS) or motherese
|
Adults modify their speech to make it easier for children to learn language including sentence structure, repeating key words, and focusing on present objects. First words are spoken by 12 mos and are usually familiar with objects or persons. first sentences spoken by 18 to 24 mos and are usually 2 words (telegraphic speech).
|
|
|
Fast Mapping
|
A process whereby young children are able to use context to arrive at a quick guess of a words meaning. Nouns (objects) are easier to fast map then verbs (action).
|
|
|
Habituation
|
infants and childrens repeat sounds that are reinforced. children can distinguish abstract rules for sentence structure. For example, in an experiment, a 7 month old listened to nonsense sound. When sounds changed the infant was able to discriminate based upon the patterns of repetition.
A decrease in response to a stimulus after repeated presentation. A ring tone is distracting, but after a while you get used to it and pay less attention to it. |
|
|
Holophrase
|
single word that expresses a complete thought. symbolic gestures - child shows understanding that symbols (words) represent a specific object, desire, or event. blowing on food to mean hot. Representational gestures - gesturing to show what an infant desires. holding us a bottle to show infant wants more to drink.
|
|
|
Overregularizations
|
In early childhood, children begin to use past tenses and plurals in speech. also begin to add regular forms on irregular nouns. saying foots instead of feet.
|
|
|
Private Speech
|
talking out loud to oneself with no intention to communicate with others. helps children to integrate language and thought.
|
|
|
Telegraphic Speech
|
Simplified speech or an early form of speech. Usually a two word sentence spoken by a two year old. first sentences consists of just enough words to get the meaning across.
|
|
|
Underextensions
|
Early word errors. when a child names dog daisy an sees another dog and moms says look at daisy and child says no. child underextends words restricting to just her dog or a single object.
Failing to include all category members in the category. Uses a word in a restrictive fashion. |
|
|
Overextensions
|
early words errors that occur when a toddler overextends words meaning. child knows what tv looks like then sees a computer screen and calls it a tv.
Applying a category label to objects that do not fit the category Calling al 4 legged animals doggie. Truck for bus Uses the word in too broad of a manner |
|
|
Allegory
|
A story which people, things, and events have another meaning. Ex: Orwell's Animal Farm
A representation of an abstract or spiritual mean through concrete material. Extended metaphor. The underlying meaning has moral, social, religous, or political significance and characters are often personifications of abstract ideas as charity, greed or envy. 1. Literal element of plot 2. Symbolic counterparts |
|
|
Allusion
|
A reference in work of literature to something outside the work, especially to a well-known historical or literary event, person, or work.
Sally had a smile that rivaled that of the Mona Lisa. |
|
|
Attitude
|
A speaker's , author's, or character's disposition toward or opinion of a subject.
|
|
|
Autobiography
|
An Author's account of his or her own life.
|
|
|
Biography
|
An accurate history of a single person.
|
|
|
Climax
|
A technical term of drama where the place where the action reaches a turing point, where the rising action (the complication of the plot) ends, and the following action (the resolution of the plot) begins.
|
|
|
Connotation
|
Implications of a word or phrase as opposed to its exact meaning (denotation)
Home: comforting, scary, lonely, dark, safe. Both China and Cathy denote a region in Asia, but to a modern reader, the association of the two words is different. What do you think of when you hear that word? Snake= evil and dangerous |
|
|
Convention
|
A device of style or subject matter so often used that it becomes a recognized means of expression. For example, a lover observing the literary love conventions cannot eat or sleep and grows pale and lean.
|
|
|
Denotation
|
The dictionary meaning of a word , as opposed to connotation.
dictionary meaning of a word Home: dwelling that provides structure, house or apartment |
|
|
Diction
|
its original, primary meaning, refers to the writer's or the speaker's distinctive vocabulary choices and style of expression in a poem or story.
Expression in its original, primary meaning; a writers distinctive vocabulary; choices of expression in a poem/story. |
|
|
Figurative Language
|
A word or phrase that departs from literal language. The most common examples are metaphor and similie "The black bat night has flown." is figurative, with the metaphor comparing night and bat. Night is over says the same thing without figurative language. No real bat is or has been on the scene, by night is like a bat because it is dark.
|
|
|
Genre
|
A literary form such as essay, novel, poem. Within genres like a poem, there are also more specific genres based upon content (love poem, nature poem) or form (Sonnet, ode)
|
|
|
Hyperbole
|
Deliberate exaggeration, overstatement.
