ELA Praxis Flashcards

Question

What are different forms of poetry?

Answer 1

Epic poetry, Epistolary poems, ballads, elegies, odes, pastoral, epigrams, limericks, Haiku, sonnets

Answer 2

Ancient times - Homer and other Greco-Roman poets. Typically recount heroic deeds and adventures. Uses stylized language and combines dramatic and lyrical conventions.

Answer 3

They are written and read as letters. Also developed in ancient times.

Answer 4

Often follow a rhyme scheme and a meter. Focus on live, death, and religion. Tell stories. Modern ballads are put to music. Elegies, odes, and pastoral poems are developed from ballads.

Answer 5

Mourning poems written in three parts: Lament, Praise of the deceased, and solace for loss.

Answer 6

Evolved from songs to the typical poem of the Romantic time period (1800-1840) expressing strong feelings and contemplative thoughts.

Answer 7

They idealize nature and country living

Answer 8

Originally Japanese. Short poem - 17 syllables traditionally distributed across three lines as 5/7/5 with a pause after the first or second line. Syllabic and unrhymed. Depict a moment in time and evoke illumination and enlightenment.

Answer 9

Traditionally 14 lines of iambic pentameter, tightly organized around a theme.

Answer 10

Named after 14th century Italian poet Petrarch. Has en eight light stanza (the octave) and a six line stanza (the sestet). There is a change or turn, known as the Volta, between the eight and ninth verses, setting up the sestet's answer or summary. The rhyme scheme is ABBA/ABBA/CDECDE or CDCDCD.

Answer 11

Has three quatrains and one couplet with the rhyme scheme ABAB/CDCD/EFEF/GG. The final couplet often contrasts sharply with the preceding quatrains

Answer 12

The main structural elements include lines and stanzas. The number of lines between stanzas vary, and the number of stanzas vary between different poems, but some poetic forms require a certain number of lines and stanzas. Some forms also require each line to conform to a certain meter or number and pattern of syllables. The arrangement of lines and stanzas determines the speed at which a poem is read.

Answer 13

The full poem takes a shape that is relevant to the poem's message.

Answer 14

Does not always incorporate meter or rhyme; relies heavily on punctuation and structure to influence the reader's experience and to create emphasis. For example, End-stopped lines create pauses, and enjambment (continuation on the next line) create a similar effect to long lines since the reader wants to hurry to the next line.

Answer 15

1. Iambic (da-DUM): a-LONE 2. Trochaic (DUM-da): TAL-lent 3. Anapestic (da-da-DUM): in-ter-RUPT 4. Dactylic (DUM-da-da): BEAU-ti-ful 5. Spondaic (DUM-DUM) (rare and usually not a whole line, just parts): HEART-BREAK

Answer 16

1. Monometer - 1 foot per line 2. Dimeter - 2 feet per line 3. Trimeter - 3 feet per line 4. Tetrameter - 4 feet per line 5. Pentameter - 5 feet per line 6. Hexameter - 6 feet per line 7. Heptameter - 7 feet per line 8. Octameter - 8 feet per line

Answer 17

A stanza of two lines, rhymed or unrhymed, which can function as the answer to a question asked earlier in the poem (or solution to a riddle). Couplets can also enhance the establishment of a poem's mood, or clarify the development of a poem's theme.

Answer 18

A type of figurative language used in poetry. The poet uses exaggeration to communicate the strength of a poet's or persona's feelings and enhances the mood of the poem.

Answer 19

A type of figurative language used in poetry that appeals to the reader's senses, creating vivid mental pictures, evoking reader emotions and responses, and helping to develop themes.

Answer 20

It aids thematic development by drawing the reader's attention to the poet's point and communicating the poem's tone.

Answer 21

Both are figurative language which makes comparisons that emphasize similarities, enhances imagery, and affect a reader's perception. Metaphors are used to say one thing "is" another thing (Love is war) whereas similes says one thing "is like" or "is as" (love is like a flower).

Answer 22

Communicates the atmosphere of a poem, builds a sense of tension, and evokes the reader's emotions.

Answer 23

A device that enhances imagery when the poem is visual (read silently): the name of a thing or action that imitates the natural sound (BOOM, crash, buzz)

Answer 24

English drama originally developed from religious rituals. Dramas are meant to be played out in theatres (but also adapted for movies nowadays), and there are five types of dramas: 1) comedy 2) tragedy 3) farce 4) melodrama 5) musical drama

Answer 25

Ancient greek: the dramas had a happy ending where the protagonist/main character rises in fortune. Usually of humble origins. Characters born into nobility were often satirized as self-important or pompous.

