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Eng 10 Terms
ELA 10 terms
| Term | Definition |
|---|---|
| Main Idea | The most important information from text |
| Supporting Details | The minor information from a text that supports the main idea |
| Literary Eras | Literary Ears are chunks of time organized by the major social and historical movements that impacted the literature of that era |
| American Literary Eras in order | Puritan/ religious, rationalist, romantic, realist, modernist, contemporary |
| Puritan era | 1400- 1700, defined by founding of the United States by Puritans( a group of deeply religious people who had been mostly shunned in Europe) |
| Rationalist era | 1700-1800,Defined by the Revolutionary War and all of the events and writing surrounding it, characterized by Logic and thought |
| Romanticism Era | 1800-1855, defined by development of the newly established United States, explored themes of youth and the dark side of humanity. |
| Realism Era | 1855-1900, defined by the Civil War, initial civil rights and women's rights movements, themes of division/anger, costs of war, and hope for a more equal future. |
| Modernism Era | 1900-1950, defined by both World Wars, the Depression, advancements in technology, women leaving the home for the workforce, shift from agricultural society to technology society. |
| Contemporary Era | 1950-Present, defined by Vietnam and Middle East wars, defined by political polarization, equality movements for groups other than women and racial minorities (example - LGBTQIA+), diverse voices in literature. |
| Annotate/Annotating | Verb; the act or marking up or writing in or on a text. Usually done to help one understand and interpret a text. |
| Annotation | Noun; an example of something written in a text. |
| Protagonist | The main character, the character that the reader/audience roots for or wants to succeed. Frequently the "good guy," but not always. |
| Antagonist | The force working against the protagonist or trying to keep them from achieving their goal; usually considered "the bad guy," but not always; can be human, a force of nature, or even a personality flaw of the protagonist. |
| Round/Dynamic Character | A well developed character who changes over the course of the story. |
| Flat/Static Character | A character who does not change over the course of the story. |
| Stock/Stereotype Character | A type of character you see in many texts, who always has similar characteristics. |
| Characterization | The way an author communicates who a character is and what they are like. |
| Direct Characterization | The author directly states what a character's personality |
| Indirect Characterization | The author gives clues that the reader must interpret to figure the character's personality out (things the character says, does, thinks, how they appear, or what other characters say about them); common in any text above elementary level. |
| Thesis Statement | The statement (one to a few sentences) that states your argument (opinion) on the topic of an essay. Should be arguable (an opinion) and be supported with reasons. |
| First Person | The use of I, me, we, us in narration; should be avoided in formal writing. |
| Second Person | The use of you, your in narration; should be avoided in formal writing |
| Contraction | The combining of two words by using an apostrophe and omitting certain letters (for example, I am can be contracted to I'm, do not can be contracted to don't); should be avoided in formal writing |
| Universal or Obvious Truth | A claim that technically states an opinion, but is so widely agreed upon that it is difficult to argue with (example - too much soda is bad for you) |
| Claim | The part of thesis statement that states your opinion on the topic |
| Reasons | The part of a thesis statement that backs up your claim |
| Personal Conviction | A highly personal opinion that is too simple for a thesis statement (example - Soda is delicious, shopping malls are the best places ever, dogs are super cute) |
| Hook | First few-several sentences of an introductory paragraph. Should be interesting and grab the reader's attention. |
| Bridge | The second section of an introductory paragraph. Should connect the hook (first part) to your background information (third part). This likely where you will mention whatever text or topic your paper will be about. |
| Background Information/Context | The third section of an introductory paragraph. Should give the reader of your essay any information they will need but may not know about the topic of your essay. |
| Where should thesis statement appear in essay? | As the last thing, after the hook, bridge, and background information, in your introduction paragraph. |
| Rhetoric | The art of persuasion; the ability to see the best available means of persuasion by examining audience and purpose. |
| Ethos | Building a speaker/writer's credibility by appealing to ethics or morals; establishing oneself as a credible source by utilizing other credible people to back up a claim |
| Logos | Building a speaker/writer's credibility by appealing to logic/reason; using facts/statistics to back up a claim |
| Pathos | Building a speaker/writer's credibility by appealing to emotion |
| Body Paragraph | Make up the bulk of an essay; where a writer presents evidence to support their thesis statement and analyzes that evidence in relation to the thesis statement |
| Topic Sentence | A sentence in a body paragraph that states what the paragraph will be about and/or transitions from the previous paragraph. |