Hyperboles are exaggerations to create emphasis or effect. As a literary device, hyperbole is often used in poetry, and is frequently encountered in casual speech. An example of hyperbole is: "The bag weighed a ton."[3] Hyperbole helps to make the point that the bag was very heavy, although it is not probable that it would actually weigh a ton. "A diamond as big as the Ritz. The whole world's problems are on my shoulders. |
|
|
Imagery
|
Images of literary work; the sensory details of a work; the figurative language of work. Visual, auditory, tactile images evoked by the words of a literary work and the images that figurative language evokes. THe siren in the night played a haunting tone.
|
|
|
Irony
|
THe use of words to suggest the opposite of their intended meaning. A fire station that burned down.
|
|
|
Jargon
|
THe special language of a profession or group. It is evasive, tedious, and unintelligible to outsiders.
|
|
|
Lyrical
|
Songlike; characterized by emotion, subjectivity, and imagination.
|
|
|
Metaphor
|
A figure of speech in which something is described as though it were something else.
A figure of speech in which an implied comparison is made between two unlike things that actually have something in common. Adjective: metaphorical. The camel is the ship of the desert. |
|
|
Narrative Techniques
|
Methods involved in telling a story-point of view, manipulation of time, dialogue, or interior monologue.
|
|
|
Novel
|
A fictional narrative in prose of considerable length. Short works are called novellas, and even shorter ones are called short stories.
|
|
|
Omniscient Point of View
|
The narrator is free to describe the thoughts of any of the characters, to skip about in time or place to speak directly to the reader.
|
|
|
Oxymoron
|
A combination of opposites.. Living Dead, Dark light, Old News.
The union of contradictory terms. |
|
|
Parable
|
A story designed to suggest a principle, illustrate a moral, or answer a question. Allegorical stories
|
|
|
Paradox
|
A statement that seems to be self-contradicting but, in fact, is true.
a statement or proposition that seems self-contradictory or absurd but in reality expresses a possible truth. A figure of speech in which a statement appears to contradict itself. If you get this message, call me, if you don't then don't worry about it. Ignorance is strength Jumbo shrimp The beginning of the end |
|
|
Parody
|
A composition that imitates the style of another composition, normally for comic effect.
Imitates another work of art to make fun of it in some way. Police Academy Scary Movie Saturday Night Live Scary Movie Austin Powers |
|
|
Personification
|
The assignment of a human trait to a nonhuman item or characteristic (ideas, inanimate objects, animals, abstractions) The angry sea crashed against the wall.
|
|
|
Plot
|
The interrelated actions of a play or a novel that move to a climax and a final resolution
|
|
|
Point of View
|
Any possible vantage point from which the story is told.
|
|
|
Rhetorical Question
|
A question asked for effect, not in expectation of a reply. No reply is expected because the question presupposes only on possible answer.
|
|
|
Rhetorical Techniques
|
The devices used in effective language or persuasive language. The most common examples include devices like contrast, repetitions, paradox, understatement sarcasm, and rhetorical question.
|
|
|
Setting
|
The background to a story; the physical location of a play, story, or novel. Involves both time and place.
|
|
|
Simile
|
A directly expressed comparison; a figure of speech comparing two objects usually with like, as, or tha. The comparison is explicit. "My love is as dead as a doornail.
|
|
|
Soliloquy
|
A speech in which a character who is alone speaks his or her thoughts aloud.
|
|
|
Strategy
|
The management of language for a specific effect.
|
|
|
Structure
|
The arrangement of materials with a work; The relationship of the parts of work to the whole; The common units of structure are play (Scene, act) novel, (Chapter) and poem (line,stanza)
|
|
|
Style
|
The mode of expression in language. Many elements contribute-diction, syntax, figurative, language, imagery, selection of detail, sound effects, and tone, using those that are appropriate.
|
|
|
Syllogism
|
A form of reasoning in which two statements are made and a conclusion is drawn from them. All strategies end unhappily.
A form of deductive reasoning consisting of a major premise, a minor premise and a conclusion. 1. All humans are mortal 2. I am human 3. Therefore I am mortal. |
|
|
Symbol
|
Something that is simultaneously itself and a sign of something else. For example, winter, darkness, and cold are real thing, but they can also mean death.
Concrete objects or images that represent abstract ideas. The eagle is often used as a symbol of freedom. |
|
|
Theme
|
The main thought expressed by a work.
|
|
|
Thesis
|
The theme, meaning, or position that a writer undertakes to prove or support
|
|
|
Tragedy
|
A play with a serious content and an unhappy ending. Shakespeare's Hamlet and Miller's Death of a Salesman are examples.
|
|
|
Phonemic Awareness
|
The ability to hear, identify, and manipulate the individual sounds-phonems-in spoken words. Sounds work together to make words, and it is the most important determinant toward becoming a successful reader.