Answer 26

William Shakespeare (1564-1616). Renaissance period. Some were comedic (funny), but they all had happy endings.

Answer 27

Old English persisted until the 12th century. It had influences from the Anglo-Saxons (what used to be Germany) established the language which is very different from modern English (different tenses and syntax, as well as words). Most influential literature are riddles, poems, or translations of religious texts. Mainly discusses heroes and battles or provides a fictional narrative about a hero. Most famous works are Beowulf, "The Wanderer" "The Wife's Lament" and "The Seafarer"

Answer 28

Used from the 12th until the 16th century. Old English did not have a consistent set of grammatical rules until the Norse people influenced the integration of grammar into English. The development of grammar was further facilitated by the printing press. The evolution into Middle English can be narrowed down to three stages: Early, Central, and Late. Central middle English is characterized by the development of dialects within written communication. Late Middle English includes numerous deelopments that created the foundation for modern English: The Canterbury Tales, "Sir Gawain and the Green Knight" and "Le Morte D'Arthur" are all Middle English texts that are still read and studied today.

Answer 29

A literary movement that swept through Europe and lasted for multiple centuries (late 15th century to early 16th century). Ideas and cultures of the past (Greek and Romans) influenced the renaissance and the period saw innumerable developments in the English lang. and literature. Characterized by a focus on the humanities (arts, including literature), Drama as a popular form of literature, and poetry. The Sonnet was introduced during the Renaissance, as well as lyrical poetry. Influential writers were Shakespeare, John Donne, John Milton, Edmund Spenser, and Christopher Marlowe.

Answer 30

Began in the 18th century throughout the 19th century. Took inspiration from architecture and cultures of the Late Middle Ages in Europe. A large volume of Gothic literature takes place in an impressive location, such as a castle or ornate mansion. Often set in the past, long before the story was written. Eerie, dark, suspenseful tone. Achieved by setting their works in secluded and strange locations and incorporating intense, unsettling, or even supernatural events and scenarios in the plot. Common theme of death and mortality. Famous authors are Horace Walpole, Ann Radcliffe, Edgar Allan Poe, and Nathaniel Hawthorne.

Answer 31

Active literary movement in the late 19th century, taking place alongside the realist and modernist movements. Naturalism, like realism, rejected the emotional focus and sentimentality of Romanticism and provided a type of social commentary. Naturalism stretched the ideas of realism - promoting literature that authentically depicts the life of the common man and criticizing the influence of morality on such literature. It often had characters of lower class and experienced circumstances beyond their control and takes place in urban settings. Prominent themes include nature as an apathetic force, the influence of heredity, and life as something to be endured and survived. Influential American Naturalists include Stephen Crane, Hamlin Garland, and Theodore Dreiser.

Answer 32

Largely influenced by industrialization which heavily impacted both the united states and Britain primarily in the 19th century. Characterized by the turn away from the norms and traditions of literature and use new techniques and methods. Often written in first person and used literary devices to reveal problems within society. For the American Modernists, these societal changes came from industrialization and the first World War, which effected the general view of human nature and reliability. In England, modernism began during Queen Victoria's reign (The Victorian Era) which was defined by a strict moral code - it was incompatible with the Modernist's desire to turn away from tradition. Queen Victoria died in 1901 and it enabled the Modernist movement to grow in England. American Modernists include Ezra Pound, William Carlos Williams, and Gertrude Stein. British Modernist Writers include Matthew Arnold, William Butler Yeats, T.S Eliot, and Joseph Conrad.

Answer 33

Grew out of modernism's reliance on science and universal assertions, but emphasized the individual's subjective perception of reality. It's common for writers to use many concrete details rather than abstract because they can be objectively observed and are not left up to the individual. The movement began around the 1960s and included a variety of genres and techniques, reflecting the postmodernist idea that things like art cannot be truly defined or simplified. Notable American writers include Kurt Vonnegut, John Barth, and Thomas Pynchon. British authors include John Fowles and Julian Barnes.

Answer 34

Late romantic writers. The works may be associated with both the Romantic and the Gothic movements. These works emphasize nature and emotion, aligning them with Romanticism, and include dark themes and tones, aligning them with Gothic literature. Edgar Allan Poe, Nathaniel Hawthorne, Emily Dickinson, and Herman Melville.

