Part 2 - #31-60

Question 1

Atmosphere

Answer 1

The emotional mood created by the entirety of a literary work, established partly by the setting and partly by the authors choice of objects that are described. Even such elements as a description of the weather can contribute to the atmosphere. Frequently atmosphere foreshadows events. Perhaps it can create mood.

Question 2

Asyndeton

Answer 2

A syntactical structure (see “syntax”) in which conjunctions are omitted in a series, usually producing more rapid prose. For example: “Veni, vedi, vici” “I came, I saw, I conquered” (a latin phrase, supposedly spoken by julius caesar)

Question 3

Audience

Answer 3

The person or people who listen to a spoken text or read a written one and are capable of responding to it.

Question 4

Bias

Answer 4

Any belief, ideology, value, or prejudice that inhibits impartial judgement is a bias.

Question 5

Chiasmus

Answer 5

A figure of speech and a syntatical wherein the order of the terms in the first half of a parallel clause is reversed in the second. For example: “he thinks I am but a fool. A fool, perhaps I am.”

Question 6

Claim

Answer 6

An assertion stated as a fact. In other words, although a claim may be stated as a truth, that truth is not supported by evidence.

Question 7

Classification

Answer 7

The sorting out of elements into classes or groups, or the separation of something into its parts. Connected to “division.” Classification and division are used when a writer wants to break something down into its elements or groups a number of things in order to analyze them.

Question 8

Clause

Answer 8

Clausea grammatical unit that contains a subject and a verb. An independent, or main, clause expresses a complete thought and can stand alone as a sentence and must be accompanied by an Independent clause. The point that you want to consider is the question of what or why the author subordinates one element to the other. You should also become aware of making effective use of subordination in your own writing.

Question 9

Cliché

Answer 9

An old, tired expression that writers should avoid “like the plague,” which is an example of cliché

Question 10

Coherence

Answer 10

A principle demanding that the parts of any composition be arranged so that the meaningof the whole may be immediately clear and intelligible. Words, phrases, clauses within the sentence: and sentences, paragraphs, and chapters of larger pieces of writing are the units that, by their progressive and logical arrangement, make for coherence.

Question 11

Colloquial/colloquialism

Answer 11

The use of slang or informalities in speech or writing. Not generally acceptable for formal writing, colloquialisms give a work a conversational, familiar tone. Colloquial expressions in writing include local or regional dialects.

Question 12

Complex sentence

Answer 12

A sentence with one independent clause and one or more dependent clauses.

Question 13

Compound sentence

Answer 13

A sentence with two or more independent clauses.

Question 14

Compound-complex sentence

Answer 14

A sentence with two or more independent clauses and one or more dependent clauses.

Question 15

Conceit

Answer 15

A fanciful expression, usually in the form of an extended metaphor or surprising analogy between seemingly dissimilar objects. A conceit displays intellectual cleverness as a result of the unusual comparison being made.

Question 16

Conclusion

Answer 16

The close of an essay, which should bring the writers point home in a few sentences or a paragraph. Good conclusions do more than repeat a thesis, but they may refer to facts, ideas, and even the opening anecdote.

Question 17

Conjunction

Answer 17

A word or phrase that joins words, phrases, clauses, ideas. Three types of conjunctions grace the english language: coordinating, correlative, and subordinating conjunctions.

Question 18

Connotation

Answer 18

The non-literal, associative meaning of a word; the implied, suggested meaning. Connotations may involve ideas, emotions, or attitudes.

Question 19

Context

Answer 19

In writing, context implies the circumstance in which an event occurs. To put writing in context means to examine it in relation to the circumstances present at its time of composition or to examine it in light of the events relevent to its subject or topic. Context may also be used to indicate the placement of a par within a larger setting. For example, a word in context refers to the meaning of the word in a particular sentence, paragraph, or text. Also called “milieu” in literary analysis or historical documents, meaning the surroundings or environment that somebody lives in or is influenced by.

Question 20

Controlling idea

Answer 20

An idea that provides the common thread that ties a text together. A controlling idea may be expressed as a thesis, as a topic sentence, or as an extended metaphor or image.

Question 21

Critique

Answer 21

An assessment an analysis of something, such as a passage of writing, for the purpose of determining what the peice of writing is, what its limitations are, and how it conforms to the standard of the genre.

Question 22

Deductive reasoning

Answer 22

Reasoning that begins woth a general principle and concludes with a specific instance that demonstrates that general principle.

Question 23

Definition

Answer 23

Explanation of the nature of a word, thing, or idea. Definition attemps to make us understand something we already knew–in a novel or new way. When nancy mairs discussed “being a cripple,” she is using a label others try not to use, and she redefines what ot means.

Question 24

Denotation

Answer 24

The strict, literal, dictionary definition of a word, devoid of any emotion, attitude, or color.

Question 25

Description

Answer 25

Depiction through sensory evidence. Description is not just visual: it uses details of thouch, taste, smell, and hearing. These concrete details can support an specific argument, give the reader a sense of immediacy, or establish a mood. Description, while tied to the concrete. Can also use metaphor, as when richard rodriguez writes “At one point his words slid together to form one word–sounds as confused as the threadsof blue and green oil in the puddle next to my shoes.”

Question 26

Dialect

Answer 26

The language and speech idiosyncrasies of a specific area, region, or group. For example, minnesotans say “you betcha” when they agree with you, and georgians might say “y’all” when speaking to a group. Dialects are evident in speech from a different era, culture, or region.

Question 27

Diction

Answer 27

Related to style, dictiction refers to the writers word choices, especially with regard to their correctness, clearness, or effectiveness. You should be able to describe an authors dictiction (for example, formal or informal, ornate or plain) and understand the ways in which diction can complement the authors purpose. Diction, combined with syntax, figurative language, literary devices, ect., creates an authors style.

Question 28

Didactic

Answer 28

From the greek, didactic literally means “teaching.” Didactic works have the primary aim of teaching or instructing, especially the teaching of ethnic or moral principles.

Question 29

Discourse

Answer 29

A serious and lengthy speech or peice of writing about a topic or a serious discussion about something between people or groups. Also could refer to language, especially the type of language used in a particular context or subject or a unit of language, especially spoken language, that is longer than the sentence.

Question 30

Division

Answer 30

The seperation of something into parts. Connected to “classification.” Classification and division are used when a writer wants to break something down into its elements or group a number of things in order to analyze them.