Children must understand that sounds of a spoken language work together to make words. Segmenting, blending. |
|
|
Phonological awareness
|
1. A broad term that includes phonemic awareness. Activities can involve work with rhymes, word syllables, and onset and rimes.
2. Identifying and manipulating larger parts of spoken language, such as words, syllables, onsets and rimes, as well as phonemes 3. Encompasses other aspects of sound, such as rhyming, alliteration, and intonation. |
|
|
Syllable
|
A word part that contains a vowel or ins spoken language, a vowel sound (e-vent; news-pa-per)
|
|
|
Segmenting
|
Children break words into their individual phonemes, they are segmenting words; also occurs when they break words into syllables and syllables into onsets and rimes.
|
|
|
Onset and Rimes
|
Parts of spoken language that are smaller than syllables but larger than phonemes. Onset is the initial consonant sound a a syllable (the onset of bag is b; swim-sw) A rime is the part of a syllable that contains the vowel and all that follows (bag-ag; swim-im)
|
|
|
Blending
|
When children combine individual phonemes to form words; when they combine onset and rimes to make syllables and combine syllables to make words.
|
|
|
Implications of teaching Phonemic Awareness
|
1. Teachers help children recognize which words in a set of words begin with the same sound. (Bell, bike, boy, all have /b/ at the beginning.
2. Teachers help children isolate and say the first or last sound in a word. 3. Help children combine or blend separate sounds in a word to say the word. /m/ /a/ /p/. 4. Help children break or segment a word into its separate sounds. up /u/ /p/ |
|
|
How to teach phonemic awareness
|
*blending and segmenting phonemes in words.
1. I am going to say the sounds in the word jam. /j/ /a/ /m/. What is the word? 2. Say the word out loud (students) 3. Write the word down. 4. Read the word together. |
|
|
Implications of Teaching Phonological Awareness
|
1. Teachers help children identify and make oral rhymes. A pig has a wig.
2. Help children identify and work with syllables in spoken words. I can clap the parts in my name kel ly. 3. Help children identify and work with onsets and rimes in spoken syllables or one syllable words. The first part of sip is s; The last part of win is in. |
|
|
Alphabetic principle
|
The understanding that there are systematic and predictable relationships between written letters and spoken sounds.
Alphabetic understanding that words are composed of letters that represent sound. Uses systematic relationships between letters and phonemes to retrieve pronunciation of an unknown printed string to spell words. |
|
|
Criticisms of Phonics Instruction
|
1. English spellings are too irregular.
2. The point is that phonics instruction teaches children a system for remembering how to read words. |
|
|
Implications of teaching Phonics
|
1. Assess-use formal and informal tools such as decoding tests, fluency tests, and sight word checks to collect data, and analyze instruction.
2. Plan-systematic, explicit, and sequenced according to the increased complexity of linguistic units including sounds, phonemes, onsets, rimes, letters, letter combinations syllables, and morphemes. 3. Explicitly-teach and model phonics, decoding, and other word identification strategies in reading for meaning. 4. Select and desing resource material and strategies for assessment and instruction. 5. Provide fluency practice-practice decoding and word attack skills so that they become automatic; Provide application and practice decoding skills to fluency in decodable text and word recognition; continue to develop fluency through the use of decodable texts at students instructional level. 6. Provide on going assessment. |
|
|
Effective Phonics Programs
|
1. Teachers systematically and explicitly instruct students in how to relate letters and sounds, how to break spoken words into sounds; how to blend sounds to form words.
2. Help students understand why they are learning the relationships between letters and sounds. 3. Students apply their knowledge of phonics as they read words, sentences and texts. 4. Apply what they learn about sounds and letters to their own writing. 5.Program can be adapted to the needs of individual students, based on assessment. 6. Includes alphabetic knowledge, phonemic awareness, vocabulary development, and the reading of text as well as systematic phonics instruction. |
|
|
Non-Systematic Instruction
|
1. Neglects vowels and do not proved practice materials that offer children the opportunity to apply what they are learning about letter sound relationships.