Answer 35

A smaller movement that occurred alongside the American Romantic movement. The movement shared the romantic emphasis on emotion and also focused heavily on how a person experiences life through their senses. Through embracing one's senses, a person could transcend, or experience a state of being above physical humanity. They extended the Romantic emphasis on subjectivity through their praise of self-sufficiency, as exemplified through Ralph Waldo Emerson's Self-Reliance. Poetry often included frequent use of imagery, metaphors, and reference to nature. Emerson, Henry David Thoreau, and Walt Whitman were all prominent writers in this movement.

Answer 36

The colonial era in America was influenced by immigration from England to what is now New England. The immigrants were mainly Puritan who centered their society in New England on their religious beliefs, allowing those beliefs to inform all aspects of their lives. The literature of the time (essays and sermons) discuss religion or the way the Puritans believed one should live and conduct themselves. Many poems also discuss and reference religious ideas and themes. Not much fiction was written in colonial America, as most of the literature was written to inform or persuade.

Answer 37

Known as the American Renaissance. Yielded several notable writers that began characterizing American literature and differentiated it from British literature. Written after the American Revolutionary war (1775-1783) until the end of the Civil War (1861-1865). Praised individualism and featured an expression or national pride and patriotism.

Answer 38

Took place during the 1920s and the 1930s. The changing economy and opportunities led African Americans in the south to seek new lifestyles in other parts of America. Many moved to Harlem - a small area in New York City. The Harlem Renaissance marked an opportunity for highly influential scholarly and artistic works, including poetry, fiction, music, and plays, to use their talents and express themselves through their works. The HR was uniquely in its volume of of culturally expressive works. Contributed to the civil rights movement. The HR ended with the stock market crash in 1929. Langston Hughes, Nora Neale Hurston, and Paul Robeson.

Answer 39

Began in the middle of the 17th century and ended in the late 18th century. The latter part of the movement took place alongside the Enlightenment. The Enlightenments concern with intellectual pursuits and improvement increased discussions of introspection (analysis of one's own behavior, thoughts, and self). This affected society in England and contributed to a general attitude of complacency and a desire to ignore the past. The period saw a slightly increased acceptance of female writers as their works were seen as a method of self-reflection and improvement. The changes in British society allowed several new forms of literature to gain popularity and acceptance, such as the essay, diaries, and letters (displayed the author's thoughts and experience). Novels gained popularity and journalism flourished leading to the creation of the newspaper. Literary Criticism also gained popularity.

Answer 40

Queen Victoria's reign (1837-1901) Influenced by a variety of events and ideas, many of which were influenced by the Victorians' economy. The industrial revolution in England changed the circumstances of work - changing industries and lack of labor laws led to several problems and a wide division between Victorian social classes. These factors inspire and saturated much of Victorian literature. Many novels' plots and characters were heavily influenced by social and economic issues, and many poems referenced and criticized specific events that occurred during this period. Other popular topics was evolution, psychology, and colonization. Strict moral code of women as homemakers and criticized the idea of female writers. Led to a specific portrayal of women in writing, and also for women (such as the Bronte sisters) to write under pseudonym. Popularized the novel and dramatic monologue, a poetic form developed by Robert Browning. Victorian writers include Charles Dickens, Oscar Wilde, Elizabeth Barrett Browning, Emily Bronte, Matthew Arnold, and Thomas Hardy.

Answer 41

A type of figurative language - naming one thing with words or phrases of a closely related thing. Similar to metaphors, but the comparison has a closer connection. For example, calling news media "the press". Naming something without using the same name constantly.

Answer 42

A type of figurative language. Points to the whole by naming one of the parts, like calling a construction worker a "hard hat" and a doctor "white coat"

Answer 43

A type of figurative language. Opposite of Hyperbole. This device discounts or downplays something, like saying that climbing Mount Everest was "a little stroll". The device shows self-defeat or modesty; however, some may think of it as false modesty (stuck-up or unfeeling).

Answer 44

Irony demonstrates the opposite of what is said or done. There are three types of irony: 1) Verbal Irony - uses words opposite to the meaning. Sarcasm may use verbal irony. "Clear as mud" to describe something that is confusing. 2) Situational irony - What happens contrasts what is expected. In O. Henry's short story The Gift of the Magi - a husband and a wife each sacrifices their most prized possessions to buy each other a gift; makes the gifts useless. 3) Dramatic irony - narrative informs audiences of more than its characters know. For example, in Romeo and Juliet, the audience is made aware that Juliet is sleeping, while Romeo believes her to be dead, which leads to Romeo's death.

Answer 45

A literary device - an uncited but recognizable reference to something else. Authors use language to make allusions to places, events, artwork, and other books in order to make their own text richer. There are many reasons authors use allusions - such as remind of a significant event to highlight the importance of their work, or allude to a place to ground his or her text, or to make a cultural reference to make readers feel included.

