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Texts Flashcards

1
Q
  1. Prose fiction
  2. Poetry
  3. Drama
  4. Non-fiction prose
A

Four genres of Literature

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2
Q

also known as narrative fiction because it relies on the narration of a sequence of events from the writer’s imagination
Types: short stories, myths, parables, novellas, novels (historical, mysteries, romance, women’s fiction, science fiction/fantasy, suspense/thriller, horror, young adult)

A

Prose fiction

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3
Q

expresses deeply felt experiences with a heavy focus on emotion. It is often considered a conversation or interchange with the reader
Common types: haiku, limerick, sonnet, cinquain, ballad, ode, epic

A

Poetry

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4
Q

10 syllables in a line (five sets of a short syllable and a long syllable)

A

Iambic Pentameter (Poetry)

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5
Q

unrhymed iambic pentameter

A

Blank Verse (poetry)

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6
Q

may or may not rhyme but there is no specific meter

A

Free verse

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7
Q

rhyming stanza of two lines

A

Couplet

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8
Q

14 lines that rhyme “abab, cdcd, efef, gg”
Purpose of poetry: to express the poet’s ideas throughout the use of figurative language, imagery and sound. To demonstrate a more economical use of language.

A

Shakespearean Sonnet

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9
Q

literature designed to be performed. Often similar to narrative fiction in that a story is told

A

Drama

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10
Q

tragedy, comedy: farce, comedy of manners, melodrama; historical, romance

A

Types of drama

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11
Q

most often to convey a story using dialogue performed by actors
Ex: May use poetry to convey the narration

A

Purpose of drama

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12
Q

encompasses all of literature that is not fictional. Conveys interpretations of facts, opinions, and presents judgments
Ex: news reports, feature articles, essays, editorials, biographies, autobiographies, and textbooks

A

Non-fiction prose

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13
Q
  1. to provide truth in reporting as it relates to the factual world of news, science, and history
  2. To demonstrate logic in reasoning
A

Purpose of non-fiction prose

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14
Q
  1. ways of writing and speaking that help people interact, communicate, and work together. They reflect the things people do, and they are always evolving because
  2. human activities change over time to suit new social situations and fresh challenges. They reflect how people act, react, and interact
A

Genres

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15
Q
  1. Analyze the rhetorical situation
  2. Invent your ideas
  3. Organize and draft your paper
  4. Choose an appropriate style
  5. Design your document
  6. Revise and edit your work
A

Writing Process Steps

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16
Q

define your topic, state your purpose, and analyze your readers and the contexts in which your text will be read or used.

A

Analyze the rhetorical situation

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17
Q

use inquiry and research to generate your own ideas and discover what others already know about your topic

A

Invent your ideas

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18
Q

arrange and compose your ideas into familiar patterns that your readers will recognize and find useful

A

Organize and draft your paper

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19
Q

use techniques of plain and persuasive style to clarify your writing and make it more compelling

A

Choose an appropriate style

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20
Q

develop an appropriate page layout and use visual or audio features to make your ideas more accessible and attractive to readers

A

Design your document

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21
Q

improve your writing by rewriting, reorganizing, editing, and proofreading your work

A

Revise and edit your work

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22
Q

to help you figure out how people tend to act, react, and interact when you are writing. If you tell your readers you are giving them a “movie review,” they will have some predictable expectations about the content, organization, style, and design of the text.

A

Purpose of a genre

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23
Q

also known as an argumentative essay, is a piece of academic writing where you use logic and reason to show that your point of view is more legitimate than any other. You must expose clear arguments and support them by convincing facts and logical reasons

A

Persuasive essay

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24
Q

proficient readers try to make sense out of what they read by finding how it connects with what they already know. When educators help students make connections to their prior knowledge before, during, and after they read, they are teaching comprehension

A

Activating Prior Knowledge

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25
Q

some theorists believe they may be as important for learning as the ability to learn. Emotional factors can have a positive or negative impact on learning

A

Affective Factors

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26
Q

reading with the intent of finding deep meaning and understanding. People analyze, reflect, and evaluate what is read as they continue reading

A

Critical Reading

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27
Q

the ability to interpret letter-sound relationships to help correctly pronounce written words. Understanding these relationships allows readers to recognize familiar words and to interpret what they have not seen before

A

Decoding

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28
Q

a smooth, easy flow and mastery of a language in reading, writing, or speech. These readers recognize words automatically making reading faster and more efficient.

A

Fluency

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29
Q

a style of literature such as autobiography, poetry, fantasy, science fiction, etc.

A

Genre

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30
Q

the change in the shape of a word, usually by affixation, which changes the meaning

A

Inflection

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31
Q

the interference with new learning due to a previous learned skill. Ex: a racquetball player attempts to play tennis, but uses his wrist too much in his ground stroke

A

Negative Transfer

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32
Q

the method of teaching beginners to read and pronounce words based on sound

A

Phonics

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33
Q

when a previous learning accelerates and supports the learning of a new task. Ex: it occurs when an individual who has proficiently learned to play the cello, can learn to play the guitar more rapidly and efficiently

A

Positive transfer

34
Q

calculated by dividing the number of words read correctly by the reading time

A

Reading rate

35
Q

a reading technique often used when looking for specific information in a large volume text

A

Scanning

36
Q

the meaning or the interpretation of a word, sentence, or other language form

A

Semantics

37
Q

a technique to sort and classify similarities and differences among ideas, objects, people, groups, and events

A

Semantic feature analysis

38
Q

builds on prior knowledge for vocabulary building. The key concept word is displayed, and related words are added and eventually organized into categories

A

Semantic mapping

39
Q

a reading technique not to be confused with scanning. It is done three to four times faster than normal reading and allows the reader to quickly identify the main idea of a text.

