Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

AP English > AP glossary > Flashcards

AP glossary Flashcards

You may prefer our related Brainscape-certified flashcards:
Proverbs and Idioms flashcards
1
Q

Active voice

A

The subject of the sentence performs the action. This is a more direct and preferred style of writing in most cases.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Example:

Active voice

A

“Anthony drove while Toni searched for the house.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Effect on the text:

Active voice

A

Using active voice will result in shorter, sharper sentences that are easier for the reader to follow.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Passive voice

A

When the subject of the sentence receives the action.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Example:

Passive voice

A

“The car was driven by Anthony.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Effect on the text:

Passive voice

A

This tends to make your writing wordier and harder to follow.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Allusion

A

An indirect reference to something (usually a literary text, although it can be other things
commonly known) with which the reader is supposed to be familiar.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Example:

(Allusion

A

You’re acting like such a Scrooge! Alluding to Dickens’s A Christmas Carol, this line means that the person is being miserly and selfish, just like the character Scrooge from the story.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Effect on the text:

Allusion

A

Allusions can give a deeper meaning to a story by referring to another piece of work that most are familiar with.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Alter-ego

A

A character that is used by the author to speak the author’s own thoughts; when an author
speaks directly to the audience through a character.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Example:

Alter-ego

A

In Shakespeare’s last play, The Tempest, Shakespeare

talks to his audience about his own upcoming retirement, through the main character in the play, Prospero.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Effect on the text:

Alter-ego

A

it allows a person (not specifically only authors) to escape from reality. Another purpose of the alter ego is to allow a person to find them self as defined by their own terms, definitions, characteristics, and stereotypical thoughts.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Anecdote

A

A brief recounting of a relevant episode.Anecdotes are often inserted into fictional or non
fictional texts as a way of developing a point or injecting humor.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Example:

Anecdote

A

For example, if a group of coworkers are discussing pets, and one coworker tells a story about how her cat comes downstairs at only a certain time of the night, then that one coworker has just told an anecdote.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Effect on the text:

Anecdote

A

Their effect is often to create an emotional or sympathetic response. An anecdote is usually used to help support a persuasive argument that the writer is putting forward.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Antecedent

A

The word, phrase, or clause referred to by a pronoun.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Example:

Antecedent

A

John” in the sentence: “John loves his dog.” Going or coming before in time, order, or logic; prior; previous; preceding.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Classicism

A

Art or literature characterized by a realistic view of people and the world; sticks to traditional
themes and structures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Example:

Classicism

A

any architecture, painting or sculpture produced during the Middle Ages or later, which was inspired by the art of Ancient Greece or Ancient Rome, is an example of classicism

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Effect on the text:

Classicism

A

Classicism often arises out of a more primitive art form, and likewise gives rise to a more ornate, complex style.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Comic relief

A

When a humorous scene is inserted into a serious story, in order to lighten the mood
somewhat.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Example:

Comic relief

A

when a character slips on a banana peel: nobody onscreen is laughing, but the audience still finds it funny.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Effect on the text:

Comic relief

A

lightening the mood through comic elements to give the audience a quick break.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Diction

A

Word choice, particularly as an element of style. Different types of words have significant effects
on meaning. An essay written in academic diction would be much less colorful, but perhaps more precise
than street slang. You should be able to describe an author’s diction. You SHOULD NOT write in your
thesis, “The author uses diction…”. This is essentially saying, “The author uses words to write.” (Duh.)
Instead, describe the type of diction (for example, formal or informal, ornate or plain).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Example:

Diction

A

His diction is pure, his style correct, his versification smooth though monotonous. His speech and diction were plain, terse, forcible.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Effect on the text:

Diction

A

It allows you to use the right words at the right time and avoid using the wrong wording.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Colloquial

A

Ordinary or familiar type of conversation.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Example:

Colloquial

A

An example of colloquial is casual conversation where some slang terms are used and where no attempt is made at being formal.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Effect on the text:

Colloquial

A

colloquial language can be useful in creating a bond between reader and writer that makes it easier for the reader to agree with the writer’s point of view.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Connotation

A

Implied meaning rather than literal meaning. (For example, “policeman,” “cop,” and “The
Man” all denote the same literal meaning of police officer, but each has a different connotation.)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Example:

Connotation

A

Blue is a color, but it is also a word used to describe a feeling of sadness, as in: “She’s feeling blue.” Connotations can be either positive, negative, or neutral.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Effect on the text:

Connotation

A

Positive (favorable) connotation—Words that make people feel good. Negative (unfavorable) connotation—Words that provoke a negative emotional response. Neutral connotation—Words that cause no emotional reaction at all.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Denotation

A

The literal, explicit meaning of a word, without its connotations.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Example:

Denotation

A

To give an example, the denotation for “blue” is the color blue. For example: The girl was blue. You mean the girl was quite literally the color blue.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Effect on the text:

Denotation

A

To understand a word, phrase, or sentence in its literal form, without other implied, associated, or suggested meanings.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Jargon

A

The diction used by a group which practices a similar profession or activity. Lawyers
speak using particular jargon, as do soccer players.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Example:

Jargon

A

A business term, “due diligence” refers to the research that should be done before making an important business decision. AWOL: Short for “absent without leave,” AWOL is military jargon used to describe a person whose whereabouts are unknown.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Effect on the text:

Jargon

A

Jargon condenses meaning and allows us to share information effectively…it is deeply meaningful to the people who use it.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Vernacular

A
    1. Language or dialect of a particular country. 2. Language or dialect of a regional
      clan or group. 3. Plain everyday speech
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Example:

Vernacular

A

An example of vernacular is English in the US. Another example of vernacular is medical terms used by doctors.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Effect on the text:

Vernacular

A

The use of vernacular honors diverse cultures and helps you understand them.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Didactic

A

A term used to describe fiction, nonfiction or poetry that teaches a specific lesson or moral or
provides a model of correct behavior or thinking.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Example:

Didactic

A

An example of didactic writing is Alexander Pope’s An Essay on Criticism (1711), which offers a range of advice about critics and criticism.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

Effect on the text:

Didactic

A

It’s primary purpose is to teach a lesson (moral, political, religious, etc) to the reader.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

Adage

A

A folk saying with a lesson.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

Example:

Adage

A

“A penny saved is a penny earned.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