Answer 46

The use of comedy by an author to break up a dramatic or tragic scene and infuse it with a bit of lightheartedness. Can be used to create irony or contrast between the darkness of a situation and the lightness of the joke.

Answer 47

A literary device authors use to give readers hints about events that will take place later in a story - a purposeful allusion to future events.

Answer 48

A literary device. Symbolism describes the author's use of a symbol - an element of the story that represents something else. They can impact the story in many ways, including deepening the meaning of a story or its elements, comparing a story to another work, or foreshadowing other events. Symbols can be objects, characters, colors, numbers, or anything else the author establishes as a symbol. They can be clearly established through direct comparison or repetition, but they can also be subtle or gradually introduced throughout the story. Allusion is also a type of symbolism - many well known works use Biblical allusions.

Answer 49

A theme is a lesson that a parable (a short story with a moral or spiritual lesson) is trying to teach. Fables usually include some kind of moral, and it's the theme of the story. Themes in literary fiction are usually not meant to preach or teach the readers a lesson and might therefore not be explicit.

Answer 50

In Poetics, Aristotle defined plot as "the arrangement of the incidents". He meant not the story, but how it is structured for presentation. In tragedies, Aristotle found results driven by chains of cause and effect preferable to those driven by the protagonist's personality or character. He identified "unity of action" as necessary for a plot's wholeness, meaning its events must be internally connected, not episodic or relying on deus ex machina or other external intervention. A plot must have a beginning, middle, and end. Freytag adapted Aristotle's ideas in his Pyramid (1863). The beginning (expoisiton, incentive, or inciting moment) emphasizes causes and de-emphasizes effects. Aristotle called the ensuing cause and effect DESIS, or tying up, today called complications which occur during the rising action. These culminate in a crisis or climax, Aristotle's PERIPATEIA. Occurs in the middle, where cause and effect are both emphasized. The falling action, Aristotle called the LUSIS or unraveling, is today called the denoument. The resolution comes at the catastrophe, outcome, or end, when causes are emphasized and effects de-emphasized.

Answer 51

Involves the historical and geographical context of a work and leads readers to consider how colonization informs the plot, characters, setting, and other elements in the work.

Answer 52

Interprets a text by looking at its treatment of and suggestions about women and a culture's treatment of women. This information can be clearly stated or strongly implied in a work, ut it may also be gleaned through looking closely at symbols, characters, and plot elements in a work.

Answer 53

Uses the structure and organization of a work and the foundations of language to examine how and what a text conveys about the human experience and how those findings connect to common human experiences.

Answer 54

Relies heavily on the cultural and historical context of a work, including when it was written, where the author lives or lived, the culture and history of that location, and other works from the same culture. New historical readings seek to examine these details to expose the ideologies of the location and culture that influenced the work.

Answer 55

Uses the individual reader's response to the text and experience while reading the text to examine the meaning of the reader's relationship with the text and what that relationship suggests about the reader or the factors impacting their experience.

Answer 56

It's a form of literary criticism that considers the societies that are relevant to the text. The author's society and any reader's society are important to the text, as sociological criticism seeks to uncover what the text implies or reveals about those societies. This method of criticism can also involve studying the presentation of a society within the text and applying it to the author's society or their other writings.

Answer 57

1) Define his or her purpose carefully. 2) The speech should be organized logically, so that sentences make sense and follow each other in an understandable order. 3) Sentences must be constructed well, with carefully chosen words and structure. - Organizing a speech in advance using an outline provides the writer or speaker with a blueprint, directing and focusing the composition to meet its intended purpose. 4) Use comparison-contrast patterns to give insight about similarities and differences between and among topics, especially when the listeners are more familiar with one than the other.

Answer 58

Speeches must be succinct (concise) to achieve clarity. Audiences can become confused by excessive anecdotes and details. Attention will start to fade if the main point isn't brought up initially. Speakers should practice and rehearse beforehand, and also develop a skill for spontaneous question-and-answer sessions. Speakers should differentiate necessary from simply interesting information because audiences can become overwhelmed by too much information. It's important to know what points you're trying to make. Speakers should not be afraid to pause before responding to questions, which indicates thoughtfulness and control rather than lack of knowledge. Restating questions increases comprehension and appropriate responses, and allows time to form answers mentally.

Answer 59

Instructional videos - good two-way communication because questions and feedback can be built in.