2. Literature based programs that emphasize reading and writing activities. 3. Basal reading programs that focus on whole-word or meaning-based activities. 4. Sight word programs that begin by teaching children a sight word reading vocabulary of from 50 - 100 words. |
|
|
Fluency
|
1. Ability to read a text accurately and quickly; recognize words automatically; group words quckly to help them gain meaning from what they read; read aloud effortlessly and with expression; reading sounds natural
2. Provides a bridge between word recognition and comprehension 3. Fluency develops over time and through much practice |
|
|
Implications of teaching fluency Instruction in the Classroom
|
1. By listening to teachers read, students learn how a reader's voice can help written text make sense.
2. Read aloud to students daily. 3. Help students practice reading orally from text that is at their independent reading level. 4. Assess to se if the text is at the students' independent reading level-should be reading with95% accuracy. 5. Use a variety of reading materials, including stories, nonfiction and poetry *Poetry is beneficial because poems are often short and contain rhythm, rhyme, and meaning, making practice easy, fun, and rewarding. |
|
|
Reading Difficulty Assessment
|
1. Easy Text: Readers shown that no more than 1 in 20 words are difficult (95%).
2. Challenging Text: Show no more than 1 in 10 words are difficult (90%) 3. Difficult Text: Reading show that more than 1 in 10 words are difficult (less than 90%) |
|
|
How to calculate Fluency
|
Total words read-errors = correct words per minute.
Have the student read only for one minute Compare to norms: At end of first grade 60 wpm; 90 - 100 per minute by end of second grade; 114 wpm by end of 3rd grade. |
|
|
Reading Aloud Exercises
|
1. Student Adult Reading
2. Choral Reading 3. Tape-Assissted Reading 4. Partner Reading 5. Readers' Theater |
|
|
Student Adult Reading
|
The student reads one on one with adults.
The adult reads the texts first =, providing a model of fluent reading. Then the student reads the same passage to the adult with adult providing assistance. Student rereads the passage until the reading is quite fluent. 3-4 rereadings. |
|
|
Choral Reading
|
Students read along as group with you; predictable books are particularly useful for choral reading because their repetitious style invites students to join in; by reading the book aloud you model fluency; 3-5 practices.
|
|
|
Tape Assisted Reading
|
Read along in their books as they hear a fluent reader read the book on an audiotape; Book needs to be at students independent reading level; tape should not have sound effects or music. Student should follos along with the tape, pointing to each word in her or his book as the reader reads it. Read along with the tape.
|
|
|
Partner Reading
|
Pair students to take turns reading aloud to each other; More fluent readers can be paired with less fluent readers. Fluent readers can model and assist the other reader, provide feedback and encouragement.
|
|
|
Readers' Theater
|
Students rehearse and perform a play for peers; read scripts that have been derived from books that are rich in dialogue; students play characters; provides opportunities for students to reread texts.
|
|
|
Vocabulary
|
The words we must know to comuunicate effectively.
|
|
|
Oral Vocab.
|
Words that we use in speaking or recognizing in lin listening.
|
|
|
Reading Vocab.
|
Words we recognize or use in print.
|
|
|
Implication of teaching vocab
|
1. Provide repeated exposure.
2. Use word parts-knowing common prefixes and suffixes, base wrords, root words can help students learning meaning of namy new words. (Un, in, re, dis0 |
|
|
Implication of teaching vocab
Context CLues |
Use context clues-hints about the meaning of of an unknown word that are provided in words, phrases, and sentences that surround the word,
|
|
|
Implications of teaching vocab.
Use Dictionaries and other refferences |
When students use reference aids, they can easliy eliminate inapproriate definitions based upon context of the defined word
|
|
|
Text Comprehension
|
Basics of reading-word recognition and fluency-can be learned in a few years, reading to learn subject matter does not occur atutomatically.