Effects on the text:

Adage

A

It expresses a general fact or truth about life, which becomes more and more popular before it is accepted as a universal truth.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

Allegory

A

A story, fictional or non fictional, in which characters, things, and events represent
qualities or concepts. The interaction of these characters, things, and events is meant to reveal an
abstraction or a truth.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

Example:

Allegory

A

George Orwell, Animal Farm. Animal Farm is a great example of allegory. In this farm fable, animals run a society that divides into factions and mirrors the rise of Leon Trotsky and the Russian Revolution

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

Effect on the text:

Allegory

A

Allegory allows writers to create some distance between themselves and the issues they are discussing, especially when those issues are strong critiques of political or societal realities.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

Aphorism

A

A terse statement which expresses a general truth or moral principle. An aphorism
can be a memorable summation of the author’s point.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

Example:

Aphorism

A

“A bad penny always turns up” is an aphorism for the fact that bad people or things are bound to turn up in life

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

Effect on the text:

Aphorism

A

Writers and speakers can teach universal truths to audiences, allowing them to relate to the world around them and the words of the writer.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

Ellipsis

A

The deliberate omission of a word or phrase from prose done for effect by the author.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

Example:

Ellipsis

A

In the baseball game, our team scored four homeruns, the other team, only two… In this example, the words “homeruns” is left out of the second part of the sentence.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

Effect on the text:

Ellipsis

A

They can be used to signify that part of a sentence is missing. It is mainly useful in dialogue.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

Euphemism

A

A more agreeable or less offensive substitute for generally unpleasant words or concepts.
Sometimes they are used for political correctness. Sometimes a euphemism is used to exaggerate correctness to add humor.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

Example:

Euphemism

A

Someone might say they’re “taking an early retirement” instead of admitting they got fired.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

Effect on the text:

Euphemism

A

It is to disguise semantics and avoid saying what is meant.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

Figurative Language

A

writing that is not meant to be taken literally.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

Example:

Figurative Language

A
  • “America is a melting pot.”

- “He has a heart of stone.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

Effect on the text:

Figurative Language

A

Figurative language can transform ordinary descriptions into evocative events, enhance the emotional significance of passages, and turn prose into a form of poetry.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

Literal Language

A

Writing that makes complete sense when you take it at face value.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
64
Q

Example:

Literal Language

A

“I am very hungry” and “I slept really well last night.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
65
Q

Effect on the text:

Literal Language

A

Literal language is precise, and expresses exactly what the author or speaker means.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
66
Q

Analogy

A

An analogy is a comparison of one pair of variables to a parallel set of variables.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
67
Q

Example:

Analogy

A

For example, “Life is like a box of chocolates—you never know what you’re gonna get.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
68
Q

Effect on the text:

Analogy

A

Analogies help persuade, making it easier for clients to make decisions.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
69
Q

Hyperbole

A

Exaggeration.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
70
Q

Example:

Hyperbole

A

“My mother will kill me if I am late.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
71
Q

Effect on the text:

Hyperbole

A

it’s to emphasize the magnitude of something through exaggerated comparison.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
72
Q

Idiom

A

A common, often used expression that doesn’t make sense if you take it literally.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
73
Q

Example:

Idiom

A

“I got chewed out by my coach.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
74
Q

Effect on the text:

Idiom

A

Idioms can amplify messages in a way that draws readers in and helps to awaken their senses.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
75
Q

Metaphor

A

Making an implied comparison, not using “like,” as,” or other such words.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
76
Q

Example:

Metaphor

A

“My feet are popsicles.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
77
Q

Effects on the text:

Metaphor

A

It allows writers to convey vivid imagery that transcends literal meanings, creates images that are easier to understand and respond to than literal language.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
78
Q

Extended metaphor

A

It’s when the metaphor is continued later in the written

work. If I continued to call my feet “my popsicles” in later paragraphs, that would be an extended
metaphor. A particularly elaborate extended metaphor is called using conceit.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
79
Q

Example:

Extended metaphor

A

Emily Dickinson, ‘Hope’ is the thing with feathers: Dickinson uses extended metaphor to great effect in her poem “’Hope’ is the thing with feathers—”. She compares the feeling of hope to a little bird.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
80
Q

Effects on the text:

Extended metaphor

A

They highlight a comparison in a more intense way than simple metaphors or similes.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
81
Q

Metonymy

A

Replacing an actual word or idea, with a related word or concept.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
82
Q

Examples:

Metonymy

A

A famous example is, “The pen is mightier than the sword,” from Edward Bulwer Lytton’s play Richelieu.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
83
Q

Effect on the text:

Metonymy

A

Metonymy has the effect of creating concrete and vivid images in place of generalities.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
84
Q

Synecdoche

A

A kind of metonymy when a whole is represented by naming one of its
parts, or vice versa.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
85
Q

Examples:

Synecdoche

A

For example, “The captain commands one hundred sails” is a synecdoche that uses “sails” to refer to ships—ships being the thing of which a sail is a part.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
86
Q

Effect on the text:

Synecdoche

A

It can reinforce a deeper meaning or compel the reader to reflect on a larger viewpoint than the specific statement.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
87
Q

Simile

A

Using words such as “like” or “as” to make a direct comparison between two very
different things.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
88
Q

Example:

Simile

A

“My feet are so cold they feel like popsicles.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
89
Q

Effect on the text:

Simile

A

A simile can create a vivid image in the reader’s mind, helping to engage and absorb them.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
90
Q

Synesthesia

A

A description involving a “crossing of the senses.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
91
Q

Examples:

Synesthesia

A

“A purplish scent

filled the room.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
92
Q

Effect on the text:

Synesthesia

A

Synesthesia allows authors to deliver another level of description in literature. It challenges readers to think out of the box and reinterpret their senses as they know them.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
93
Q

Personification

A

Giving human-like qualities to something that is not human.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
94
Q

Example:

Personification

A

“The tired old truck

groaned as it inched up the hill.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
95
Q

Effect on the text:

Personification

A

Personification connects readers with the object that is personified.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
96
Q

Foreshadowing

A

When an author gives hints about what will occur later in a story.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
97
Q

Example:

Foreshadowing

A

Examples of Foreshadowing: A pipe is going to burst, but before it does, the author writes a scene where the family notices a small dark spot on the ceiling, but ignores it.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
98
Q