Answer 60

A) Advantages-Disadvantages presents the pros and cons of a topic. This aids writers in discussing two sides of an issue objectively without an argumentative position, enabling listeners to weigh both aspects. B) Cause-and-effect pattern: Helps persuade listeners to agree with an action or solution by showing significant relationships between factors. Writers may separate an outline into two man "cause" and "effect" sections or into separate sections for each cause, including the effect for each. C) Problem-solution: Persuasive writing benefits from this pattern. Establish the existence of a problem, include audience to realize a need for change. Convince audience of the value of a specific solution.

Answer 61

1) Who is delivering this message and why? 2) What methods do a media source's publishers employ to gain and maintain users' attention? 3) Which points of view is the media source representing? 4) What are the various ways this message could be interpreted? 5) What information is missing from the message? 6) Is the source scholarly (peer-reviewed)? 7) Does it include author's name and credentials as they relate to the topic? 8) Who publishes it and why? 9) Who is the target audience? 10) Is the language technically specific or non-technical? 11) Are sources cited, research claims documented, conclusions based on furnished evidence, and references provided? 12) Is the publication correct?

Answer 62

Consider if the information is up to date, and whether historical perspectives apply. For scholarly books, consider if the publisher is a university, government, or professional organization. Book reviews can also provide useful information. For articles, identify the author, publisher, frequency of the periodical's publication, and what kind of advertising, if any, is included. For web pages, check their domain names, identify publishers or sponsors, look for the author or publisher's contact information, check dates of most recent page updates, be alert to biases, and verify the validity of the information on the webpage.

Answer 63

Persuasion techniques, such as charisma, euphemisms, extrapolation, flattery, or name-calling. Emphasizing newness or nostalgia are also used in for example advertising, as well as citing "scientific evidence" and expert testimonials. Another technique is the "simple solution" - offering policies that claim to solve problems by simple means. Persuaders also use symbols, images, words, and names we associate with more general, emotional concepts like lifestyle, country, family, religion, and gender.

Answer 64

Ad Hominem (against the man) - attacking the person behind an idea rather than criticizing the idea itself. Operates by association - if a person is considered immoral or uneducated, then his or her idea must be bad as well. "Stacking the deck" - misleads by presenting only selected information that supports one poisition. Apophasis - false denial. Allows the speaker or writer to indirectly bring attention to a flaw in an opponent's credibility (For example: "I won't mention my opponent's tax evasion issues.") - less accusatory, but still mentions them. Use Majority Belief - making statements such as "four out of five dentists recommend this brand" Scapegoating - blaming one person or group for complex problems (form of int. technique "simple solution") Timing - advertising flowers and candy right before Valentine's Day, and politician speeches following big news events.

Answer 65

Interpreted explicitly - the literal meaning of the words in messages creates the meaning of the message and no context is considered. Implicit meanings - Politics, current events, regional norms, and even emotions are examples of contexts that can add implicit meanings to a message. Can change the effect the message has on its recipient.

Answer 66

Common nouns are generic names for people, places, and things. Usually not capitalized. Examples: Boy, girl, worker, manager, school, bank, library, home. Proper nouns name specific people, places, and things. All proper nouns are capitalized. Examples: Abraham Lincoln, Los Angeles, Statue of Liberty. Some nouns can be either common or proper depending on their use. Earth (planet we live on) and earth (dirt, rocks, or land on our planet).

Answer 67

General nouns are the names of conditions or ideas. Specific nouns name people, places, and things that are understood by using your senses. General nouns examples: Condition: beauty, strength Idea: Truth, peace Specific nouns: People: baby, friend, father Places: Town, park, city hall Things: Rainbow, cough, apple, silk, gasoline

Answer 68

Names for a group of people, places, or things that may act as a whole: Class, company, dozen, group, herd, team, and public. Usually require an article, which denotes the noun as being a single unit.

Answer 69

Pronouns are words that are used to stand in for nouns. Can be classified as personal, intensive, relative, interrogative, demonstrative, indefinite, and reciprocal. Personal: Nominative is the case for nouns and pronouns that are the subject of a sentence (I, you, he, she, it) Objective - the pronoun is the object of a sentence (me, you, him, her, it) Possessive show possession or ownership (my, mine, your, yours, his, her, hers, its) Intensive - I myself, you yourself, he himself, she herself, the (thing) itself, we ourselves, you yourselves, they themselves. Relative: Which, who, whom, whose Interrogative: What, which, who, whom, whose Demonstrative: This, that, these, those Indefinite: All, any, each, everyone, either/neither, one, some, several Reciprocal: Each other, one another

Answer 70

A transitive verb is a verb whose action indicates a receiver. He drives a car / She feeds the dog. An intransitive verb do not indicate a receiver of an action. He runs every day. / She voted in the last election.

