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Praxis 5038 > Reading > Flashcards

Reading Flashcards

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1
Q

Constructivism

A

Readers construct meaning through integrating what they’re reading with their reactions, knowledge, beliefs, and ideas.

Cultural and social backgrounds play into this

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2
Q

Constructivist Teaching

A

Teachers should design lessons that require students to respond to text and each other through discussions.

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3
Q

Literary criticism

A

Formal study, analysis, and evaluation of literary texts.

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4
Q

Colonial Period

A

1620-1750

Exploration, relations with Native Americans, and life in the new world.

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5
Q

Age of Revolution

A

1750-1815

Colonies quest for independence.

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6
Q

Romantic/Transcendental

A

1800-1865

Power of imagination, celebration of individualism, and love of nature.

Wanted to break away from British literary tradition.

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7
Q

Realistic Period

A

1855-1910

Portrayed American life as if really was. Emphasized likeness to life/Verisimilitude.

Includes civil war writers, regionalists, and naturalists

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8
Q

Modern Period

A

1900-1950

World Wars, alienation, the Roaring Twenties, Great Depression, and the changing world.

Included Harlem Renaissance writers.

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9
Q

Post Modernism

A

1950-Present

Challenges traditional values and structures. Heightened concern for social issues.

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10
Q

American Literature Themes

A

Individualism, the American Dream/reality, cultural diversity, tolerance, and the search for identity.

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11
Q

British Literature

A

Reflects changes in culture and thinking over time from writers from the British isles.

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12
Q

Anglo-Saxon

A

449-1066

Epic poems, courageous heroes, concern for morality.

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13
Q

The Medieval Period

A

1066-1485

Focused on religion, romance, diversity, and chivalry.

Morality plays and folk ballads were popular

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14
Q

Renaissance Period

A

1485-1660

Love and human nature

Included Elizabethan/Golden age

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15
Q

Restoration Period

A

1660-1798

Focused on logic, reason, and rules.

Aka: The Enlightenment

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16
Q

Victorian Period

A

1832-1900

Focused on social, religious, and economic change and turmoil.

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17
Q

British Romantic Period

A

1785-1830

Truth was found in nature and imagination

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18
Q

British Modern Era

A

1900-1945

Social issues, epiphanies, stream of consciousness, psychology, human nature

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19
Q

World Lit

A

Works from around the globe. Looks at historical, cultural, and philosophical context.

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20
Q

Context

A

Historical and cultural time a text was written.

What was going on that shaped the authors ideas and experiences.

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21
Q

Historical Context

A

Different from setting

What was going on in the world when the story was written? What could the author be responding to or criticizing?

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22
Q

Context Best Practices

A

Frame the story with context
Ask an essential or life question to help students connect
Ask students to activate prior knowledge

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23
Q

Objectives for Genre Study

A 
Equip students to:
Understand
Interpret
Discuss
Create
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24
Q

Bloom’s Taxonomy

A 
Remembering 
Understanding
Applying
Analyzing
Evaluating
Creating
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25
Q

Non-Fiction Direct Instruction

A

Identifying rhetorical strategies used

Summarizing by stating format, purpose, intended audience, and central idea

Evaluating assumptions, claims, appeals, and evidence

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26
Q

Folklore

A

Set of beliefs and stories of a particular group passed down through generations

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27
Q

Fables

A

Short stories intended to teach moral lessons

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28
Q

Fairy Tales

A

Stories that involve magical creatures and elements

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29
Q

Myths

A

Stories that attempt to explain certain practices or phenomena

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30
Q

Legends

A

Unverifiable stories that have a degree of realism about them.

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31
Q

Science Fiction

A

Stories grounded in science and tech. Explore future of humanity and relationship with universe and/or technology

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32
Q

Dystopian Fiction

A

Explores cultural, social, and political structures of a futuristic world

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33
Q

Satire

A

Uses critical humor to reveal vice and foolishness in people or organizations in hopes of bringing about changes.