Teachers should emphasize text comprehension from the beginning, rather than waiting until students have mastered the basics of reading Ultiamte goal of reading is comprehension. |
|
|
Metacognition
|
Thinking about thinking
Good readers use this strategy tho think about and have control over their reading Might clarify their purpose for reading and review the text During reading they might monitor their understanding, adjusting their reading speed to fit the difficuly of the text and fixing up any comprehension problems they have. After reading they check their understanding of what they read. |
|
|
Implication of Teaching comprehension Instruction
|
1. Ask questions about text they are reading
2. Ask students to summarize parts of the text 3. Help students clarify words and sentences they don't understand. 4. Ask students to predict what might occur next in the text 5. Talk about the content 6. Model think aloud about their own thinking and understanding 7. Lead students in a discussion about text meaning. 8. Help students relate the content of their reading to life experiences and to other texts they have read. |
|
|
Text Comprehension Activities
|
1. Monitoring Comprehension
2. Using graphic and semantic organizers 3. Answering questions 4. Generating Questions. 5.Recognize Story Structure 6.Summarizing 7. Maiking use of prior knowledge 8. USing mental imagery. |
|
|
Text Comprehension Activities
Monitoring comprehension |
students:
1. identify where the difficulty occurs 2, Identify what the difficulty is 3. Restate 4. Look back through text 5. Look forward through text |
|
|
Text Comprehension Activities
Using graphic and semantic organizers |
Graphic organizers illustrate concepts and interrelationships amoung concepts in a text using diagrams and other pictoral devices,
Sematic-graphic organizers that look like a spider web; lines connect a central concept to a variety of related ideas and event |
|
|
Text Comprehension Activities
Recognizing story structure |
The way the content and events of a story have greater appreciation, understanding, and memory for stories; students learn to identify categories of content and how content is organized into plot
|
|
|
Text Comprehension Activities
Sumarizing |
A synthesis of the important ideas in a text; requires the student to determine what is important in what they are reading; condense information, put it into ther own words; helps students identify or generate main d=ideas, connect the main or central ideas, eliminate redundant and unecessary info. and remember what the read.
|
|
|
Text Comprehension Activities
Making use of prior knowledge |
1. Draw onprior knowlelge and experience to help them understnad what they are reading; ask students questions what they already know about the text, author; discuss important vocab.
|
|
|
Text Comprehension Activities
Using Mental Imagery |
Good readers often form mental pictures, or images as they read. Urge stuidents to picture setting character or event described in the text.
|
|
|
Subject ver agreement
|
A plural subject goes with a plural ver; a singular subject goes with a singular verb.
EX: Here on the table ARE an apple and three pairs. |
|
|
Verb Tenses
|
Past
Present Future |
|
|
Past Particlple
|
indicates past or completed action or time. It is often called the 'ed' form as it is formed by adding d or ed, to the base form of regular verbs, however it is also formed in various other ways for irregular verbs.
|
|
|
Adjective
|
Describe things (nouns and pronouns)
|
|
|
Adverbs
|
Describe actions; often end with ly. quickly.
|
|
|
Pronouns
|
Take place of noun. I, she, it, him everything, nothing, them, they, we, it, other, yourselves.
|
|
|
Parallelism
|
When sentences have the same grammatical structure.
EX. He like swimming, weight lifting, and running. (The words all end in ing.) |
|
|
Idioms
|
Certain expressions that mean something different from the original meaning;
Again and again, stand up for, aim to do. A phrase where the words together have a meaning that is different from the dictionary. A dime a dozen A blessing in disguise. A chip on your shoulder A picture paints a 1000 words. Back seat driver. Break a leg. Figurative Speech |
|
|
Dangling Modifier
|
An introductory phrase that does not refear clearly or logically to s subsequent modifier in a sentence; a phrase or a clause that is not clearly and logically related to the word it modifies. Most cases it appears at the beginning of a sentence.
Ex. Strolling along the beach, a wave suddenly drenched us. Correct: While we were strolling along the beach a wave suddenly drenched us. |
|
|
Misplaced Modifier
|
One that is placed to close to a word that it could by should not modify; a word phrase or clause that is improperly separated from the word it modifies or describes.
Ex Ann prepared a roast for the family that was served burnt.-sentnence states that family was burnt. Correct: Ann served burnt roast to the family. Incorrect: Jan found a gold mans watch. Correct: Jan found a man's gold watch. |
|
|
Comma
|
1. Use it before a coordinating conjunction in a compound sentence.
2. Use it to set of interruping or introductory words or phrases. 3. To sseparate a series of words or word groups. 4. To set of nonessential clauses and phrases that are descriptive by not needed to get across the basic meaning of the sentences (Harolod, who dislikes school, is failing English) 5. Use it to set off appostives (second noun or noun equivalents that give information about a proceeding noun. EX (Mr. Johnson, a teacher, ran for chairman of the school board. |
|
|
Semicolon
|
Like a balance-it always separates elements of equal power of meaning.
