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| repetition of the last word of one clause at the begining of the following clause. |
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The repetition of the same word or group of words at the begining 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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| The repetition of words, in successive clauses, in reverse grammatical order. |
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the juxtaposition of contrasting ideas, often used in parallel sturcture.
the contrast may be in words or in ideas, or both.
When used well, it is very effective and can even be witty. |
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placing side by side tow coordinate elements, the second of which serves as an explanation or medification of the first.
In grammar, this is the appositive or noun cluster. |
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Deliberate omission of conjunctions between a series of related clauses.
The effect of this devices is to produce a hurried rhythm in the sentence.
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the criss-cross or reversal of grammatical structures in successive phrases of clauses.
It is similar to antimetabole in that it too involves a reversal of grammatical structures in successive phrases or clauses, but unlike antimetabole in that it does not involve a repetition of words. can be used to reinforce antithesis. |
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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.
While this can make clear, economical sentences, if the understood words are grammarically incompatible, the resulting sentence may be awkward. |
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repetition at the end of a clause of the word that occured at the beginning of the clause.
Like other schemes of repetition, it often produces or expresses strong emotion. |
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repetition of the same word or group of words at the ends of successive clauses.
Like anaphora, it produces a strong rhythm and emphasis. |
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| the use of exaggerated terms for the purpose of emphasis or heightened effect. |
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a scheme of parallel structurewhich occurs when the parallel elements are similar not only in grammtical structure but also in length. (number of words or even number of syllables.)
Highly effective when used sparingly. |
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similarity of structure in a oair or series of related word, phrases, or clauses.
The basic principle of grammar and rhetoric demands that equivlent things be set forth in coordinate grammatical structures: nouns with nouns, infinitives with infinitives, and adverd clauses with adverb 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 conjunctions
The effect is to skow down the rhythm of the sentence. |
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| A question asked with no answer expected, but used to get the reader to think. |
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| words that combine to form phrases, clauses, and sentences. |
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| funtional, grammatical, and rhetorical |
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| declarative, interrogative, imperative, exclamatory |
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| sentences that are a statement |
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| sentences that are a question |
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| sentences that are a command or request |
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| sentences showing emotion |
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| simple, compound, complex, compoun-complex |
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| includes a subject and a verb and expresses a complete thought. |
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| contains 2 independent clauses joined together by a coordinator. |
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| a sentence with an independent clause joined together by one or more dependent clauses. |
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| compound-complex sentence |
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| made up of two independent clauses and one or more dependent clauses. |
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| a sentence when the main clause us at the end of the sentence |
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| a clause followed by a series of subordinate constructions that gather details |
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| analysis is disecting a piece where are a summary is telling the same story just in different words. |
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| to analize something you need to read the piece, gather the needed information, and rewrite you paper in chornological order restating the facts in your own words so that it is not a summary |
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| diction, syntax, imagery, figurative language, structure, tone |
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| different sentence types and structures |
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| describing something by comapring it to something else. |
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| to agree with what the author is proposing |
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| to disagree with what the author has to say |
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| to seldom agree and seldom disagree with the auhtor's claim |
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| what the author is saying |
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| facts backing up the author's claim |
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| tying the evidence and the claim together so tha it fits as a whole. |
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| underlining vs. quotation mark |
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| underlining is for long pieces (a book) whereas quotation marks are for short pieces (essays) |
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| any person, place, brand, ect. needs to be capitalized |
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| know where verbs, nouns, and subjects need to be placed, ect. |
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| periods, colons, commas, ect. need to be put in the correct place |
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| free from prejudice; impartial |
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| filled with or marked by enthusiasm |
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| of or relating to conversation |
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| to delcare to be wrong or evil |
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| an act of violence or brutality |
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| behavior exhibiting overwhelming fear or emotional excess |
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| to alleviate the sense of loss |
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| to endure bravely or quietly |
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| exisiting or operating through a mutual association |
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| to smile or laugh with facial contortions that express scorn or contempt |
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| showing a patronizing or superior attitude towards others |
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