Effects on the text:

Foreshadowing

A

Foreshadowing can make extraordinary, even fanciful events seem more believable; if the text foreshadows something, the reader feels prepared for the events when they happen.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
99
Q

Genre

A

The major category into which a literary work fits. The basic divisions of literature are prose,
poetry, and drama. However, genres can be subdivided as well (poetry can be classified into lyric, dramatic,
narrative, etc.).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
100
Q

Example:

Genre

A

Autobiography,

biography, diaries, criticism, essays, and journalistic, political, scientific, and nature writing.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
101
Q

Effect on the text:

Genre

A

The purpose of the genre label for readers is that it “sets a certain horizon of expectations and offers a key to understanding the text.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
102
Q

Gothic

A

Writing characterized by gloom, mystery, fear and/or death. Also refers to an architectural style
of the middle ages, often seen in cathedrals of this period.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
103
Q

Example:

Gothic

A

Dracula by Bram Stoker (1897)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
104
Q

Effects on the text:

Gothic

A

Gothic lit often elicits intense, suspenseful feelings of fear, shock, dread, or disgust in the reader.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
105
Q

Imagery

A

Word or words that create a picture in the reader’s mind. Usually this involves the five senses.
Authors often use imagery in conjunction with metaphors, similes, or figures of speech.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
106
Q

Example:

Imagery

A

Taste

Sound

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
107
Q

Effect on the text:

Imagery

A

Imagery can make something abstract, like an emotion or theory, seem more concrete and tangible to the reader. By using imagery, writers can evoke the feeling they want to talk about in their readers.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
108
Q

Invective

A

A long, emotionally violent, attack using strong, abusive language.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
109
Q

Example:

Invective

A

“A knave, a rascal; an eater of broken meats; a base, proud, shallow, beggarly, three-suited, hundred-pound, filthy, worsted-stocking knave

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
110
Q

Effect on the text:

Invective

A

The use of invective from characters can also change the readers’ perception of that character, often making them seen either more human because they have strong emotions or, sometimes, more dislikable.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
111
Q

Irony

A

When the opposite of what you expect to happen does.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
112
Q

Example:

Irony

A

A pilot has a fear of heights.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
113
Q

Effect on the text:

Irony

A

It means to keep readers’ interest on the story by creating a contrast between the character’s present situation and the action that will unfold.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
114
Q

Verbal irony

A

When you say something and mean the opposite/something different. For example,
if your gym teacher wants you to run a mile in eight minutes or faster, but calls it a “walk in the
park” it would be verbal irony. If your voice tone is bitter, it’s called sarcasm.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
115
Q

Examples:

Verbal irony

A

For example, a character stepping out into a hurricane and saying, “What nice weather we’re having!”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
116
Q

Effects on the text:

Verbal irony

A

It can help the reader gain insight into each character’s personality.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
117
Q

Dramatic irony

A

When the audience of a drama, play, movie, etc. knows something that the
character doesn’t and would be surprised to find out.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
118
Q

Examples:

Dramatic irony

A

For example, in many horror movies, we (the

audience) know who the killer is, which the victim-to-be has no idea who is doing the slaying.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
119
Q

Effects on the text:

Dramatic irony

A

It puts the audience and readers above the characters, and also encourages them to anticipate, hope, and fear the moment when a character would learn the truth behind events and situations of the story.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
120
Q

Situational irony

A

Found in the plot (or story line) of a book, story, or movie. Sometimes it
makes you laugh because it’s funny how things turn out.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
121
Q

Example:

Situational irony

A

For example, Johnny spent two hours
planning on sneaking into the movie theater and missed the movie. When he finally did manage to
sneak inside he found out that kids were admitted free that day

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
122
Q

Effects on the text:

Situational irony

A

Situational irony can make a plot twist more interesting, draw attention to a reader’s unwarranted biases, or show how a character handles an unexpected situation.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
123
Q

Juxtaposition

A

Placing things side by side for the purposes of comparison. Authors often use juxtaposition
of ideas or examples in order to make a point.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
124
Q

Example:

Juxtaposition

A

For example, an author my juxtapose the average day of a typical American with that of someone in the third world in order to make a point of social commentary.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
125
Q

Effects on the text:

Juxtaposition

A

They invite the reader to compare, contrast, and consider the relationship between those elements more closely.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
126
Q

Mood

A

The atmosphere created by the literature and accomplished through word choice (diction).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
127
Q

Example:

Mood

A

Cheerful, Reflective,Gloomy, Humorous

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
128
Q

Effect on the text:

Mood

A

It evokes various emotional responses in readers and thus ensures their emotional attachment to the literary piece they read.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
129
Q

Motif

A

a recurring idea in a piece of literature.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
130
Q

Example:

Motif

A

In To Kill a Mockingbird, the idea that “you never really
understand another person until you consider things from his or her point of view” is a motif, because the
idea is brought up several times over the course of the novel.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
131
Q

Effects on the text:

Motif

A

A motif may be used to establish mood and atmosphere, or to reinforce/further explore the overriding themes of a story.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
132
Q

Oxymoron

A

When apparently contradictory terms are grouped together and suggest a paradox.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
133
Q

Example:

Oxymoron

A

“wise fool,” “eloquent silence,” “jumbo shrimp.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
134
Q

Effect on the text:

Oxymoron

A

An Oxymoron has the effect of creating an impression, enhancing a concept, and even entertaining the reader.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
135
Q

Pacing

A

The speed or tempo of an author’s writing.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
136
Q

Example:

Pacing

A

In The Most Dangerous Game, the plot sequence moves forward quickly once Rainsford realizes that the general wishes to hunt him.The reader is hurled into the game of human cat and mouse and the pace of the hunt is quick, adding to the suspense of the story.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
137
Q

Effects on the text:

Pacing

A

Pacing affects the mood of your story, helps develop ideas and themes, and allows your readers to connect to the characters and the events that surround them.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
138
Q

Paradox

A

A seemingly contradictory situation which is actually true.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
139
Q

Example:

Paradox

A

“You can’t get a job without

experience, and you can’t get experience without getting a job.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
140
Q

Effects on the text:

Paradox

A

A paradox allows readers to understand concepts in a different and even non-traditional way.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
141
Q