Never separate a main clasue from a subordinate clasue or a word or phrase from a clause. Use it to separate items in a series when ther are commas within the items |
|
|
Colon
|
A formal introducer : Means "as follows
It is to introduce a formal appositive, list summary, quation, example or other explantory material whethyer or not the words as follows or the following are used. Never use after is, are, was, were. |
|
|
Writiing strategies
|
1. Prewrite
2. Draft 3. Revise 4. Edit 5. Proofreading 6. Final Draft |
|
|
Prewriting
|
Clustering or wedbbing; Take a few moments to think about all of the elements of the topic and conncet them to the central topic; start with the main idea in the center of the page inside a circle; Outling, Note taking-mapping, chartring, bulleting
|
|
|
Drafting
|
Develop intitial drat of actual sentnences and paragraphs; do not worry about correctness or editing; should folllow the organizational plan set up in the prewriting stage and incorporate all ideas into the essay.
|
|
|
Revising
|
Writier begin fine tuning the wording of the draft and .or rearrangning the ideas or parapgraphs; Ensure that the ideas flow logically and that the writier's points are presented with clarity.
|
|
|
Editing
|
Writer clean up diction and syntax; check the flow of ideas and precisions of presentation.
|
|
|
Proofreading
|
writers check the text for mechanincal and diction errors; allows you to ensure that the final draft is accurate and error free as possible using the conventions of standard written English.
|
|
|
Paragraphing
|
The visual clue that holds ideas together for both readers and writers; has a topic sentence that focuses on the paragraphs main purpose;
Multiparagraph: Intro, body, conclusion |
|
|
Transitional Phrases
|
Words amd phrases that move the reader on to new ideas; additionally, however, for instance, furthermore
Used between paraph units |
|
|
Context
|
Gives the reader and writer a sense of appropriateness for different wirting situations; Dicates the appropriate tone, as welas vocabulary, organization, and so on.
|
|
|
Genres in Writing
|
1. Narrative.
2. Interpretive. 3. Descriptive 4. Persuasive 5. Expositiory 6. Other Genres |
|
|
Narrative
|
A work that tells a story, usually through chronological order. Ex: stories, poems, plays, fables, myths, and biographies
|
|
|
Interpretive Writing
|
Evident in a written work that explains, explores, or considers, the signifcance of an event, a work or art, and so on. Writer needs to think critically and then present the result os his or her thinking-research papers, critiques, summaries, and analyses.
|
|
|
Descriptive
|
Typically describes a person, place, or thing in such a way that the reader has a vivid impression of the written work-emotion, event, location; engages all of the senses plays a dominatn role.
|
|
|
Persuasive
|
Designed to take a stand on an issue and convince the reader of the plausibility or correctness of that stand. Often employs an appeal to the readers logic or ethics and uses strong and credible logic; defends you position; though provoking statements
|
|
|
Expositiory
|
Purpose is to inform, explain, clarify, describe, or define a subject to the reader; Writing is about real people, events, things, places; unbiased and accurate and use a scholarly third person tone; Magazine articles, bussiness letters, and may types of informative writing.
|
|
|
Other Genres of Writing
|
personal journals, letters, summaries, and research papers.
|
|
|
Dialect
|
The distinctive variety of vocabulary, grammar, and pronunciation spoken by members of an identifiable regional group, nation, or social class.
|
|
|
Idiolect
|
Variety of language used by an individual speaker or writer, which may be marked by peculiarities of vocab, grammar, and pronunciation.
|
|
|
Effective Speech
|
1. Eye contact
2. Volume and Tone of Voice 3. Pacing and clarity 4. Hand gestures 5. Posture |
|
|
Eye Contact
|
Establish eye contact with the audience in a manner that is engaging and appropriate.
|
|
|
Volume and Tone of Voice
|
Tone varies naturally and appropriately according to the content; volume is clear and suitable; appropriate points in the delivery to engage the audience.
|
|
|
Pacing and Clarity
of speech |
Enunciate clearly and properly, using a natural pace that is governed by syntax and content; DO not use fillers such as um, ah, and like.
|
|
|
Hand Gestures
|
Know when to use hand gestures and how to employ them appropriately to enhance their presentation.
|
|
|
Posture
|
Face audience squarlely with a natural stance; they do not shift their weith or stand askew.
|
|
|
Research Strategies
|
1. Print Resources
2. Electronic and Internet resources. 3. Citing Sources |
|
|
Print Resources
|
Encycolpedieas, books, professional journals, newspapers, magazines and other peridoicals.
|
|
|
Electronic and Internet Resources
|
All aspects of the internet-highly reputable sites that are considered appropriate for serious research, films, and broadcast media.
|
|
|
Citing Sources
|
Understanding proper documentation and bibliographic citations.
|
|
|
Citing a book
|
Lastname, Firstname. Title of Book. Place of Publication: Publisher, Year of Publication. Medium of Publication.
