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| A story in which people (things or actions) represent an idea or generalization about life. Usuall have a lesson or moral (fable). |
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| a passing or casual reference; an incidental mention of something, either directly or by implication:The novel's title is an allusion to Shakespeare. |
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| a comparison of objects or ideas that appear to be different but are alike in some important way. |
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| meter that is composed of feet that are short-short-long or unaccented-unaccented-accented, usually used in light or whimsical poetry, such as a limerick. |
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| a breif story that illistrates or makes a point |
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| person or thing working against the the hero (protagionist) |
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| a wise saying, usually short and written |
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| A tuen from the general audience to address a specfic group, who is present or absent. (Hamlet turned to the audience and spoke directly yo one woman about his fathers death) |
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| a repetition of the same sound in words close to one another (white stripes) |
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| unrhymed verse, often occuring in iambic pentameter |
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| a break in the rhythm of language, particularly a natural pause in a line of verse, marked in prosody by a double vertical line ('') |
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| a method an author uses to let readers know more about the characters and their personal traits |
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| repetition of the final consonant sound in words containing different vowels |
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| a stanza made of 2 rhyming lines |
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| an authors choice of words based on clearness, conciseness, etc. |
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| old-fashioned words that do not exist anymore, thee, thou, etc. |
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| variety of language based on geographic region |
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| specialized language to the subject |
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| rhymingof the ends of lines of verse |
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| also known as a run-on line in poetry, occurs when one line ends and continues onto the next line to complete meaning |
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| a phiolosophy that values human freedom and personal responsibility. Jean-Paul Sartre is the foremost existentialist. Other famous existentalist writers include Soren kierkegaard (father of existentalism), Albert Camus, freidrich Nietzsche, Franz Kafka and Simone de Beauvior. |
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| u ' (unstressed, stressed) |
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| ' u (stressed, unstressed) |
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| uu ' (unstressed, unstressed, stressed) |
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| ' uu (stressed, unstressed, unstressed) |
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| a pair of lines od poetic verse written in iambic pentameter |
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| the flaw that leads to the downfall of a tragic hero, comes from greek word meaning "excessive pride" |
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| an exaggeration for emphasis |
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| rhyme that occurs within a line of verse |
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| the reader sees a chracter's errors, but the character does not |
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| the writer says one thing and means another |
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| the purpose of a particular action differs greatly from the result |
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| a type of pun that results when two words become mixed up in the speakers mind (ex: dont put the horse before the cart) |
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| figure of speech where is comparison is implied but not stated. |
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| rhythmical pattern in verse made up of stressed and unstressed syllables |
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| sound words like buzz or click |
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| a phrase that consists of two contradictory terms (deafening silence) |
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| a contradictory statement that makes sense (ex: man learns from history that man learns nothing from history) |
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| the repetition of a line or phrase of a poem at regular intervals, particularly at the end of each stanza |
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| during the mid-19th century in new england, several writters and intellectualls worked together to write, translate and publish and became known as transcendentalists. Focused on protesting the Puritan ethic and materialism. Valued individualism, freedom, experimentation, and spirituality. They include Ralph Waldo Emerson, Nathaniel Hawthorne, Henry David Thoreau, Henry Wadsworth longfellow and Oliver Wendell Holmes. |
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| a short poem, short verses, inended to be sung |
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| the main section of a long poem |
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| a poem that is mournful lament for the dead |
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| 3 line japanesse poem, 17 syllables, 5-7-5 |
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| a humorousverse from 5 anapestic |
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| 14 line poem, unually iambic pentameter |
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| a narrative technique where the main story is comprised toorganize a set of shorter stories |
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| short narrative, between 50-100 pages long |
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| a novel comprised of idealized events far removed from everyday life |
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| greeck classical and hellenistic periods |
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| (8th to 2nd centuries bc) The illiad, Oedipus Rex, (homer, arostile, plato) |