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34
Q

Studying Plot

A

Focus on cause and effect to understand why things happen the way they do

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35
Q

Studying Setting

A

Time, place, and cultural norms of the society being represented

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36
Q

Studying Charatcters

A

How actions and motivations are influenced by traits and values

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37
Q

Monologue

A

Long speech in a play that explains a character’s thoughts on philosophical ideas or social issues

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38
Q

Soliloquy

A

Monologue delivered as if no one is listening

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39
Q

Poetry Line

A

A unit of poetry separated by punctuation

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40
Q

Stanza

A

Group of poetry lines followed by a spade.

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41
Q

Ballad

A

Short narrative song about an event that is considered important.

Focused on a crucial situation that led to disaster

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42
Q

Ballad topics

A

Love, courage, political disputes, or military battles.

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43
Q

Sonnet

A

14 line lyrical poem usually written in iambic pentameter

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44
Q

Italian/Petratchan Sonnet

A

8 lines in abba followed by 6 lines of cde or cd

First part Poses a question, describes a problem, or tells a story

Second part answers it.

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45
Q

Shakespearean Sonnet

A

Three groups of four lines and ends with a couplet.

Abandon cdcd efef gg

Variations on a single theme. The couplet is the final remark

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46
Q

Haiku

A

Short poem

3 lines and seventeen syllables

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47
Q

Villanelle

A

19 lines

Five stanzas with three lines each and a final stanza of 4 lines

2 lines are repeated throughout it

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48
Q

Common themes

A 
Love
Loss
Power
Betrayal 
Growing old
Coming of age
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49
Q

Point of View

A

The perspective the story is told from. First person, second, person, third person.

Controls what the reader knows.

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50
Q

Plot structure

A

How the events of the story are organized.

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51
Q

Central Conflict

A

Struggle between two opposing forces.

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52
Q

Internal Conflict

A

Conflict within the character/their thoughts.

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53
Q

External Conflict

A

Conflict caused by external forces: Nature, another character, supernatural forces, destiny, society.

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54
Q

Exposition

A

Background information about setting, characters, state of their world.

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55
Q

Inciting incident

A

Introduces antagonist and establishes conflict

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56
Q

Climax

A

When the conflict reaches it’s peak/most exciting part

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57
Q

Resolution

A

When the conflict gets sorted out.

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58
Q

Falling Action

A

Events that move the character away from the conflict and into the next stage of their life.

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59
Q

Setting

A

Geographical and chronological place the story happens. Can include time period society expectations. Different from plot. Ask “how would this be different if it were set in a different time.

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60
Q

Character Development

A

Process to create complex and believable characters. Includes revealing information about them all at once or in pieces based on other characters. Helps reader see how character changes over the story.

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61
Q

Tone

A

The author’s attitude toward the subject and reader.

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62
Q

Mood

A

The emotional feeling of the text that shapes the reader’s experience with it.

Creating through plot, setting, characters, point of view, tone, and figurative language.

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63
Q

Figures of Speech

A

Extend meaning of word, engage reader’s imagination, add emphasis to different aspects of the subject.

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64
Q

Metaphor

A

Comparing something unfamiliar with something that is familiar. Use direct comparison. “Juliet is the sun.”

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65
Q

Simile

A

Comparison between two things using “like” or “as” to help with understanding.

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66
Q

Imagery

A

Description that appeals to the five senses.

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67
Q

Hyperbole

A

Exaggeration meant to create humor or add emphasis.

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68
Q

Personification

A

Giving objects, animals, or natural forces humanlike qualities.

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69
Q

Symbolism

A

Using a concrete object, action, or character to represent an abstract idea.

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70
Q

Allusion

A

Reference to a historical, mythological, fictional, or religious person, place, or thing. Helps with understanding because students can make comparisons.

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71
Q

Cliche

A

Common sayings that lack originality, but are familiar and relatable.

72
Q

Dialect/Slang

A

How a character speaks, reveals info about setting and character status.