|
|
|
Citing a Periodical
|
Author(s). "Title of Article." Title of Periodical Day Month Year: pages. Medium of publication.
|
|
|
Citing Electronical Resources
|
•Author and/or editor names (if available)
•Article name in quotation marks (if applicable) •Title of the Website, project, or book in italics. (Remember that some Print publications have Web publications with slightly different names. They may, for example, include the additional information or otherwise modified information, like domain names [e.g. .com or .net].) • Any version numbers available, including revisions, posting dates, volumes, or issue numbers. •Publisher information, including the publisher name and publishing date. •Take note of any page numbers (if available). •Medium of publication. •Date you accessed the material. •URL (if required, or for your own personal reference; MLA does not require a URL). |
|
|
Genres of Reading
|
1. Novels
2. SHort Stories 3. Folk Tales 4. Myths 5. Poetry |
|
|
Novels
|
Same basic literary conventions as do short stories, but they expand them by presenting more complicated plots, addding subplots, creating more muanced characters, and deepening the developlment of ideas
Chilren between ages of 9-12 are prepared to read these books. Romantic, realist, hisorical novels. |
|
|
Short Stories
|
Popular forms of literature in elementary school classroom; condensed story ranging from 2000 - 10,000 words most often with a purpose that is singular or limed and are made up of plot, character, point of view, setting, and themes
|
|
|
Short story structure
|
1.Expostion-introduce setting and main character and conflict
2. Rising action: the event that allow the protagonsit to make his or her commitment to a course of action as the conflict intensifies. 3. Climax: The point of highest interst interms of the conflict, the point with most action or the turning point for the protagonist. 4. Falling Action: The events that follow from the protaganists action in the climax. 5. Resolution: The point when the conflict is resovewd, remaining loose ends are tied up and moralis intimated or stated directly. |
|
|
Folk Tales
|
Old Language; adapt from culture to culture and enrich our worlds with customs and beliefs; Culturally universal and shares commonality with primitive and advanced societies.
|
|
|
Folk Tales
Legends |
Narratives that often include creation stories and explain tribal beginnings
|
|
|
Folk Tales
Fairy Tales |
Entirely fictional pieces, and often begin with an opening line such as once upon a time or There once lived
|
|
|
Folk Tales
Animal Folk Tales |
In every culture, in most cases the animal characters are cleary anthropomorphic and display human personalities.
|
|
|
Myths
|
Evoke events of a time long past, and concern the adventures and misadventures of gods, giants, heroes, nymphs, satyrs, and larger that life villian, all entities that reside outside of ordinary human existance yet are entwinded in our consciousness; A sacred narrative in the sense that it holds religious or spiritual significance for those who tell it and it contributes to and expresses their system of cor thoughts and values.
|
|
|
Poetry
|
Excellent instructional tool for stduents to gain enthusiasm for literature; Encompasses works written in verse, perhaps with a meter and rhyme scheme, and uses written languege in a pattern that is sung, chanted, or spoken to emphasize relationships between word and ideas on the basis of sound as well as meaning; eloborate figures of speech, principally metaphor and simile. All human cultures have their own poetry
Narrative Dramatic Lyric |
|
|
Analyzing poetry
|
1. What is the dramatic situation?
2. What is the structure of the poem? (punctuation, periods, semicolons) 3/ What is the theme of the poem (mood, atmosphere 4.Is the meaning clear?(direct objet may come before the subject verb) 5. What is the tone of the poem? (authors attitude, calm, satiric) 6. What are the important images and figures of speech? (The images, similies, and metaphors, comparing) |
|
|
Common themes in literature
|
1. Truth of mythology is that whatever happens among gods oand other mythical beings is in some way a reflection of human events on earth.
2. Themes and motifs recur in the myths of various cultures and ages. 3. Common themes explains creation of worlds 4. Myths of cyclical destruction and creation are paralleled by myths of seasonal death and rebirth. 5. The idea of a long-lost golden age of seeming perfection from which humity has degenerated 6. THe motif of a gigantic flood is extrememly widespread; it is one element of a group of myths that concern the destruction and recreatio of the world or a particular societry. 7. Explain the origin of fire or its revival from some being that refuses to sshare it, relationships between living and the dead. |
|
|
Analogy
|
A comparison of similar traits between dissimialr things in order to highlight a point of similiarity.
We scored a touchdown on the educational assistance plan. |
|
|
Pathos
|
Represents an apppeal to the audiences emotions
Metaphor, story telling tragedies-audience sympathizes and imagination Identify with writers point of view. |
|
|
Past Participle
|
Indicates past or completed action of time
add /ed/ or /d/ Forms irregular verbs (broken, learnt) Used as part of the present and past perfect tense. |
|
|
Appositive
|
A noun or noun phrase that renames another noun right beside it.