Parallelism

A

Sentence construction which places equal grammatical constructions near each other, or repeats identical grammatical patterns.
Parallelism is used to add emphasis, organization, or sometimes pacing to writing.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
142
Q

Examples:

Parallelism

A

“Cinderella swept the

floor, dusted the mantle, and beat the rugs.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
143
Q

Effects on the text:

Parallelism

A

Parallelism is considered a great persuasive tool. Its repetitive quality makes the sentence or sentences symmetrical and therefore very memorable for the reader.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
144
Q

Anaphora

A

Repetition of a word, phrase, or clause at the beginning of two or more sentences or
clauses in a row. This is a deliberate form of repetition and helps make the writer’s point more
coherent.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
145
Q

Example:

Anaphora

A

“I came, I saw, I conquered.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
146
Q

Effect on the text:

Anaphora

A

It adds rhythm to a word as well as making it more pleasurable to read and easier to remember.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
147
Q

Chiasmus

A

When the same words are used twice in succession, but the second time, the order of the words is reversed.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
148
Q

Example:

Chiasmus

A

“Fair is foul and foul is fair.” “When the going gets tough, the tough get
going.”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
149
Q

Effects on the text:

Chiasmus

A

It creates a highly symmetrical structure, and gives the impression of completeness.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
150
Q

Antithesis

A

Two opposite or contrasting words, phrases, or clauses, or even ideas, with parallel
structure.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
151
Q

Example:

Antithesis

A

“It was the best of times, it was the worst of times”

152
Q

Effect on the text:

Antithesis

A

Antithesis highlights the stark difference between opposing ideas by placing them side-by-side in exactly the same structure.

153
Q

Zeugma (Syllepsis)

A

When a single word governs or modifies two or more other words, and the
meaning of the first word must change for each of the other words it governs or modifies.

154
Q

Example:

Zeugma (Syllepsis)

A

“The butler killed the lights, and then the mistress.”

155
Q

Effects on the text:

Zeugma (Syllepsis)

A

Zeugmas will either confuse the reader or inspire them to think more deeply.

156
Q

Parenthetical Idea

A

Parentheses are used to set off an idea from the rest of the sentence.

157
Q

Example:

Parenthetical Idea

A

“In a short time (and the time is getting shorter by the

gallon) America will be out of oil.”

158
Q

Effect on the text

Parenthetical Idea

A

The writer may choose to put additional information within parentheses or to set off the text using dashes or commas.

159
Q

Parody

A

An exaggerated imitation of a serious work for humorous purposes. It borrows words or phrases
from an original, and pokes fun at it.

160
Q

Example:

Parody

A

Saturday Night Live does parodies famous persons and events.

161
Q

Effects on the text:

Parody

A

It makes satire more pointed and effective. Most importantly, a parody appeals to the reader’s sense of humor.

162
Q

Persona

A

The fictional mask or narrator that tells a story..

163
Q

Example:

Persona

A

For example, a child going to a new school for the first time wants others to think that he is popular, cool, and unafraid. He dresses in fashionable clothing, and he walks in with confidence and says hello to everyone. He is presenting a brave persona of a likable and popular kid.

164
Q

Effect on the text:

Persona

A

Authors use persona to express ideas, beliefs, and voices they are not able to express freely, due to some restrictions, or because they cannot put into words otherwise.

165
Q

Poetic device

A

A device used in poetry to manipulate the sound of words, sentences or lines.

166
Q

Example:

Poetic device

A

Alliteration.

Assonance.

167
Q

Effects on the text:

Poetic device

A

Poetic devices may enhance the timing and rhythm of the poem, the meaning of the words or the emotions felt by those reading it.

168
Q

Alliteration

A

The repetition of the same consonant sound at the beginning of words.

169
Q

Example:

Alliteration

A

“Sally sells sea shells by the sea shore”

170
Q

Effect on the text:

Alliteration

A

Alliteration focuses readers’ attention on a particular section of text.

171
Q

Assonance

A

The repetition of identical or similar vowel sounds.

172
Q

Example:

Assonance

A

“From the molten-golden notes”

173
Q

Effect on the text:

Assonance

A

It develops the internal rhyme that enhances the pleasure of reading. It creates a mood as well as a flow that allows the readers to connect with the subject matter.

174
Q

Consonance

A

The repetition of the same consonant sound at the end of words or within words.

175
Q

Example:

Consonance

A

“Some late visitor entreating entrance at my chamber door”

176
Q

Effect on the text:

Consonance

A

The use of consonance provides the structure of poetry with a rhyming effect.

177
Q

Onomatopoeia

A

The use of a word which imitates or suggests the sound that the thing makes.

178
Q

Example:

Onomatopoeia

A

Snap, rustle, boom, murmur

179
Q

Effect the text:

Onomatopoeia

A

It can add excitement, action, and interest by allowing the reader to hear and remember your writing.

180
Q

Internal rhyme

A

When a line of poetry contains a rhyme within a single line.

181
Q

Example:

Internal rhyme

A

“To the rhyming and the chiming of the bells!”

182
Q

Effect on the text:

Internal rhyme

A

The sound repetition due to internal rhyme makes a poem or story unified. It is employed to heighten the poem’s effect,s and this internal rhyme can take place in the same line or two separate alternating lines.

183
Q

Slant rhyme

A

When a poet creates a rhyme, but the two words do not rhyme exactly – they are merely similar.

184
Q

Example:

Slant rhyme

A

“I sat upon a stone, / And found my life has gone.”

185
Q

Effect on the text:

Slant rhyme

A

Using a slant rhyme instead catches the reader by surprise and subverts their expectations, delivering a satisfyingly unexpected twist. Slant rhymes allow for more creative word choice.

186
Q

End rhyme

A

When the last word of two different lines of poetry rhyme.

187
Q

Example:

End rhyme

A

“Roses are red, violets are blue, / Sugar is sweet, and so are you.”

188
Q

Effect on the text:

End rhyme

A

End rhymes make it easy for readers to remember and recite poetry. This type of rhyme also gives poetry a musical quality that helps readers read the poem as it’s meant to be heard.

189
Q

Rhyme Scheme

A

The pattern of a poem’s end rhymes.