73
Q

Foreshadowing

A

Hints at the events that are going to happen later. Breadcrumbs to the conflict or resolution.

74
Q

Verbal Irony

A

When the character/narrator says something opposite of what they mean

75
Q

Situational Irony

A

Something happens that contradicts what the audience expected to happen.

76
Q

Dramatic Irony

A

When the audience knows something the character doesn’t.

77
Q

Rhyme Scheme

A

The arrangement of rhyming words in a stanza or poem.

78
Q

Slant Rhyme

A

Poet substitutes assonance or constance for real rhyme.

79
Q

Internal Rhyme

A

When two or more words in a line rhyme

80
Q

Rhythm

A

Heartbeat of the poem. How the sounds are accentuated or not.

81
Q

Meter

A

Established rhythm in a poem. Accentuated syllables are repetitive and predictable.

Named by the type and number of feet in a line.

82
Q

Foot

A

Each unit of the meter

83
Q

Iamb

A

When an unaccented syllable is followed by an accented one. Con-TAIN.

84
Q

Accented syllable

A

Part of the word that is emphasized. You say the whole part. It’s the hard-sounding part of the word.

85
Q

Iambic Pentameter

A

10 syllables. Soft/hard rotation. Shakespeare wrote this way.

86
Q

Blank Verse Poetry

A

Unrhymed iambic pentameter.

87
Q

Free Verse

A

No set pattern of rhyme or regular meter. Rhythm is unpredictable.

88
Q

Assonance

A

Words with the same vowel sound in one or two lines of poetry. Used to create Slant Rhyme.

Makes it musical

89
Q

Consonance

A

Repetition of the same consonant sound at the end of a hard syllable, but follows different vowel sounds.

90
Q

Closed Form Poetry

A

Poems that follow a given form or shape.

Set number of lines, syllables, rhyme scheme, etc.

91
Q

Open Form Poetry

A

Poetry without restrictions. Can take any form.

92
Q

Active Readers

A

Make connections, seek meaning to solve a problem, gain new knowledge, or answer a question.

93
Q

Pre-Reading Strategies

A

Include Previewing and setting a purpose.

94
Q

Previewing (Reading Strategy)

A

Identify the author, genre, and general subject of the text.
Read headings and chapter titles
Examine related graphics
Research the author and context of the work
Anticipate the author’s purpose

95
Q

Set a Purpose (Reading Strategy)

A

Determine why they are reading the text. Helps push students to make connections and understand the theme.

96
Q

Metacognition

A

Monitor and clarify strategy. Think about what they’re reading so they can quickly recognize if something doesn’t make sense.

97
Q

Annotating

A

Making notes about reading. Includes vocabulary, inferences, summaries, and analyses.

98
Q

Summarization

A

Condense the text to include the key ideas, people, and info.

99
Q

Synthesizing

A

Take background knowledge and understanding of the text to create an original understanding of a text. Similar to summarizing.

100
Q

Targeted Review of Previous Learning

A

Start lessons by reviewing what was covered during previous classes to help students focus and remember.

101
Q

Spiraled Instruction

A

Students learn more about a topic each time it is reviewed.

102
Q

Modelling

A

Demonstrating a skill or practice for students before asking them to do it.

103
Q

Questioning Strategies

A

Ask questions to check for understanding. Allows you to see what still needs work.

104
Q

Literary Theory

A

Using a set principles or a system of ideas to interpret literature from a unique angle.

105
Q

Reader-Response Theory

A

Idea that reader’s feelings and thoughts while reading influence their interpretation. These constructed interpretations blend with the author’s intended meaning so the reader is now part of the creative process.

There is no correct response to the text because it is unique to the reader.

106
Q

Feminist Literary Theory

A

Examines how women are portrayed in lit and if they are shown as inferior, dependent, or not as interesting as men.

Challenges idea that women are opposite of men.