A

Skimming

40
Q

a word analysis skill to help break down unknown words into syllables so they can be blended and pronounced

A

Syllabication

41
Q

involves critical and abstract thinking. Students will often pause and reflect to synthesize new information combining the ideas they gain by reading with their own knowledge. This technique creates new perspectives and a more complete understanding of the text

A

Synthesis

42
Q

an interactive tool made up of two overlapping circles for organizing and demonstrating the similarities and differences of two single items or ideas

A

Venn Diagram

43
Q

a skill and technique used by proficient readers using prior knowledge and background experience to help form mental pictures. This technique helps the reader connect with the author’s writing and makes the text more meaningful

A

Visual imaging skills

44
Q

eliciting from students what they already know and building initial knowledge that they need to access upcoming content

A

Accessing prior knowledge

45
Q

repeating a consonant sound in close proximity to others, or beginning several words with the same vowel sound

A

Alliteration

46
Q

a terse saying embodying a general truth, or an astute observation

A

Aphorism

47
Q

the act of addressing some abstraction or personification that is not physically present

A

Apostrophe

48
Q

unrhymed lines of ten syllables each with the even-numbered syllables bearing the accents

A

Blank Verse

49
Q

an elaborate or unusual comparison: especially one using unlikely metaphors, simile, hyperbole, and contradiction

A

Conceit

50
Q

two lines: the second line immediately following the first: of the same metrical length that end in a rhyme to form a complete unit

A

Couplet

51
Q

a poem in which a poetic speaker addresses either the reader or an internal listener at length

A

Dramatic Monologue

52
Q

an unrestrained expression, as a feeling: a poetic response

A

Effusion

53
Q

poetry based on the natural rhythms of phrases and normal pauses rather than the artificial elements of metrical feet

A

Free verse

54
Q

a common term of variable meaning, imagery includes the “mental pictures” that readers experience with a passage of literature

A

Imagery

55
Q

a recognizable though varying pattern of stressed syllables alternating with syllables of less stress

A

Meter

56
Q

a comparison or analogy stated in such a way as to imply that one object is another one, figuratively speaking.

A

Metaphor

57
Q

in his late 1693 work, Discourse of Satire, John Dryden used the term metaphysical to describe the style of certain poets earlier in the 17th century

A

Metaphysical poets

58
Q

using a vaguely suggestive, physical object to embody a more general idea

A

Metonymy

59
Q

using contradiction in a manner that oddly makes sense on a deeper level

A

Oxymoron

60
Q

an external representation of oneself which might or might not accurately reflect one’s inner self, or an external representation of oneself that might be largely accurate, but involves exaggerating certain characteristics and minimizing others

A

Persona

61
Q

a trope in which abstractions, animals, ideas, and inanimate objects are given human character traits

A

Personification

62
Q

a stanza of four lines, often rhyming in an ABAB pattern

A

Quatrain

63
Q

the pattern of rhyme

A

Rhyme Scheme

64
Q

in medieval use, romance referred to episodic French and German poetry dealing with chivalry and the adventures of knights in warfare as they rescue fair maidens and confront supernatural challenges

A

Romance, Medieval

65
Q

the ancient art of argumentation and discourse

A

Rhetoric

66
Q

a matching similarity of sounds in two or more words, especially when they accented vowels and all succeeding consonants are identical

A

Rhyme

67
Q

an analogy or comparison implied by using an adverb such as like or as

A

Simile

68
Q

a lyric poem of fourteen lines, usually in iambic pentameter, with rhymes arranged according to certain definite patterns

A

Sonnet

69
Q

refers to a gathering of arrangement of sonnets by a single author so that the sonnets in that group or arrangement deal with a single theme, situation, a particular lady, or alternatively deal with what appears to be a sequential story

A

Sonnet Sequence

70
Q

figures of speech with an unexpected twist in the meaning of words

A

Tropes

71
Q

using a part of a physical object to represent the whole object

A

Synecdoche

72
Q

twists the meaning of words

A

Puns

73
Q

one verb using different objects

A

Zeugma

74
Q

echoic words or words that create an auditory effective similar to sound they represent

A

Onomatopoeia

75
Q

exaggeration

A

Hyperbole

76
Q

understatement

A

Meiosis

77
Q

using a different part of speech to act as another

A

Anithimeria

78
Q

a completely impossible figure of speech

A

Catachresis

79
Q

mixing one type of sensory input with another in an impossible way

A

Synesthesia

80
Q

breaking off as if unable to continue

A

Aposiopesis

81
Q

the narrative or elegiac voice in a poem (such as a sonnet, ode, or lyric) that speaks of his or her situation or feelings

A

Voice/Poetic Speaker

Test Prep (7 decks)

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