Answer 71

Action verbs show what the subject is doing - shows action. A single action verb, in the right context, can be an entire sentence. He sings. / Run! / Go! / I talk with him every day. / She reads. Linking verbs link the subject of a sentence to a noun or pronoun, or they link a subject with an adjective. Linking verbs on their own cannot be a complete sentence. Common linking verbs are: Appear, be, become, feel, grow, look, seem, sound, taste. Any verb that shows a condition and connects to a noun, pronoun, or adjective that describes the subject of a sentence is a linking verb. I am John. / The roses smell lovely. / I feel tired.

Answer 72

Some verbs are followed by words that look like prepositions, but they are part of the verb and part of the verb's meaning. These are known as phrasal verbs: Call off / look up / drop off

Answer 73

Transitive verbs may have active or passive voice. Active voice - the subject is acting. Jon drew the picture. Passive voice - the subject is being acted upon. The picture is drawn by Jon.

Answer 74

Simple present: I talk. Present Perfect: I have talked - requires helping verb.

Answer 75

The indicative, the imperative, and the subjunctive. The indicative mood is used for facts, opinions, and questions. Fact: You can do this. Opinion: I think you can do this. Question: Do you know that you can do this? The imperative mood is used for orders or requests: Order: You are going to do this! Request: Will you do this for me? The subjunctive mood is for wishes and statements that go against facts: Wish: I wish that I were famous. Statement against fact: If I were you, I would do this.

Answer 76

Which one? What kind? How many?

Answer 77

Adjectives that are used to distinguish nouns as definite or indefinite. A, an, and the are the only articles. Definite nouns are preceded by the and indicate a specific person, place, thing, or idea. Indefinite nouns are preceded by a or an and do not indicate a specific noun.

Answer 78

Relative adjective: Can show the comparison between things. Will show different degrees of something or someone to something else or someone else. The degrees include Positive (normal form), Comparative, and Superlative Absolute adjectives don't show degree in the same way. They show comparison, but in a different way (more like opposites - Perfect and imperfect)

Answer 79

A noun, pronoun, or adjective that is used to give more information about the subject or object in the sentence.

Answer 80

A noun or pronoun that tells who or what receives the action of the verb. A sentence will only include a direct object if the verb is a transitive verb. If the verb is an intransitive verb or a linking verb, there will be no direct object. Look for the direct object by asking who or what. I took the blanket. / Jane read books.

Answer 81

A noun or pronoun that indicates what or whom the action had an influence on. If there is an indirect object in a sentence, there will also be a direct object. Look for the indirect object, find the verb and ask to/for whom or what. We taught the old dog a new trick. (the old dog - indirect object. / a new trick - direct object) I gave them a math lesson (them - indirect object. A math lesson - direct object)

Answer 82

Follows a linking verb. Relates back to the subject. If it's a pronoun or noun, it's a predicate nominative (My father is a lawyer - lawyer is a predicate nominative. It renames 'father') Your mother is patient (patient is a predicate adjective. It describes the subject).

Answer 83

A type of dependent clause that modifies a noun or a pronoun. Adjective clauses begin with a relative pronoun (who, whose, whom, which, and that) or a relative adverb (where, when, and why) Adjective clauses usually come immediately after the noun that the clause needs to explain or rename. I learned the reason why I won the award. This is the place where I started my first job. An adjective clause can be essential or nonessential. An essential clause is very important to the sentence. Essential clauses explain or define a person or thing. Nonessential clauses give more information about a person or thing but are not necessary to define them. Nonessential clauses are set off with commas while essential clauses are not.

Answer 84

A dependent clause that modifies a verb, adjective, or adverb. In sentences with multiple dependent clauses, adverb clauses are usually placed immediately before or after the independent clause. An adverb clause is introduced with words such as after, although, as, before, because, if, since, so, unless, when, where, and while. When you walked outside, I called the manager. I will go with you unless you want to stay.

Answer 85

A dependent clause that can be used as a subject, object, or complement. Noun clauses begin with words such as How, That, What, Whether, Which, Who, and Why. These words can also come with an adjective clause. Unless the noun clause is being used as the subject of the sentence, it should come after the verb of the independent clause. The real mystery is how you avoided serious injury. What you learn from each other depends on your honesty with others.

Answer 86

Begins with a preposition and ends with a noun or pronoun - the object of the preposition. Normally functions as an adjective or an adverb within the sentence. The picnic is on the blanket. I am sick with a fever today. Among the many flowers, John found a four-leaf clover.