190
Q

Example:

Rhyme Scheme

A

For example, the following lines have a
rhyme scheme of a b a b c d c d:
Shall I compare thee to a summer’s day? a
Thou art more lovely and more temperate. b
Rough winds do shake the darling buds of May. a
And summer’s lease hath all too short a date. b
Sometime too hot the eye of heaven shines c
And often is his gold complexion dimmed d
And every fair from fair sometime declines c
By chance or nature’s changing course untrimmed d

191
Q

Effect on the text:

Rhyme Scheme

A

It helps establish the form.

192
Q

Stressed and unstressed syllables

A

In every word of more than one syllable, one of the syllables is stressed, or said with more force
than the other syllable(s).

193
Q

Example:

Stressed and unstressed syllables

A

In the word

“unhappiness,” the second of the four syllables is stressed.

194
Q

Effect on the text:

Stressed and unstressed syllables

A

It helps you determine what letters are emphasized in a word and what is not.

195
Q

Meter

A

A regular pattern to the syllables in lines of poetry.

196
Q

Example:

Meter

A

“Once upon a midnight dreary, while I pondered, weak and weary”

197
Q

Effects on the text:

Meter

A

It helps readers understand rhythm as it relates to words and lines in a poem. It also helps writers create poetry with clearly defined structural elements and strong melodic undertones.

198
Q

Free verse

A

Poetry that doesn’t have much meter or rhyme.

199
Q

Example:

Free verse

A

“so much depends
upon

a red wheel
barrow

glazed with rain
water

beside the white
chickens”

200
Q

Effect on the text:

Free verse

A

Free verse gives a greater freedom for choosing words, and conveying their meanings to the audience.

201
Q

Iambic pentameter

A

Poetry that is written in lines of 10 syllables, alternating stressed and unstressed syllables.

202
Q

Example:

Iambic pentameter

A

“Shall I compare thee to a summer’s day?”

203
Q

Effect on the text:

Iambic pentameter

A

Iambic pentameter may be used to make the poem sound monotonous like its subject.

204
Q

Sonnet

A

A 14 line poem written in iambic pentameter. Usually divided into three quatrains and a couplet.

205
Q

Example:

Sonnet

A

“i carry your heart with me(i carry it in / my heart)” —e.e. cummings.

206
Q

Effect on the text:

Sonnet

A

The more or less set rhyme patterns occurring regularly within the short space of fourteen lines afford a pleasant effect on the ear of the reader, and can Create truly musical effects.

207
Q

Polysyndeton

A

When a writer creates a list of items which are all separated by conjunctions. Normally, a
conjunction is used only before the last item in a list.

208
Q

Example:

Polysyndeton

A

“I walked the dog, and fed the cat, and milked the cows.”

209
Q

Effect on the text:

Polysyndeton

A

The use of polysyndeton can slow down the rhythm of a phrase, make it more memorable, or emphasize each individual item in a list.

210
Q

Pun

A

When a word that has two or more meanings is used in a humorous way.

211
Q

Example:

Pun

A

“I was stirred by his cooking lesson.”

212
Q

Effect on the text:

Pun

A

To make an audience laugh or to lighten an audience up.

213
Q

Rhetoric

A

The art of effective communication.

214
Q

Example:

Rhetoric

A

Political speeches often use rhetoric to evoke emotional responses in the audience. One famous example would be Martin Luther King, Jr.’s I Have a Dream speech.

215
Q

Effect on the text:

Rhetoric

A

Rhetoric gives you a framework to think critically about your writing and reading choices.

216
Q

Aristotle’s Rhetorical Triangle

A

The relationships, in any piece of writing,
between the writer, the audience, and the
subject. All analysis of writing is essentially
an analysis of the relationships between the
points on the triangle.

217
Q

Example:

Aristotle’s Rhetorical Triangle

A

logos, ethos, and pathos.

218
Q

Effect on the text:

Aristotle’s Rhetorical Triangle

A

The Rhetorical Triangle is a tool that helps you to get your thoughts in order and present a clear position.

219
Q

Rhetorical Question

A

Question not asked for information but for effect.

220
Q

Example:

Rhetorical Question

A

“The angry parent asked the child, ‘Are you finished interrupting me?”

221
Q

Effect on the text:

Rhetorical Question

A

A rhetorical question is used to emphasize a point or just to get the audience thinking.,

222
Q

Romanticism

A

Art or literature characterized by an idealistic, perhaps unrealistic view of people and the world, and an emphasis on nature. Does not rely on traditional themes and structures

223
Q

Example:

Romanticism

A

Eros. This form of love is the fairytale head-over-heels love many of us experience in adolescence.

224
Q

Effect on the text:

Romanticism

A

Romanticism celebrated the individual imagination and intuition in the enduring search for individual rights and liberty.

225
Q

Sarcasm

A

A generally bitter comment that is ironically or satirically worded. However, not all satire and
irony are sarcastic. It is the bitter, mocking tone that separates sarcasm from mere verbal irony or satire.

226
Q

Example:

Sarcasm

A

For example, let’s say you see someone struggling to open a door and you ask them, “Do you want help?” If they reply by saying, “No thanks.

227
Q

Effect on the text:

Sarcasm

A

It shows that the speaker is being impatient or contemptuous. It’s also a sign of disrespect toward the person being addressed, so the use of sarcasm can provide clues as to the relationship between the two characters.

228
Q

Satire

A

A work that reveals a critical attitude toward some element of life to a humorous effect. It targets
human vices and follies, or social institutions and conventions. Good satire usually has three layers: serious on the surface; humorous when you discover that it is satire instead of reality; and serious when you discern
the underlying point of the author.

229
Q

Example:

Satire

A

political cartoons–satirize political events and/or politicians.

230
Q

Effect on the text:

Satire

A

Satire in literature is to convey social commentary and/or criticism, this allows a writer to create awareness of issues and disparities in society.

231
Q

Sentence

A

A sentence is group of words (including subject and verb) that expresses a complete thought.

232
Q

Example:

Sentence

A

I ate dinner.

233
Q

Effect on the text:

Sentence

A

If a short, simple sentence follows a series of longer, compound or complex sentences, it will stand out and create emphasis.

234
Q

Appositive

A

A word or group of words placed beside a noun or noun substitute to supplement its
meaning.

235
Q

Example:

Appositive

A

“Bob, the lumber yard worker, spoke with Judy, an accountant from the city.”

236
Q

Effect on the text:

Appositive

A

It gives meanings to different sentences in literary texts, and helps in identifying other nouns.

