Week 3

Question 1

Asyndeton

Answer 1

Leaving out conjunctions between words, phrases, clauses. There are no FANBOYS (for, and, nor, but, or, yet, so) joining the clauses. This purpose would be to show the importance of what is being said or makes the author seem as though he or she is rushing because of the importance of the matter. “I came, I saw, I conquered.”

Question 2

Attitude

Answer 2

The speaker’s position on a subject as revealed through his or her tone.

Question 3

Audience

Answer 3

One’s listener or readership; those to whom a speech or piece of writing is addressed.

Question 4

Authority

Answer 4

A reliable, respected source – someone with knowledge. A writer often uses authority to appeal to the reader’s logos. An example would be when Swift discussed what his friend, the King, thought about poor children.

Question 5

Bias

Answer 5

Prejudice or predisposition toward one side of a subject or issue

Question 6

Circular logic (or Begging the Question)

Answer 6

A logical fallacy in which the evidence makes the same claim as the argument. For example, if your claim was “Professor Rushek is a great teacher,” and your evidence was “She’s a great teacher because she teaches well.” This is circular logic.

Question 7

Cite

Answer 7

Identifying a part of a piece of writing as being derived from a source.

Question 8

Claim

Answer 8

An assertion, usually supported by evidence.

Question 9

Close reading

Answer 9

A careful reading that is attentive to organization, figurative language, sentence structure, vocabulary, and other literary and structural elements of a text. i.e., what you should do to the passage of Essay #2, the rhetorical analysis essay.

Question 10

Colloquial/ism

Answer 10

An informal or conversational use of language.