Answer 87

A verbal is a word or phrase that is formed from a verb, but does not function as a verb. Depending on its particular form, it can be used as a noun, adjective, or an adverb. A verbal phrase does not replace a verb in a sentence. Correct: Walk a mile daily. (this is a complete sentence with the implied subject You) Incorrect: To walk a mile. (not a complete sentence because it has no functional verb). There are three types of verbal phrases: Participles, Gerunds, and Infinitives. Each type has a corresponding phrase that consists of the verbal itself along with any complements or modifiers.

Answer 88

If a sentence doesn't include an independent clause, it's called a sentence fragment. Because he wanted to sail the Mediterranean. (incorrect)

Answer 89

Consist of multiple independent clauses that have not been joined together properly. I went on the trip, we visited lots of castles.

Answer 90

A dependent clause or verbal phrase that does not have a clear logical connection to a word in the sentence. Reading each magazine article, the stories caught my attention.

Answer 91

A modifier can be placed in the wrong place so it's modifying the wrong word or it's not clear which word it's modifying. She read the book to a crowd that was filled with beautiful pictures.

Answer 92

1) Topic - the general idea the research is about. This is usually broader than the problem itself. Example: Clean Water 2) Problem statement: A brief, clear description of a problem with the topic. Example: Not all villages in third-world countries have access to clean water 3) Research question: Asks a specific question about what needs to be learned or done about the problem statement. Example: What can local governments do to improve access to clean water? 4) Literature review: A review of the body of literature to show what is already known about the topic and problem. If the review shows that the question has already been thoroughly answered, then consider changing the problem statement to something that has not been solved. 5) Thesis: A brief proposal of a solution to a problem. Theses do not include their own support, but are supported by later evidence. Example: Local governments can improve access to clean water by installing sealed rain-water collection units. 6) Body paragraphs: Paragraphs focused on the primary supporting evidence for the main idea of the thesis. There are usually three body paragraphs but there can be more if needed. 7) Conclusion: A final wrap-up of the research project. The conclusion should reiterate the problem question, thesis, and briefly mention how the main evidences support the thesis.

Answer 93

1) Prepare some information before gathering sources; researchers who have chosen a research question should choose key words or names that pertain to their question, and also identify what type of information and sources they are looking for. Consider if primary or secondary sources will be most appropriate for their research project. Adjust the scope of their research question or topic in response to the information and insights they gather. 2) Keep a record of the material and sources they find and note how how each source may impact their work - keep research question in mind and consider how their chosen references would complement their discussion. Synthesizing information indicates that the research complements the writers claims, ensures that the ideas in the composition flow logically, and makes including small details and quotes easier. 3) Citing sources - either by paraphrasing or by direct citations. Make the sources easily accessible by keeping notes of where you found the information. Cite sources correctly to avoid plagiarism.

Answer 94

1) Create a rough draft. 2) Edit: rewrite for clarity, eliminate unnecessary words, and change terminology that could confuse readers. 3) Ask for feedback and read the paper aloud to hear how it sounds and edit as needed. 4) Write a summary/abstract and publish or submit after appropriate editing has been done.

Answer 95

A) Textbooks - specialized materials that are designed to thoroughly instruct readers on a particular topic. Often include features such as table of contents, visuals, an index, a glossary, headings, and practice questions and exercises. B) Newspapers - collections of several written pieces and are primarily used to distribute news stories to their audience. May also include advertisements or pieces meant to entertain their audience. Written on both local and national level. C) Manuals - instructional documents that accompany a product or explain an important procedure. Includes a table of contents, guidelines, and instructional content. Often presented in step-by-step instructions. D) Electronic texts - written documents read digitally and are primarily accessed online or through a network. Many similar characteristics as printed texts. However, they are more interactive and can be navigated more easily/quickly.

Answer 96

A) Libraries - house independent, printed publications that are organized by subject. Many libraries offer printed journals and collections that include sources related to a common subject or written by the same author. B) Database - digital access to sources from a wide variety of libraries and online containers. Users search for keywords related to the topic they want to study. C) Academic journals - collections of articles that cover a particular topc or fit within a certain category. Offered often online and in print. Typically contain peer-reviewed works or works that have undergone another type of reviewing process.

