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| repetition in the last word with the first word of the next sentence |
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| repetition of a word at the beginning sentences |
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| opposition contrast of ideads |
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| repetition of a word in the same sentence |
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| A relationship between two or more words or phrases in which the two units are grammatically parallel and have the same referent |
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| A rhetorical or literary figure in which words, grammatical constructions, or concepts are repeated in reverse order |
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| The most intense, exciting, or important point of something |
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| three periods (...) The omission from speech or writing of a word or words that are superfluous or be understood from contextual clues. |
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| repetition after the first word and last word |
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| The repetition of a word at the end of a sentence |
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| Exaggerated statements or claims not meant to be taken literally. |
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| Isocolon is a figure of speech in which parallelism is reinforced by members that are of the same length |
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| The use of successive verbal constructions in poetry or prose that correspond in grammatical structure, sound, meter, meaning, etc. |
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| A word, clause, or sentence inserted as an explanation or afterthought into a passage that is grammatically complete without it |
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| repetition f different word with same meaning (strength, strong) |
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| using several 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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| Having or conveying the force of a question |
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| Of vital importance; necessary; crucial. |
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| A sentence consisting of only one clause |
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| 1 independent clasue, one dependent |
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| 2 independent and 1 dependent |
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| Appearing or occurring at intervals. |
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| begining of a paragraph. independent followed by subordiate conjuctions |
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| Of or having a special activity, purpose, or task; relating to the way in which something works or operates |
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| Of or relating to grammar |
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| 2.Expressed in terms intended to persuade or impress. |
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| A variable (often denoted by y) whose value depends on that of another. |
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| A variable (often denoted by x) whose variation does not depend on that of another |
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Summary: A brief paragraph describing and informing three or more of the following elements: 1. Who: those involved
2. What: the event or topic being covered
3. When: time, period, era, night or day
4. Where: the location, distance, place
5. Why: the cause or causes
6. How: the process(es)
Analysis: examines the summary elements described above in order to look for their meaning in the following contexts:
1. Relationships, trends, patterns
2. Roles of people, places, objects, situations
3. Consequences or results of events, decisions and processes
4. Causes and their effects
5. Advantages and disadvantages/ gains and losses
6. Strengths and weaknesses |
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1.Summarize the article that you have read. Provide some details on what the background is and give some information on why it was selected for the purpose of analysis.
2.Introduce your arguments and claims on the issues provided by the reference article. Give your opinions to the readers and assert a solid argument about it. Some middle school writing prompts may even require you to indicate multiple thesis statements in argument form.
3.Start analyzing, this is the main goal of an analysis essay. Present your own assumptions and your take on the issues presented by the article. Give explanations as to why you think the way you analyze the essay. Give proofs and evidences for your arguments and claims.
4.You may also include some analysis on the other side of the argument to make the discussions balanced |
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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, |
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| Literal and figurative language is a distinction in traditional systems for analyzing language. |
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| The arrangement of and relations between the parts or elements of something complex |
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| Tone is the feeling or atmosphere |
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| Speak or write in favor of |
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| Prove (a statement or theory) to be wrong or false; disprove. |
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| “To modify or limit in some way; |
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| State or assert that something is the case, typically without providing evidence or proof. |
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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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| underlining vs quatation marks |
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Use quotation marks...
around a speaker's exact words (direct quotations)
around titles of short stories
around titles of poems
around titles of songs
around titles of articles
around titles of chapters
Use Underlining------
to indicate titles of complete or major works such as magazines, books, newspapers, academic journals, films, television programs, long poems, plays of three or more acts
foreign words that are not commonly used in English
words used as words themselves
words or phrases that you wish to emphasize |
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| writing in capital letters. |
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| the whole system and structure of a language or of languages in general, usually taken as consisting of syntax and morphology |
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| 1.The marks, such as period, comma, and parentheses, used in writing to separate sentences and their elements and to clarify meaning. |
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| 1.Truthful and straightforward |
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| Having or showing intense and eager enjoyment, interest, or approval. |
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| Used in ordinary conversation |
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| express strong disapproval |
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| An extremely strong reaction of anger |
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| 1.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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| 1.Feeling, showing, or expressing sympathy |
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| Smile or speak in a contemptuous or mocking manner |
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| 1.Acting in a way that betrays a feeling of patronizing superiority. |
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| 1.Of or concerning the use of judgment |
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