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| requires students to address how a piece represents its genre, how well it effects the social and ethical mores of a given society or how well the author's employed a fresh approach to the subject (advanced high schoolers) |
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| Wyhy was the book boring or why did it made me sad? |
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| What were the main ideas, sequence, details, cause and effect, relationships, etc. |
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| ability to respond to the text emotionally, mentally, ideologically, etc. |
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| Method used to increase reading comprehension consisting of survey (skim), question (what is it about), read, recite (major points), and review (study guide/self-quetioning) |
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| repetition of a word or words at the beginning of two or more successive verses |
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| repetition of a word or words at the end of two or more sucessive stanzas |
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| goddesses who inspire the creation of literature and the arts |
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| a light dramatic work in which highly unlikely plot situations, exaggerated characters, and slapspstick elements are used for effect |
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| meant to cause laughter by ludicrous treatment of serious works |
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| at the end of the learning process |
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| evaluation during the learning process |
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| a formal coversation or dialogue |
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| a saying peculiar to some language group |
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| a word that sounds the same as another word but has another meaning and may or may not be spelled the same |
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| the grammatical structure of sentences |
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