Answer 97

Know how to evaluate sources for credibility and relevance: A) The author and their purpose for writing the source B) The author's qualifications to write on the topic C) Whether the source is peer-reviewed or included in a scholarly publication D) The publisher E) The target audience F) The jargon or dialect the source is written (e.g., academic, technical) G) The presence of bias or manipulation of information H) The date of publication I) The author's use of other sources to support their claims J) Whether any outside sources are cited appropriately in the source K) The accuracy of information presented

Answer 98

A) To inform their audience of information B) To present and defend an analysis C) To criticize a work or other argument

Answer 99

MLA (Modern Language Association): Often used in English literature papers and similar scholarly projects. APA (American Psychological Association): Most common in psychology and sociology papers. Turabian (created by author Kate Turabian, also known as the Chicago Manual of Style)

Answer 100

1) Brainstorming - done without critical thinking. Look for patterns, repetitions, and clusters of ideas. Allows for fresh ideas to come as you think about the topic. 1) Free writing - more structured form of brainstorming. Take a limited amount of time (2-3 minutes) to write everything that comes to mind about the topic. 2) Planning - process of organizing a piece of writing before composing a draft. Create an outline or a graphic organizer to identify their topics, main ideas, and the general organization of the composition. Preliminary research can also take place during this stage. Plans don't have to be perfect and are subject to change. 3) Drafting - may write subsequent drafts to improve their writing. Can help writers think about different ways to communicate their ideas and address errors that may be difficult to correct without rewriting a whole section or the whole composition. 4) Revising - make broad changes that may apply to large sections of a composition and then making small, specific corrections. Revising involves ensuring that the composition addresses an appropriate audience includes all necessary material, maintains focus throughout, and is organized logically. 5) Edit - narrower than the revising phase, such as improving transitions between paragraphs, ensuring each paragraph is on topic, and improving the flow of the text. Fix grammatical mistakes. 6) Proofreading - fixing misspelled words, typos, and other grammatical errors, and any remaining surface-level flaws. A recursive writing process means to move between the different stages at all time (drafting, revising, editing, and proofreading).

Answer 101

Introduction - should answer what the subject of the essay is; how the author addresses the subject - summarizing main points and the evidence supporting them. Thesis statement - what will the essay provide? Usually at the opening paragraph's last sentence, clearly stating the writer's message. Body - elaborates on all the main points related to the thesis, introducing one main point at a time, and includes supporting evidence with each main point. Each body paragraph should state the point in a topic sentence. The following sentences (supporting) should involve evidence and quotes, and then explain how this point and the evidence are related to the thesis. conclusion - reiterates the content of the introduction, including the thesis. May summarize the highlights of the argument or description contained in the body following the same sequence used in the body. Like Point 1 + point 2 + point 3 = thesis

Answer 102

Examples - supporting details to the main idea of a paragraph, and to clear up confusion or to make readers accept the point trying to be made. Illustrations - extended examples that require several sentences. Great way to for authors to develop a point that may not be familiar to their audience. Analogies - make comparisons between items that appear to have nothing in common. Used to provoke a fresh thought about a subject. Cause and effect - Explain connection between actions or situations and a particular result. State effect in the topic sentence and add causes in the body of the paragraph.

Answer 103

Paragraph of narration - tells a story or a part of a story. The sentences are normally arranged in chronological order, but flashbacks and anecdotes can be included. Descriptive paragraph - verbal portrait of a person, place, or thing. Specific details are used that appeal to the senses. Process paragraph - related to time order (FIrst, you do this. Second, you do this). Describes a process or teachers readers how to perform a process. Comparing two things - draws attention to their similarities and indicates a number of differences. Contrasts only focus on differences. Can be done point by point.

Answer 104

Persuasive/Argumentative: Convince the audience to take action or agree with the author's claims. Expository: meant to inform the audeicen of teh author's observations or research on a topic. Narrative: tell the audience a story and often allows more room for creativity. Descriptive: the writer provides a substantial amount of detail to the reader so he or she can visualize the topic.

Answer 105

Specialized vocabulary that is used among members of a certain trade or profession. Includes exaggerated language that tries to impress rather than inform.

Answer 106

1) Explicit instruction of new vocabulary. Vocab. knowledge can be reinforced implicitly by integrating the new words into activities and future texts. 2) Prepare students for reading activity, such as explicitly describe a particular type of plot device that is used in a passage before the students encounter the device in the reading. Guided readings and summaries can help students comprehend an assigned passage. 3) Peer discussions help improve reading comprehension: help each other develop decoding skills. 4) Encourage motivation; frequent assessments or rewards to keep students engaged when reading,

Answer 107

A) Flesch Reading Ease and Gunning Fog Schale Level - Syllable count and the length of the sentences in a passage. B) Dale-Chall Score - evaluates texts based on whether or not the words within are common or not. C) Fry Readability Grade Level - analyzes a passage based on the number of syllables and sentences per 100 words. These values are documented on a graph, using the two factors as axes.

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