107
Q

Queer Theory

A

Looks at how sexuality and gender is portrayed in lit and challenges cultural assumptions that someone is defined by their sexuality.

108
Q

Deconstructionist Literary Criticism

A

Focuses on directing and uncovering the writer’s assumptions about what is true and false, good and bad.

Looks at language and how it portrays ideas. Things don’t exist just because the other is absent.

109
Q

Semiotic Analysis

A

Study of signs, symbols, visual messages, and gestures.

Sign system: Set of behaviors or things that are analyzed as if they are symbols that represent ideas.

110
Q

Marxist Theory

A

Focuses on the economic systems that structure society and the ways human behavior is motivated by desire for economic power.

How are characters influenced by socioeconomic class?

111
Q

Formalism/New Criticism

A

Focuses on closely reading texts and analyzing how the lit elements create meaning.

112
Q

Patterns

A

Recurring elements that form a design.

113
Q

Text Organization

A

How the details of the text are arrange.

Chronological, problem-solution, cause-effect, general-specific, compare-contrast.

114
Q

Problem-Solution (Text Organization)

A

Looks at the details of something and then offers a possible solution to it.

115
Q

Cause-Effect (Text Organization)

A

Shows chain of events. Something happens which sets off another thing.

116
Q

Sequential Order (Text Organization)

A

Arranges events in the order that they happen. Either consecutive or logical.

Steps of a procedure. Something has to happen in order to do the next thing.

117
Q

Chronological Order (Text Organization)

A

Presents events in the order that they happened over time.

118
Q

Critical Thinking

A

Ask questions about the quality of the reasoning, validity of the belief, or the assumption and then com to their own conclusions.

119
Q

Argument Abilities Students Should Have

A

Evaluate evidence
Identify reasoning errors
Recognize strategies used.

120
Q

Evidence Relevancy

A

How closely is the evidence related to the argument and how recent is it. Is it from a credible source?

121
Q

Logical Fallacy

A

Error or breakdown in logical reasoning.

122
Q

Slippery Slope (Reasoning Error)

A

Main argument is based on the assumption that if one thing happens, a set of other specific things will follow (chain of events).

123
Q

Hasty Generalization (Reasoning Error)

A

Conclusion is made without enough evidence, is based on prior experiences, or assumptions.

124
Q

The Circular Argument (Reasoning Error)

A

The argument is restated repeatedly without including new evidence.

125
Q

Red Herring (Reasoning Error)

A

Distracting information is included to move the focus away from the most important point(s) of the argument.

126
Q

Dichotomous Thinking

A

Thinking in pairs of opposite terms so you only see the extremes of the situation.

Simplifies a complex problem down to just two options.

127
Q

Rhetorical Support

A

Support of generalizations, claims, and arguments using details, examples, and other evidence.

128
Q

Logos (Arguments)

A

Appeals to people’s logical side.

129
Q

Pathos (Arguments)

A

Appeals to people’s emotions.

130
Q

Ethos (Arguments)

A

Appeals to people’s ethical side.

131
Q

Perspective

A

A person’s POV, frame of reference, position, or attitude toward an idea or occurrence.

132
Q

Testimonial

A

Statement about the quality or value of a person, idea, or thing.

133
Q

Inductive Reasoning

A

Type of logical thinking that involves forming generalizations based on specific incidents you’ve experienced, observations you’ve made, or facts you know to be true or false.

134
Q

Denotation

A

Dictionary meaning of a word.

135
Q

Connotation

A

Suggested or implied meaning of a word.

136
Q

Explicit Language

A

Clear, detailed, and exact word choice. Prevents confusion or ambiguity.

137
Q

Implicit Language

A

Word meanings are implied so the reader is left to make their own conclusions.

138
Q

Media Influence

A

Impact the media has on an audience’s thinking and behavior.

139
Q

Visual Persuasion

A

Using images to influence the thinking and choices of viewers.

140
Q

Gallery Walk

A

Teachers put pictures, videos, or quotations related to the text in stations that students move around and then record their impressions.