Ex: The insect, a cockroach, is crawling across the kitchen table. |
|
|
Subordinate Clause
|
Also called the dependent clause, a group of words that have a subject and a ver, but can not stand alone as a sentence.
|
|
|
Heptameter
|
A line verse consisting of 7 metrical feet.
|
|
|
Feminine Rhyme
|
Occurs in words of more than one syllable where the stresses syllable is followed by an unstressed syllable
Meeting/greeting. |
|
|
Interpretive writing
|
Draws from technical, informational, scientific, historical and cultural sources and incorporate techniques; intends to result in a response from the readers by connecting them emotionally and intellectually to the meanings and significance of resources being interpreted.
|
|
|
Anthropomorphic
|
Thought of having a human form or human attributes to inanimate objects; ascribing human characteristics to non human things.
|
|
|
Euphemism
|
The act or example of sbstituting a mild, indierct or vague term for one considered harsh, blunt or offensive
Pleasant use of a word Deceased-Dead Ample proportions-Fat Bite the dust-die Gentlemen friend-lover With child-pregnant. |
|
|
sententia
|
Figure of argument in which a wise, witty, or pithy maxim or aphorism is used to sum up the preceding material.
|
|
|
Hypophora
|
which the speaker poses a question and then answers the question
|
|
|
Antithesis
|
Figure of balance in which two contrasting ideas are intentionally juxtaposed, usually through parallel structure; a contrasting of opposing ideas in adjacent phrases, clauses, or sentences.
"The world will little note, nor long remember, what we say here, but it can never forget what they did here." |
|
|
Eponym
|
name of a person or thing, whether real or fictitious, after which a particular place, tribe, era, discovery, or other item is named or thought to be named.
Brown can fill an entire episode on popcorn, teaching you how to MacGyver a nifty, cheap popper |
|
|
amplification
|
A rhetorical term for all the ways that an argument, explanation, or description can be expanded and enriched.
The thesis paper was difficult. After amplification- The thesis paper was difficult: it required extensive research, data collection, sample surveys, interviews and a lot of fieldwork. |
|
|
Epithet
|
literary device that is used as a descriptive device. It is usually used to add to a person or place’s regular name and attribute some special quality to the same. Epithets are remarkable in that they become a part of common parlance over time. These descriptive words and phrases can be used to enhance the persona of real and fictitious places, objects, persons and divinities.
"The Queen of Soul" is an epithet for Aretha Franklin. |
|
|
Procatalepsis
|
A rhetorical strategy by which a speaker or writer anticipates and responds to an opponent's objections.
This is a stupid question. Or is it? If we look closer we can find some important points here. |
|
|
Eponym
|
a person, real or imaginary, from whom something, as a tribe, nation, or place, takes or is said to take its name:
Adam, Biblical character — Adam's apple Alois Alzheimer- Alzheimer's disease Hans Asperger — Asperger syndrome |
|
|
Expletive
|
Linguistics A word or other grammatical element that has no meaning but is needed to fill a syntactic position, such as the words it and there in the sentences It's raining and There are many books on the table.
An exclamation or oath, especially one that is profane, vulgar, or obscene. |
|
|
Hypophora
|
A rhetorical term for the strategy in which a speaker raises a question and then immediately answers it.
|
|
|
Pleonasm
|
the use of more words than are necessary to express an idea; redundancy.
an instance of this, as free gift or true fact |
|
|
Scesis Onomaton
|
Figure of repetition in which a set of two or more different words having the same (or very nearly the same) meaning occurs within the same sentence; a successive series of words or phrases whose meanings are generally equivalent.
Oh, I say and I say it again, ya been had! Ya been took! Ya been hoodwinked! Bamboozled! Led astray! Run amok! This is what He does." |
|
|
Epithet
|
A rhetorical term for an adjective (or adjective phrase) used to characterize a person or thing.
“Alexander the Great” is the epithet commonly used to refer to Alexander III of Macedon. |
|
|
Procatlepsis
|
A rhetorical strategy by which a speaker or writer anticipates and responds to an opponent's objections.
|
|
|
Antithesis
|
A rhetorical term for the juxtaposition of contrasting ideas in balanced phrases or clauses.
"Love is an ideal thing, marriage a real thing." "Everybody doesn't like something, but nobody doesn't like Sara Lee |
