Literature essays mi
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| 6 steps of writing | prewrite,plan,write,cool,revise,edit
🗑
|
||||
| prewriting steps | brainstorming,free writing,asking questions,clustering
🗑
|
||||
| why is it important to be aware of your writing context when composing a document | writers goal,readers need,discipline,nature
🗑
|
||||
| the size of a pargraph doesnt matter.... | as long as the main topic is conveyed
🗑
|
||||
| supporting topic sentences include | personal experience,examples,facts,opinions,statistics,testimony
🗑
|
||||
| topic sentence | expresses main point of a paragraph and conveys s a controling idea about that point
🗑
|
||||
| slang can be used | depending on who it is your talking to and the message being conveyed
🗑
|
||||
| a controlling idea reflects | critical thinking, close observation, and analasys
🗑
|
||||
| a paragraph is... | is a group of sentences where a main idea is conveyed
🗑
|
||||
| topic sentence examples | my experiences during the first year of college! what the first year of college can mean to you.Be more precise in my answers
🗑
|
||||
| for a paragraph to be effective the topic sentence and controlling idea must be supported by | facts,statistics,testimony,personal experience, and observations
🗑
|
||||
| Topic sentence example layout | the chemistry building must be renovated if the college wants to compete with other universities
🗑
|
||||
| facts (example) | building never renovated since it opened in 1967
newest computer is three years old
🗑
|
||||
| statistics (example) | 45% of equipment is obsolete by national standards
50% of premed students transfer in sophmore year
🗑
|
||||
| testimony (example) | chemistry professors complaints to the dean
🗑
|
||||
| personal experience (example) | students inability to conduct experiments (you have experienced this)
🗑
|
||||
| observations (example) | number of students seen waiting to use equipment (your watching this)
🗑
|
||||
| A description... | presents facts, images, and impressions of people , events, things and ideas
🗑
|
||||
| descriptions use | sensory data.. what we see, hear, taste, touch, feel or smell to record impressions
🗑
|
||||
| objective description | accurate, verified record of factual details
🗑
|
||||
| subjective description | feelings,personal observations to create mood or feeling (personal letter,blog,essay)
🗑
|
||||
| Blended description | objective facts and subjective impressions (popular books, magazines)
🗑
|
||||
| rhetor | orator or speaker
🗑
|
||||
| rhetoric | skills , tools, or styles adopted by speaker in order to effectively persuade an audience
🗑
|
||||
| rhetorical modes | narration,description,definition,cause/effect
🗑
|
||||
| synethesia | where one sense is percieved with another
🗑
|
||||
| Narration | tells a story or explains a chain of events
🗑
|
||||
| Objective narration | presents facts to create an accurate timeline of events (example- medical history,police reports,accident, or injury)
🗑
|
||||
| subjective narration | writers impressions,feelings,insights,points of view (personal essays)
🗑
|
||||
| the major distinction between rhetorical modes of description and narration? | conflict
🗑
|
||||
| Definition | limits or explains meaning of idea
🗑
|
||||
| Descriptions | provide details of single person place or thing
🗑
|
||||
| definitions | establish personality type,type of place, or class of things
🗑
|
||||
| Standard definition | universally accepted, rarely change (example- tibia, right angle, aluminum)
🗑
|
||||
| regulatory definition | policy to make decisions, subject to change( ca's definition of DUI)
🗑
|
||||
| qualifying definition | subject to interpetation, limits meaning of word (obesity, a genius, alchoholism
🗑
|
||||
| personal definition | writers interpetations of values or concepts (example friendship, a good teacher)
🗑
|
||||
| invented definition | new or newly recognized behaviour,object,technology,social trend(example- hacking, flash mob, big box store, chillaxing)
🗑
|
||||
| 4 methods of definition | synonyms,caprisons,descriptions,impressions
🗑
|
||||
| comparison/contrast | is another rhetorical mode that we use to organize our writing and make it persuasive and effective
🗑
|
||||
| comparison | shows how two topics are alike
🗑
|
||||
| contrast | shows how two topics are different
🗑
|
||||
| comparison and contrast are used for what purposes? | differences between two subjects,reccomend choice between subjects,to show something has changed over time creating a before and after view, to prevent a prsent vs future comparison, to contrast advantages and disadvatnages of a single subject
🗑
|
||||
| compare and contrast paragraph styles | subject by subject (example- all information about 1st topic, all information second topic)
point by point (example-choose 7 key elemnts then write about how the two topics relate to each element)
🗑
|
||||
| MLA format | Modern Language Association's format in citations and bibliographies and such. It is important to use to make sure that credit is being given where credit is due and so that everybody's citations are in the same format.
🗑
|
||||
| MLA documentation consist of | citations and works cited list
🗑
|
||||
| work cited | found at end of paper, systematically and alphabetically every source mentioned in paper
🗑
|
||||
| in text citation | everytime you quote or paraphrase another persons work "I am the best cook ever"(Doyle 65).
🗑
|
||||
| a sentence | group of words that contain a verb ,subject, and complete a thought (example- should we call a cab? the bus arrives at noon)
🗑
|
||||
| a subject | is the actor or main topic that explains what the sentence is about (example- TANYA drives a school bus, TANYA AND ERIC drive school buses,DRIVING A SCHOOL BUS requires skill)
🗑
|
||||
| verbs | express action,link ideas, or help other verbs (
🗑
|
||||
| action verbs show what the subject is doing | (example- we REJECTED the directors proposal, the doctor EXAMINED the x-rays)
🗑
|
||||
| Gerunds | ing verbs that act as nouns that can be used as subjects (example- SWIMMING is fun,SMOKING is unhealthy,HIKING is fun)
🗑
|
||||
| Nouns | names of people,places,ideas,or things
🗑
|
||||
| count nouns | refer to things that might be singular or plural( Singular-car,woman/plural-cars,women)
🗑
|
||||
| pronouns | take the place of a noun and can be the subject of a sentence (noun-doctor,students,computer/pronoun-he or she,they,it)
🗑
|
||||
| singular nouns take singular pronouns | any STUDENT should try HIS OR HER best
🗑
|
||||
| Plural nouns take plural pronouns | all STUDENTS should try THEIR best
🗑
|
||||
| fragments | are incomplete sentences, they lack a subject, a complete verb, or fail to express a complete thought.
🗑
|
||||
| Fused Sentence | joining 2 independent clauses without any punctuations (example- i quit smoking cigarettes are expensive)
🗑
|
||||
| comma splice | using only a comma to join 2 independent clauses (example-ilike coffee,he likes tea)
🗑
|
||||
| run ons | incorrectly punctuated compound sentences(example-she begged no one cared/she begged,but no one cared)
🗑
|
||||
| run ons can be fixed by | connecting sentences with a comma and a conjunction (and,or,nor,yet,but,so far)
Place a period between sentences,reword the sentence
🗑
|
||||
| adjectives | are words and phrases that describes nouns and pronouns (a NEW shirt, he was TALL, a UNIQUE OLD car)
🗑
|
||||
| adverbs | are words and phrases that describe verbs,adjectives, and other adverbs. they generally end in -ly
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
cwhitel
Popular ACT sets