| Transition | Using a phrase in writing that moves the reader from one idea/topic to another. |
| ICE | Introduce, Cite, Explain |
| I in ICE | Never plop evidence in a body paragraph randomly! Introduce it by telling the reader a bit about the piece of evidence that is coming next. |
| C in ICE | The quote, summary, or paraphrase of evidence from a source that is cited within a body paragraph. |
| E in ICE | The most important parts of your body paragraphs. This is where you explain why you chose this evidence, how it relates to and proves your claim/thesis statement. |
| Concluding Sentence | The last sentence of a body paragraph where you wrap up the paragraph and/or transition to the next paragraph /topic. |
| Romanticism (the philosophy) | High value of youth, beauty, innocence, social justice, nature, and simplicity. Critical of commercialism. |
| Transcendentalism | A literary movement that took place during the Romantic Era (1800-1855); a philosophy that emphasized living a simple life and celebrating the truth found in nature and in personal emotion and imagination. |
| Anti-Transcendentalism | A literary movement that took place during the Romantic Era (1800-1855); a philosophy that emphasized a deep awareness of the human capacity for evil and was curious about how this impacted daily life. |
| Thematic Statement | A sentence that specifically describes, in detail, the theme of a work of literature. It does NOT just state that the theme is "love." It describes what the author wants you to know about love - "Love is more often harmful than helpful." |
| Motif | Any recurring element that has symbolic significance in a story. Through its repetition, a motif can help produce other narrative (or literary) aspects such as theme or mood |
| Symbolism | The use of symbols to signify ideas and qualities, by giving them symbolic meanings that are different from their literal sense. |
| Imagery | Imagery is visual symbolism, or figurative language that evokes a mental image or other kinds of sense impressions, especially in a literary work, but also in other activities such as. Imagery in literature can also be instrumental in conveying tone. |
| Conflict | A struggle between opposing forces in a story. Usually, the main character struggles against some other force. Drives each and every story. Types: man vs man, man vs self, man vs nature, man vs society. |
| Setting | The time and place in which the story takes place. The definition of setting can also include social statuses, weather, historical period, and details about immediate surroundings. Helps to create mood, tone, and develop theme. |
| Plot | The events that make up a story. These events relate to each other in a pattern or a sequence. The structure of a story depends on the organization of events in the plot. Parts: exposition, rising action, climax, falling action, resolution. |
| Realism Era | 1855-1900 era in American Literature/History, defined by the Civil War and the events and writings surrounding it, focused on themes of social justice |
| Thesis Re-Statement | The first part of a conclusion paragraph where you reword your thesis statement to remind your reader of your central claim/argument. |
| Summary with a Twist | The second part of a conclusion paragraph where you summarize the main points of your essay and begin to transition to the last part of the conclusion paragraph. |
| So what? | The third and last part of a conclusion paragraph where you state why your essay has mattered and/or why the examination of your topic is important to society at large |
| Order of all parts of essay with ONE piece of ICE | Hook, bridge, background info, thesis statement, topic sentence, introduce evidence, cite evidence, explain/analyze evidence, concluding/transition sentence, thesis re-statement, summary with a twist, so what |
| Literary Text | short stories, poems, myths, etc. - texts that are made up stories or works of literary value. |
| Informational Text | Newspaper articles, speeches, law proposals, magazine articles, science articles, etc. - texts that are nonfiction (not made up/true stories or information) and give information on a topic. |
| If prompt asks you how THEME is developed - write about what? | Elements of theme - motif, symbolism, imagery, conflict, setting, plot |
| If prompt asks you how CHARACTER is developed - write about what? | Elements of characterization - TOADS - thoughts, other characters say, appearance, does, says |
| If prompt asks you how PLOT is developed - write about what? | Elements of plot - exposition, rising action, climax, falling action, resolution |
| If prompt asks you how CONFLICT is developed - write about what? | Elements of conflict - Man vs Man, Man vs Self, Man vs Nature, Man vs Tech, Man vs Beast |
| When you open your OST essay, what is the first question you must ask yourself? | Are the passages informational or literary? |
| If the passages are informational, what question must you ask yourself about the prompt? | Is the prompt analysis or opinion based? |
| Informational Analysis Prompt - what should you write about? | Rhetoric, ethos, logos, pathos, tone, purpose |
| Informational Opinion Prompt - what should you write about? | Take a side on the issue - choose one article to agree with |
| Which informational prompt - analysis or opinion - requires a counterclaim paragraph? | Opinion |
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