141
Q

Dactyl

A

A stressed syllable followed by two unstressed syllables

TY-pic-cal
FAB-u-lous

142
Q

Trochaic

A

Stressed syllable followed by an unstressed syllable

GAR-den

143
Q

Comprehension Strategies

A

Helps students understand and remember content.

Monitor
Use Text Structure
Summarize
Elaborate
Explain
144
Q

Anapest

A

Two unstressed syllables followed by a stressed one.

Un-der-STAND
Con-tra-DICT

145
Q

Metaphysical Poem

A

Poems with an inventive use of conceits and a greater emphasis on the spoken quality of the verse.

Coined by Samuel Johnson

146
Q

What do Reasoning Strategies do?

A

Help students decide what they believe through evidence, arguments, and counterarguments.

147
Q

Limerick

A

Humorous, frequently dirty verse.

Three long and two short lines.

Follows aabba rhyme scheme.

148
Q

Epigram

A

A short remark stating an idea in a clever or amusing way.

“If you can’t be a good example, you’ll just have to be a horrible warning.”

149
Q

Ode

A

A lyrical poem that addresses a particular subject in an elevated way. Usually very elegant and flowery language.

150
Q

Bildungsroman

A

A novel about one’s formative years or spiritual education.

151
Q

Anticlimax

A

A sudden transition from something exciting to something disappointing, trivial, or ludicrous (usually in narratives).

152
Q

Allegory

A

A story, poem, or picture that can be interpreted to reveal a hidden meaning (moral or political usually).

Examples: Animal Farm, Lord of the Flies.

153
Q

Synecdoche

A

Figure of speech where one part represents the whole.

“Check out my new wheels.”

154
Q

Syllogism

A

Logical argument using deductive reasoning to arrive at a conclusion based on two or more things assumed to be true.

Defined by Aristotle.

155
Q

Semantics

A

Study of meaning in a language.

156
Q

Ipse Dixit

A

An opinion

157
Q

Hubris

A

Excessive Pride or self-confidence.

158
Q

Anastrophe

A

A rhetorical term for the inversion of conventional word order.

“Arms that wrap around a shawl.”

159
Q

Neoclassicism

A

Western culture movement in art, literature, music, and architecture that drew inspiration from the ancient past.

160
Q

Quatrain

A

Poem stanza with 4 lines and alternating rhymes.

161
Q

Sprung Rhythm

A

Poetry designed to match the rhythm of natural speech..

162
Q

Conceit

A

Comparison between two unlike things. Usually shocking comparison.

“Marriage is like a root canal.”

163
Q

Metonymy

A

Replacing the name of something with a word associated with it.

The Crown.

164
Q

Incremental Repetition

A

When a line is repeated in a poem but is slightly changed each time.

165
Q

Frame Story

A

A story within a story. The main story sets up an emphasis on the second story.

“Titanic” old Rose vs. Young Rose

166
Q

Elegy

A

A poem of serious reflection, usually for the dead.

167
Q

Prescriptive Issue

A

Describes how the world should be including moral and ethical concerns.

168
Q

Intertextuality

A

Shaping a text’s meaning by using another text to compare/contrast.

169
Q

Analogy

A

Comparing two things to explain or clarify something. Uses metaphors and similes.

Life is like a box of chocolates.

170
Q

Holistic Evaluation

A

Grading based on overall quality, not specific errors.

171
Q

Bandwagon (Argumentative Style)

A

Encourages reader to do something because everyone else is. Peer pressure method.

172
Q

Glittering Generality

A

Vague words are used to make reader feel something rather than give information.

Same as loaded word/phrase.

173
Q

Anachronism

A

When something appears that doesn’t belong in the specified time period.

174
Q

Card Stacking (Argumentative Style)

A

Manipulating information so one product/idea looks better than another.

175
Q

Antithesis

A

A person or thing that is the direct opposite of someone or something else.

Praxis 5038 (4 decks)

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