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| (1st century bc to 2-5th century ad) Atticus, Butus, history of rome and gods |
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| 13th-15th centuries- learning and arts flourished, dante's divine comedy, chaucer's canterbury tales and malory's morte d' arthur |
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| french neoclassical period |
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| english neoclassical period |
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| 17&18th century (1660-1780)- gullivers travels, Dryden |
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| german neoclassical period |
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| (1066-1550)- chaucer and morte d arthur |
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| (1625-1660) Walton, Milton, Bunyan |
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| (1780-1840) Don Juan, Autsins pride and prejudice |
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| (1840-1900) Dickens, Tennyson |
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| (1945-present) Nietzsche, Orwell, Eliot |
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| american....Colonial period |
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| (1630-1760) willam and hooker, Franklin |
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| (1760-1787) Jefferson, Declaration of ind, Brown and Freneau |
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| (1828-1836) cooper, irving, pairie, pioneer, legend of sleepy hollow |
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| American renaissance period |
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| (1830-1860) dickinson, whitman, thoreau |
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| (1900-1945) twain, frost, london,Eliot, james |
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| (1945-present) miller, morrison, salinger |
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| the outcome or resolution to a story |
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| the study of the sounds of language and their physical properties |
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| the analysis of how sounds function in a language or dialect |
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| the study of the structure of words |
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| the study of the meaning og language |
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| the study of the structure of sentences |
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| the role of context in the interpretation of meaning |
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| the study of language as it relates to society, race, class, gender, age |
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| the study of language as it relates to culture |
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| the study of language as it relates to the psychological factors that enable learning |
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| communicates strong ideas or feelings (!) |
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| expresses wishes or conditions contrary to fact |
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| separate groups to set off independant clauses. |
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| Theory: Learning through experience. "father of progressive education" values individuallyity and problem solving |
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| Theory: Social or Observational learning (modeling). Attention, retention, reproduction, motivation. |
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| Theory: Eight stages of human development. Infancy (trust vs. mistrust), toddlerhood (autonomy vs. doubt), early childhood (initiative vs. guilt), elementary/middle school (competence vs. inferiority), adolesence (identity vs. role confusion), young adulthood (intimacy vs. isolation), middle adulthood (generativity vs. stagnation) and late adulthood (integrity vs.despair) |
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| Theory: Moral Development. 1 Preconventional obediance and punishment. 2 Preconventional Individualism, instrumentalism and exchange. 3 conventional "good boy/ good girl". 4 conventional law and order. 5 postconventional social contract. 6 postconventional principled conscience |
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| Theory: Hierarchy of needs. 1)physiological needs(basic needs air food etc). 2)Safety needs (consistancy, secure home and family). 3)love and belongingness needs (people need groups to belong to). 4)esteem needs (self-esteem) 5)self-actualization (acheveied first four levels and now maximize their potential, oneness, peace, etc) |
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| Theory: Stages of cognative development. Birth-2 sensorimotor, explore world through senses and motor skills. 2-7 preoperational, believes other veiw world as they do. 7-11 concrete operational, reason logically in familiar situations. 11-up formal operational can reason in hypothetical situations and use abstract thought. |
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| Theory: Operant conditioning. Behaviorism, learning is a function of change in observable behavior. Rewards reinforce behavior |
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| Theory: Zone of proximal development. Students learn best in a social context |
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| Theory: Multiple intelligences. Verbal(linguistic), logical(mathematical), visual(spatial), bodily, musical, interpersonal, intrapersonal, nature |
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| Theory: Three levels of culture. Concrete-most visible and tangible level of culture. Behavioral-level is defined by social roles, lanuage and non-verbal communication. Symbolic-level of culture with values and beliefs |
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| Theory: Funds of knowledge. knowledge that schools don't know about, families become social and intellectual resources for schools. |
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| Americans with Disabilites act. prohibits discrimination based on ability |
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| Individuals with Disabilites Education Act. Grants and programs to help educate disabiled people. Lists disabilities and the conditions that entitle a student to special education |
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| Individualized education plan |
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| Differentiated instruction |
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| flexable approach to teaching |
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