237
Q

Clause

A

A grammatical unit that contains both a subject and a verb.

238
Q

Example:

Clause

A

She cried because her seashell was broken. A noun clause takes the place of a noun in the sentence.

239
Q

Effect on the text:

Clause

A

It helps you identify a subject and verb.

240
Q

Independent clause

A

Expresses a complete thought and can stand alone as a sentence.

241
Q

Example:

Independent clause

A

The beach is a lot of fun, yet the mountains are better. A group of us went to the movie, and we agreed it was enjoyable. I went to the store, but I forgot to bring my shopping list.

242
Q

Effect on the text:

Independent clause

A

It expresses a complete thought and can stand alone as a sentence

243
Q

Dependent, or subordinate

clause

A

It cannot stand alone as a sentence and must be accompanied by an independent clause.

244
Q

Example:
(Dependent, or subordinate
clause)

A

“Other than baseball, football is my favorite sport.”

245
Q

Effects on the text:
(Dependent, or subordinate
clause)

A

It does not express a complete thought.

246
Q

Balanced sentence

A

A sentence in which two parallel elements are set off against each
other like equal weights on a scale. Both parts are parallel grammatically.

247
Q

Example:

Balanced sentence

A

“If a free

society cannot help the many who are poor, it cannot save the few who are rich.”

248
Q

Effect in a text:

Balanced sentence

A

A balanced sentence gives rhythmical flow to the text. It draws attention of the readers to the sentence and makes it stand out among the rest.

249
Q

Compound sentence

A

Contains at least two independent clauses but no dependent

clauses.

250
Q

Example:

Compound sentence

A

“She did not cheat on the test, for it was the wrong thing to do.”

251
Q

Effect in a text:

Compound sentence

A

Compound sentences can be used to add rationale, to make a simple sentence more persuasive.

252
Q

Complex sentence

A

Contains only one independent clause and at least one dependent
clause.

253
Q

Example:

Complex sentence

A

For example; My Dad laughed when I told a joke.

254
Q

Effect on the text:

Complex sentence

A

Complex sentences can force the reader to focus on one part of a sentence (one idea) rather than another part of a sentence.

255
Q

Cumulative sentence

A

When the writer begins with an independent clause, then adds subordinate elements.

256
Q

Example:

Cumulative sentence

A

“He doubted whether he could ever
again appear before an audience, his confidence broken, his limbs shaking, his collar wet
with perspiration.”

257
Q

Effect on the text:

Cumulative sentence

A

The effect can be natural as it parallels what often happens in speech.

258
Q

Periodic sentence

A

When the main idea is not completed until the end of the sentence.
The writer begins with subordinate elements and postpones the main clause.

259
Q

Example:

Periodic sentence

A

“His confidence broken, his limbs shaking, his collar wet with perspiration, he doubted
whether he could ever again appear before an audience.”

260
Q

Effect on the text:

Periodic sentence

A

This is used for emphasis and can be persuasive by putting reasons for something at the beginning before the final point is made.

261
Q

Simple sentence

A

Contains only one independent clause.

262
Q

Example:

Simple sentence

A

Joe waited for the train. The train was late.

263
Q

Effect on the text:

Simple sentence

A

Short, simple sentences or truncated sentences can create tension, haste or urgency.

264
Q

Declarative sentence

A

States an idea. It does not give a command or request, nor does it
ask a question.

265
Q

Example:

Declarative sentence

A

“The ball is round.”

266
Q

Effect on the text:

Declarative sentence

A

It makes a declaration.

267
Q

Imperative sentence

A

Issues a command.

268
Q

Example:

Imperative sentence

A

“Kick the ball.”

269
Q

Effect on the text:

Imperative sentence

A

When reading an imperative sentence, it will always sound like the speaker is bossing someone around.

270
Q

Interrogative sentence

A

Sentences incorporating interrogative pronouns

271
Q

Examples:

Interrogative sentence

A

“To whom did you kick the ball?”

272
Q

Effects on the text:

Interrogative sentence

A

They are also used to convey such speech acts indirectly.

273
Q

Style

A

The choices in diction, tone, and syntax that a writer makes. Style may be conscious or unconscious.

274
Q

Example:

Style

A

For example, say an author needs to describe a situation where he witnessed a girl picking a flower: She picked a red rose from the ground.

275
Q

Effect on the text:

Style

A

An Author employs to create a distinct feel for a work.

276
Q

Symbol

A

Anything that represents or stands for something else. Usually a symbol is something concrete
such as an object, actions, character…that represents something more abstract.

277
Q

Example:

Symbol

A

For example, a red octagon is a common symbol for “STOP”; on maps, blue lines often represent rivers; and a red rose often symbolizes love and compassion.

278
Q

Effect on the text:

Symbol

A

Symbolism is used to produce an impact, which it accomplishes by attaching additional meaning to an action, object, or name.

279
Q

Syntax/sentence variety

A

Grammatical arrangement of words.

280
Q

Example:

Syntax/sentence variety

A

“Jillian hit the ball.” “The boy ate pizza.”

281
Q

Effect on the text:

Syntax/sentence variety

A

it can give it life and rhythm.

282
Q

Theme

A

The central idea or message of a work. The theme may be directly stated in nonfiction works,
although not necessarily. It is rarely stated directly in fiction.

283
Q

Example:

Theme

A

Some common themes in literature are “love,” “war,” “revenge,” “betrayal,” “patriotism,” “grace.”

284
Q

Effect on the text:

Theme

A

Without a unifying theme, a story contains only arbitrary events and characters. Theme functions as the understated but essential ingredient to make a story or poem meaningful.

285
Q

Thesis

A

The sentence or groups of sentences that directly expresses the author’s opinion, purpose, meaning,
or proposition. It should be short and clear.

286
Q

Example:

Thesis

A

Peanut butter and jelly sandwiches are the best type of sandwich because they are versatile, easy to make, and taste good. In this persuasive thesis statement, you see that I state my opinion (the best type of sandwich), which means I have chosen a stance.

287
Q

Effect on the text:

Thesis

A

A good tentative thesis will help you focus your search for information

288
Q

Tone

A

A writer’s attitude toward his subject matter revealed through diction, figurative language and
organization. To identify tone, consider how the piece would sound if read aloud (or how the author wanted it to sound aloud).

