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Repetition of the last word of one clause at the beginning of following clause.
Ex: "The crime was common, common be the pain." |
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| The repetition of the same word or group of words at the beginnings of successive clauses. |
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Repetition of words, in successive clauses, in revers grammatical order.
Ex: "one should eat to live, not live to eat." |
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The juxtaposition of contrasting ideas, often used in parallel structure.
Ex: "What if I am rich, and another is poor - strong, and he is weak..." |
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Placing side by side two coordinate elements, the second of which serves as an explanation of modification of the first.
Ex: "the mountain was the earth, her home." |
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Deliberate omission of conjunctions between a series of related clauses.
Ex: I came, I saw, I conquered." |
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| 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 the end of a clause of the word that ocurred at the beginning of the clause.
Ex: "Blood hath brought blood, and blows of answered blows: Strength match'd with strength..." |
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Repetition of the same word or group of words at the ends of successive clauses.
Ex: "...we will be as strong as we need to be for as long as we need to be." |
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| Exaggerated statements or claims not meant to be taken literally. |
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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. (number of words or even number of syllables) |
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| Similarity of structure in a pair of 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.
Ex: "Choosy mothers choose Jif" |
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| Deliberate misuse of many conjunctions. |
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| a statement that is formulated as a question but that is not supposed to be answered |
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| A sentence (in the indicative mood) that makes a declaration. |
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| A sentence of inquiry that asks for a reply. |
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| The imperative mood (abbreviated) expresses direct commands or requests as a grammatical mood. These commands or requests tell the audience to act a certain way. It also may signal a prohibition, permission, or any other kind of exhortation. |
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| A sentence that expresses strong feeling and ends with an exclamation point. |
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| A sentence consisting of only one clause, with a single subject and predicate. |
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| A sentence with more than one subject or predicate. |
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| A sentence containing a subordinate clause or clauses. |
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| Compound-Complex Sentence |
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| A sentence with at least two independent clauses and one or more dependent clauses. |
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| A sentence whose main clause appears at its end. |
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| Main clause first then the rest of the sentence. |
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| A clause in a complex sentence that cannot stand alone as a complete sentence. |
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| A clause in a complex sentence that can stand alone as a complete sentence. |
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| Detailed examination of the elements or structure of something, typically as a basis for discussion or interpretation. |
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| A brief statement or account of the main points of something. |
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1.Read over the essay several times
2.Tear apart the essay's structure
3.Write an outline
4.Write the paper |
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| The choice and use of words and phrases in speech or writing. |
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| The arrangement of words and phrases to create well-formed sentences in a language. |
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| Visually descriptive or figurative language, esp. in a literary work. |
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| Language that communicates ideas beyond the ordinary or literal meaning of the words. See Simile, Metaphor, Personification, Hyperbole |
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| A type or mode of language or speech. |
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| the writer's attitude toward the material and/or readers. Tone may be playful, formal, intimate, angry, serious, ironic, outraged, baffled, tender, serene, depressed, etc. |
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| Speak or write in favor of (an action or person); attempt to justify |
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| Prove (a statement or theory) to be wrong or false; disprove |
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| add some information, evidence, or phrase in order to make it less strong or less generalized |
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| The available body of facts or information indicating whether a belief or proposition is true or valid. |
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| Justify or necessitate (a certain course of action). |
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A diagram showing the relations of writer or speaker, reader or listener, and text in a rhetorical situation.
OR
analysis of an argument in terms of its message (logos), audience (pathos) and presenter (ethos).
OR
Connecting speaker, subject, and audience all together. |
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| Truthful and straightforward; frank. |
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| Having or showing intense and eager enjoyment, interest, or approval. |
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| Used in ordinary conversation; not formal or literary. |
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| expressing strong disapproval or censure |
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| Shockingly bad or excessive. |
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| Deriving from or affected by uncontrolled extreme emotion |
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| Comfort (someone) at a time of grief or disappointment. |
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| Providing encouragement or emotional help. |
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| Showing approval of or favor toward an idea or action |
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| Smile or speak in a contemptuous or mocking manner |
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| Acting 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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| A rule, method, or practice established by usage |
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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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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 reminder |
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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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| Underlining VS. Quotation Marks |
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Underlining when writing a title.
Quotation Marks when typing a title. |
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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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| A particular analysis of the system and structure of language or of a specific language |
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| Capitalization (or capitalisation -- see spelling differences) is writing a word with its first letter as a majuscule (upper-case letter) and the remaining letters in minuscules (lower-case letters), in those writing systems which have a case distinction. |
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