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Qt 2 District Test
These flash cards will help you review for the quarter 2 district test.
| Question | Answer |
|---|---|
| indirect characterization | When a character's traits can be inferred based on what he/she says, thinks, or does; in a description of appearance; or in the statements, thoughts, or actions of other characters. |
| From the following lines, what can we infer about the character? It would be cowardly not to grab this opportunity, Gandar replied. His voice wavered slightly as he thought of his ill father, but he regained control quickly. | compassionate yet decisive |
| Example of direct characterization. | Gandar had always been a hard worker, dedicated to his family. |
| Example of direct characterization | Five years! wailed his mother, who had long been afraid of change. |
| social commentary | using artistic expression, or other forms of communication, to critique, question, or highlight social, cultural, political, or economic issues. It acts as a reflection of society. |
| secondary source | interprets and analyzes a primary source. These are sources that were not involved in the event at the time of the event. |
| primary source | eyewitness or in-person view of an account. |
| objective | Without opinion |
| historical context | what was happening in society at the time something was written. |
| author's claim | statement that shows the author's main argument. |
| cause and effect organization | explaining why something happened (the cause) and what happened as a result (the effect) |
| chronological order | organization according to when events happened on a timeline |
| order of importance | arranges information from the most to the least significant, or vice versa, depending on the goal |
| problem and solution format | presents an issue or challenge and then offers one or more ways to fix it |
| one meaning of the Latin suffix -able? | capable of being |
| impermeable | not capable of being passed through |
| meaning of the Latin prefix sub-? | under |
| subcutaneous | beneath the skin |
| pedagogue | one who leads children; a teacher |
| extrinsic | outside of a person’s inner nature |
| What are the characteristics that a couplet must have to be a heroic couplet? | It must consist of two lines that rhyme. It must be written in iambic pentameter. |
| How many syllables in what arrangement are characteristic of iambic pentameter? | ten syllables per line, with alternating unstressed and stressed syllables |
| Example of enjambment | To safely travel winter roads, we creep Along like frozen snails that always keep A secret deep within their crystal shells Of warmth and light that dark dispels. |
| Example of closed heroic couplet | At thy return my blushing was not small, My rambling brat (in print) should mother call, |
| Example of archaic--no longer used--word | I cast thee by as one unfit for light |
| For which form of writing is a problem-and-solution organization most likely to be suitable? | an editorial |
| An author has decided to write a history of the fabric trade, with a special emphasis on how technological developments in both manufacturing and in navigation influenced the trade. Which describes the type of organizationthe author is most likely to use? | a mix of chronological and cause-and-effect organization |
| allusion | a brief reference to a person, place, thing, or idea of historical, cultural, literary, or political significance. It doesn't explicitly describe the subject but relies on the reader's background knowledge to make the connection and add deeper meaning. |
| Example of allusion | For every walk is a sort of crusade, preached by some Peter the Hermit in us…. |
| amplification | the action of enlarging upon or adding detail to a story or statement. |
| irony | difference between expectation and reality. What is done/said is opposite of what is expected. |
| compression | the technique of condensing information into a concise and impactful form, expressing complex ideas with minimal words |
| example of amplification | I have met with but one or two persons in the course of my life who understood the art of Walking, that is, of taking walks,—who had a genius for sauntering: which word is beautifully derived from “idle people who roved about the country....” |