289
Q

Example:

Tone

A

Tone can be: playful, serious, businesslike, sarcastic, humorous, formal, somber, etc.

290
Q

Effect on the text:

Tone

A

Tone gives shape and life to a story. Through tone, the attitude and mood of a literary work are created and presented.

291
Q

Understatement

A

The ironic minimizing of fact, understatement presents something as less significant
than it is. The effect can frequently be humorous.

292
Q

Example:

Understatement

A

“Our defense played valiantly, and held the other team to

merely eight touchdowns in the first quarter.”

293
Q

Effect on the text:

Understatement

A

Making an understatement minimizes the severity of a situation, draws in the reader and can be used to make others feel better. An understatements can also add a touch of humor to something quite serious.

294
Q

Litotes

A

a particular form of understatement, generated by denying the opposite of the statement
which otherwise would be used. Depending on the tone and context of the usage, litotes either
retains the effect of understatement

295
Q

Example:

Litotes

A

The flavors of the mushrooms, herbs, and spices combine to make the dish not at all disagreeable)

296
Q

Effect on the text:

Litotes

A

It is a successful device in that it affirms a positive statement or sentiment typically through the use of double negatives

297
Q

Argument

A

An argument is a piece of reasoning with one or more premises and a conclusion.

298
Q

Example:

Argument

A

President presents an argument for why Congress should approve military action, laying out reasons and evidence to support such a move.

299
Q

Effect on the text:

Argument

A

The purpose of argument is to change people’s points of view or to persuade people to a particular action or behavior.

300
Q

Premises

A

Statements offered as reasons to support a conclusion are premises.

301
Q

Example:

Premises

A

“All mammals are warm blooded”

302
Q

Effect on the text:

Premises

A

It is an assumption that something is true.

303
Q

Conclusion

A

A conclusion is the end result of the argument – the main point being made.

304
Q

Example:

conclusion

A

“All Spam is pink, I am eating spam. I am eating something that is pink”

“I am eating something that is pink” is the conclusion.

305
Q

Effect on the text:

Conclusion

A

The conclusion allows you to have the final say on the issues you have raised in your paper, to synthesize your thoughts, to demonstrate the importance of your ideas, and to propel your reader to a new view of the subject.

306
Q

Aristotle’s appeals

A

The goal of argumentative writing is to persuade an audience that one’s ideas are valid, or more
valid than someone else’s.

307
Q

Examples:

Aristotle’s appeals

A

ethos, pathos, and logos.

308
Q

Effect on the text:

Aristotle’s appeals

A

They are means of persuading others to believe a particular point of view. They are often used in speech writing and advertising to sway the audience.

309
Q

Ethos (credibility)

A

means being convinced by the credibility of the author. We tend to
believe people whom we respect. In an appeal to ethos, a writer tries to convince the
audience the he or she someone worth listening to, in other words an authority on the
subject, as well as someone who is likable and worthy of respect.

310
Q

Example:

Ethos

A

“As a doctor, I am qualified to tell you that this course of treatment will likely generate the best results.”

311
Q

Effect on the text:

Ethos

A

By building credibility with the audience, the speaker or writer also builds trust with his or her audience.

312
Q

Pathos (emotional)

A

Means persuading by appealing to the reader’s emotions.

313
Q

Example:

Pathos

A

“If we don’t move soon, we’re all going to die! Can’t you see how dangerous it would be to stay?”

314
Q

Effect on the text:

Pathos

A

Pathos is to persuade by appealing to the audience’s emotions. v
p;

315
Q

Logos (logical)

A

Means persuading by the use of reasoning, using true premises and valid
arguments. This is generally considered the strongest form of persuasion.

316
Q

Example:

Logos

A

For example, when a speaker cites scientific data, methodically walks through the line of reasoning behind their argument, or precisely recounts historical events relevant to their argument

317
Q

Effect on the text:

Logos

A

Logos is about appealing to your audience’s logical side. You have to think about what makes sense to your audience and use that as you build your argument

318
Q

Concession

A

Accepting at least part or all of an opposing viewpoint. Often used to make one’s own argument
stronger by demonstrating that one is willing to accept what is obviously true and reasonable, even
if it is presented by the opposition.

319
Q

Example:

Concession

A

A politician arguing that his country needs to send troops into a warzone makes the following concession: I know that any time we send troops into harm’s way, it is a risk that some will not come back.

320
Q

Effects on the text:

Concession

A

It allows for different opinions and approaches toward an issue, indicating an understanding of what causes the actual debate or controversy.

321
Q

Conditional Statement

A

A conditional statement is an if-then statement and consists of two parts, an antecedent and a
consequent.

322
Q

Example:

Conditional Statement

A

“If you studied hard, then you will pass the test.”

323
Q

Effect on the text:

Conditional Statement

A

They help us express things that may happen in the present and future

324
Q

Contradiction

A

A contradiction occurs when one asserts two mutually exclusive propositions.

325
Q

Example:

Contradiction

A

A person who professes atheism, yet goes to church every Sunday.

326
Q

Effect on the text:

Contradiction

A

They help us establish what is right and right and what makes sense.

327
Q

Counterexample

A

A counterexample is an example that runs counter to (opposes) a generalization, thus falsifying it.

328
Q

Example:

Counterexample

A

“all students are lazy” is a universal statement which makes the claim that a certain property (laziness) holds for all students. Thus, any student who is not lazy (e.g., hard-working) would constitute a counterexample to that statement.

329
Q

Effect on the text:

Counterexample

A

Counterexamples exist all around us in the world and are often used in mathematics to prove propositions are false.

330
Q

Deductive argument

A

An argument in which it is thought that the premises provide a guarantee of the truth of the
conclusion.

331
Q

Example:

Deductive argument

A

“All men are mortal. Harold is a man. Therefore, Harold is mortal.”

332
Q

Effect on the text:

Deductive argument

A

Deductive reasoning is the kind of reasoning in which, roughly, the truth of the input propositions (the premises) logically guarantees the truth of the output proposition

333
Q

Fallacy

A

A fallacy is an attractive but unreliable piece of reasoning.

334
Q

Example:

Fallacy

A

Appeal to Ignorance (argumentum ad ignorantiam)

335
Q

Effect on the text:

Fallacy

A

They may be even “unsubstantiated assertions that are often delivered with a conviction that makes them sound as though they are proven facts”.

336
Q

Ad hominem

A

Latin for “against the man”. Personally attacking your opponents instead of their
arguments. It is an argument that appeals to emotion rather than reason, feeling rather than
intellect.

337
Q

Example:

Ad hominem

A

Name calling.

338
Q

Effect on the text:

Ad hominem

A

Essentially, this means that ad hominem arguments are used to attack opposing views indirectly, by attacking the individuals or groups that support these views.

339
Q

Appeal to authority

A

The claim that because somebody famous supports an idea, the idea must be
right.

340
Q

Example:

Appeal to authority

A

For example, if someone said, “Einstein said ‘God does not play dice with the universe,’ therefore God must exist.”

341
Q

Effect on the text:

Appeal to authority

A

When writers or speakers use appeal to authority, they are claiming that something must be true because it is believed by someone who said to be an “authority” on the subject.

342
Q

Appeal to the bandwagon:

A

The claim, as evidence for an idea, that many people believe it, or used to believe it, or do it.

343
Q

Example:

Appeal to the bandwagon

A

In the 1800’s there was a widespread belief that bloodletting cured
sickness. All of these people were not just wrong, but horribly wrong, because in fact it made
people sicker. Clearly, the popularity of an idea is no guarantee that it’s right. .

344
Q

Effect on the text;

(Appeal to the bandwagon

A

The more people that adopt a particular trend, the more likely it becomes that other people will also hop on the bandwagon.

345
Q

Appeal to emotion

A

An attempt to replace a logical argument with an appeal to the audience’s
emotions.

346
Q

Example:

Appeal to emotion

A

Common emotional appeals are an appeal to sympathy, an appeal to revenge, an appeal
to patriotism – basically any emotion can be used as an appeal.

347
Q

Effect on the text:

Appeal to emotion

A

Appeals to emotion are intended to draw inward feelings such as fear, pity, and joy from the recipient of the information with the end goal of convincing them that the statements being presented in the fallacious argument are true or false, resp.

348
Q

Bad analogy

A

Claiming that two situations are highly similar, when they aren’t.

349
Q

Example:

Bad analogy

A

“We have pure
food and drug laws regulating what we put in our bodies; why can’t we have laws to keep
musicians from giving us filth for the mind?”

350
Q

Effects on the text:

Bad analogy

A

It is an informal fallacy because the error is about what the argument is about, and not the argument itself

351
Q

Cliche thinking

A

Using as evidence a well-known saying, as if it is proven, or as if it has no
exceptions.

352
Q

Example:

Cliche thinking

A

“I say: ‘America: love it or leave it.’ Anyone who disagrees with anything our country
does must hate America. So maybe they should just move somewhere else.”

353
Q

Effects on the text:

Cliche thinking

A

Clichéd writing is lazy and makes plot and prose feel predictable, so that the reader might as well not bother reading on – there’s no sense of discovery as cliché copies something that is already well-known.

354
Q

False cause

A

Assuming that because two things happened, the first one caused the second one.

355
Q

Example:

False cause

A

“Before women got the vote, there were no nuclear weapons.

Therefore women’s suffrage must have led to nuclear weapons.”

356
Q

Effect on the text:

False cause

A

Often a reader will mistake a time connection for a cause-effect connection.

357
Q

Hasty generalization:

A

A generalization based on too little or unrepresentative data.

358
Q

Example:

Hasty generalization

A

“My uncle
didn’t go to college, and he makes a lot of money. So, people who don’t go to college do just as
well as those who do.”

359
Q

Effect on the text:

Hasty generalization

A

It is an informal fallacy that can lead to misinformation and stereotypes.

360
Q

Non Sequitur

A

A conclusion that does not follow from its premises; an invalid argument.

361
Q

Example:

Non Sequitur

A

“Hinduism is one of the world’s largest religious groups. It is also one of the world’s oldest
religions. Hinduism helps millions of people lead happier, more productive lives. Therefore the
principles of Hinduism must be true.”

362
Q

Effect on the text:

Non Sequitur

A

often causing confusion due to lack of understanding.

363
Q

Slippery slope

A

The assumption that once started, a situation will continue to its most extreme
possible outcome.

364
Q

Example:

Slippery slope

A

“If you drink a glass of wine, then you’ll soon be drinking all the time, and then
you’ll become a homeless alcoholic.”

365
Q

Effect on the text:

Slippery slope

A

In this fallacy, a person makes a claim that one event leads to another event and so on until we come to some awful conclusion.

366
Q

Inductive argument

A

An argument in which it is thought that the premises provide reasons supporting the probable truth
of the conclusion.

367
Q

Example:

Inductive argument

A

“The coin I pulled from the bag is a penny. … Therefore, all the coins in the bag are pennies.” Even if all of the premises are true in a statement, inductive reasoning allows for the conclusion to be false

368
Q

Effect on the text:

Inductive argument

A

The conclusion is not always true when the premises are true. The probability of the conclusion depends on the strength of the inference from the premises.

369
Q

Sound argument

A

A deductive argument is said to be sound if it meets two conditions: First, that the line of
reasoning from the premises to the conclusion is valid. Second, that the premises are true.

370
Q

Example:

Sound argument

A

The example given about toasters is valid, but not sound. However, the following argument is both valid and sound: In some states, no felons are eligible voters, that is, eligible to vote.

371
Q

Effect on the text:

Sound argument

A

It’s trying to establish conclusive support for its conclusion.

372
Q

Unstated premises

A

Not every argument is fully expressed. Sometimes premises or even conclusions are left
unexpressed.

373
Q

Example:

Unstated premises

A

If one argues that Rover is smart because all dogs are smart, he is leaving unstated
that Rover is a dog.

374
Q

Effects on the text:

Unstated premises

A

Once the unstated premise is added, the argument is logically valid.

375
Q

Valid argument

A

An argument is valid if the conclusion logically follows from the premises.

376
Q

Example:

Valid argument

A

The following argument is valid, because it is impossible for the premises to be true and the conclusion nevertheless to be false: Elizabeth owns either a Honda or a Saturn. Elizabeth does not own a Honda.

377
Q

Effect on the text:

Valid argument

A

In effect, an argument is valid if the truth of the premises logically guarantees the truth of the conclusion.

AP English (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions