The document provides definitions for various Greek and Latin roots, prefixes, suffixes, and affixes used in medical and scientific terminology. It also defines common literary and poetic terms like simile, metaphor, and haiku. Additionally, it lists idioms and terms from other languages that have become incorporated into English, along with their meanings. The document serves as a reference guide for word origins and definitions across multiple domains.
We use punctuation for several reasons: to separate groups of meaning, convey variations in speech, and avoid ambiguity. The document then defines and provides examples of common punctuation marks including periods, commas, apostrophes, quotation marks, parentheses, colons, semicolons, hyphens, brackets, dashes, ellipses, exclamation points, and question marks. It explains the various uses of each mark to clarify meaning and properly structure written language.
The document provides an introduction to poetic devices commonly used in poetry such as metaphor, simile, personification, imagery, oxymoron, hyperbole, tone, mood, allusion and repetition. It then discusses different types of poems including rhyming poems, free verse, narrative poems, and sonnets. The workbook aims to help teens analyze poems by having them answer comprehension questions, visualize images, and respond with their own writing.
Contemporary poetry introductions and getting an aSaltashnet Peru
Here is a possible plan for the question "How does the poet show the contrasting tones and moods in this poem?":
Setting - Island vs London
Imagery - Sea vs Motorway
Language - Descriptive vs Muffled
Emotion - Content vs Weary
Rhythm - Flowing vs Choppy
I could write PEARL paragraphs comparing the setting, imagery, language, emotion and rhythm in the two sections of the poem.
This document provides a lesson on different types of figurative language for middle school students. It begins by explaining the difference between literal and figurative language. Then it discusses five common types of figurative language: simile, metaphor, personification, hyperbole, and oxymoron. Examples are provided for each type. The lesson concludes with practice identifying the type of figurative language used in different phrases. The overall purpose is to help students understand and identify different figurative language devices commonly found in literature, music, and everyday speech.
This document provides information about analyzing and summarizing poetry. It includes definitions of literary devices like imagery, metaphor, and rhyme scheme. It also discusses scansion and analyzing the meter, rhythm, and form of poems. The document is intended as a guide for students on how to properly appreciate and critique poems through close reading and examination of literary elements.
This document provides a long term plan for writing instruction in Year 4 at Chorley New Road Primary School for the 2018-2019 school year. It outlines the text types, genres, and author/novels that will be taught each term to ensure students are exposed to a broad range of writing purposes, including persuasion, information/explanation, and entertainment. Key guided writing foci are also listed to be consolidated each term.
Poetry is the art of expressing thoughts in rhythmic and descriptive language. It can be analyzed by examining elements such as rhythm, rhyme, imagery, and form. Common poetic forms include sonnets, haiku, tanka, and concrete poetry which uses the poem's physical layout to convey meaning. Poets employ devices like simile, metaphor, and alliteration to craft vivid descriptions and invoke emotion in readers.
We use punctuation for several reasons: to separate groups of meaning, convey variations in speech, and avoid ambiguity. The document then defines and provides examples of common punctuation marks including periods, commas, apostrophes, quotation marks, parentheses, colons, semicolons, hyphens, brackets, dashes, ellipses, exclamation points, and question marks. It explains the various uses of each mark to clarify meaning and properly structure written language.
The document provides an introduction to poetic devices commonly used in poetry such as metaphor, simile, personification, imagery, oxymoron, hyperbole, tone, mood, allusion and repetition. It then discusses different types of poems including rhyming poems, free verse, narrative poems, and sonnets. The workbook aims to help teens analyze poems by having them answer comprehension questions, visualize images, and respond with their own writing.
Contemporary poetry introductions and getting an aSaltashnet Peru
Here is a possible plan for the question "How does the poet show the contrasting tones and moods in this poem?":
Setting - Island vs London
Imagery - Sea vs Motorway
Language - Descriptive vs Muffled
Emotion - Content vs Weary
Rhythm - Flowing vs Choppy
I could write PEARL paragraphs comparing the setting, imagery, language, emotion and rhythm in the two sections of the poem.
This document provides a lesson on different types of figurative language for middle school students. It begins by explaining the difference between literal and figurative language. Then it discusses five common types of figurative language: simile, metaphor, personification, hyperbole, and oxymoron. Examples are provided for each type. The lesson concludes with practice identifying the type of figurative language used in different phrases. The overall purpose is to help students understand and identify different figurative language devices commonly found in literature, music, and everyday speech.
This document provides information about analyzing and summarizing poetry. It includes definitions of literary devices like imagery, metaphor, and rhyme scheme. It also discusses scansion and analyzing the meter, rhythm, and form of poems. The document is intended as a guide for students on how to properly appreciate and critique poems through close reading and examination of literary elements.
This document provides a long term plan for writing instruction in Year 4 at Chorley New Road Primary School for the 2018-2019 school year. It outlines the text types, genres, and author/novels that will be taught each term to ensure students are exposed to a broad range of writing purposes, including persuasion, information/explanation, and entertainment. Key guided writing foci are also listed to be consolidated each term.
Poetry is the art of expressing thoughts in rhythmic and descriptive language. It can be analyzed by examining elements such as rhythm, rhyme, imagery, and form. Common poetic forms include sonnets, haiku, tanka, and concrete poetry which uses the poem's physical layout to convey meaning. Poets employ devices like simile, metaphor, and alliteration to craft vivid descriptions and invoke emotion in readers.
An introduction to syntax for ENGL 151L, Writing 2. With examples from modern and contemporary fiction and poetry. And a section on sentence structure.
This document appears to be a test on creative writing concepts for students. It contains multiple choice and true/false questions testing understanding of literary devices, genres, and story elements. The test covers topics such as types of poems, short stories and novels; literary techniques like imagery, metaphor, and irony; elements of a narrative like theme, character, and plot; and different forms of creative writing like prose, drama, and poetry. It asks students to define, identify examples of, and distinguish between various concepts in creative writing.
This document provides an overview of poetry analysis, including defining poetry as a composition in verse using devices like figurative language, rhythm, and rhyme. It then discusses how poets reflect the events of their time period and how understanding the poet's background provides insight. Finally, it outlines several forms of poetry like narrative, lyric, sonnets, odes, and elegies as well as literary elements to analyze like theme, form, diction, tone, imagery, rhythm, and rhyme.
The document discusses cultural views of love from various perspectives including:
- Traditional Chinese character for love depicts a heart inside "accept" or "feel", showing graceful emotion. Several Chinese terms are used including "ai" (love), "lian" (being in love), and "qing" (feeling/emotion).
- Persian culture views everything as encompassed by love, from friends/family to divine love. A 13th century poem discusses how people are connected as "limbs of each other".
- Other cultures discussed include Japanese, Greek (with terms like "eros", "philia", and "agape"), Turkish, Roman, and more. Different terms are used to describe various types
This document provides an English lesson on analyzing sound devices and figurative language in poems. It begins with defining different sound devices like onomatopoeia, alliteration, assonance and consonance. Students are then asked to identify examples of these devices in poems. Next, it discusses figurative language such as similes, metaphors and personification. Students practice identifying these in sentences. The last part covers idiomatic expressions, with students inferring the meanings from context clues in a poem and sentences. The purpose is to help students understand and analyze linguistic elements in poems.
This document provides an introduction to different types of poetry. It discusses characteristics of poetry such as using words and sounds to create images and reveal feelings. Specific forms of poetry mentioned include limericks, haiku, cinquain, ABC poems, acrostic poems, concrete poems, and more. Examples are given for many types to illustrate their defining features like line structure and syllable patterns.
The document contains information about punctuation marks used in the English language. It discusses common punctuation such as periods, commas, semicolons, colons, question marks, exclamation points and apostrophes. It provides examples of how and when to use each punctuation mark correctly. The document also contains a paragraph that needs punctuation and the assistant's response punctuates the paragraph properly.
These tips will help you make an important transition:
away from writing poetry to celebrate, commemorate, or capture your own feelings (in which case you, the poet, are the center of the poem’s universe)
towards writing poetry in order to generate feelings in your reader (in which case the poem exists entirely to serve the reader).
This document outlines the course description, significance, competencies, and materials for a poetry analysis course. The course aims to help students understand poetry elements like figurative language, imagery, rhythm, rhyme and tone. It will teach approaches to analyzing poetry and allow students to practice reading and analyzing poems. The course materials will cover defining poetry, different poetry types, analyzing various poetry elements, and applying criticism approaches to poems. The overall goal is for students to comprehend poetry concepts and appreciate poems through critical analysis.
The document discusses the differences between formal and informal language. Formal language is characterized by complex sentences, impersonality, learned vocabulary, and Latin-derived words. Informal language uses simpler grammar, personal evaluation, and colloquial or slang terms. Examples are given of formal versus informal letters, speech, and common word equivalents. Guidelines are provided for avoiding informal language when writing formally, such as not using contractions, first/second person pronouns, or starting sentences with conjunctions. Common colloquial words and expressions are also identified.
This document analyzes the poem "Digging" by Seamus Heaney through contextual analysis and speech act theory. It first examines the linguistic, situational, and cultural context of the poem. It then discusses the locutionary, illocutionary, and perlocutionary meanings of the speech acts in the poem. Finally, it classifies the speech acts in the poem according to Searle's framework, finding that most lines are representative speech acts describing memories and situations. The analysis provides new insight into how the poem conveys the speaker absorbing his ancestors' qualities to create his own work through poetry.
The document provides information about poetry, including its definition as an art form that uses language for its aesthetic qualities. It discusses various literary devices used in poetry such as rhyme scheme, alliteration, onomatopoeia, metaphor, personification, simile, and paradox. Examples of these devices are given. The document also defines forms such as a sonnet and discusses denotation versus connotation. Finally, it analyzes themes and devices used in several poems.
This document provides definitions and explanations of various poetry terms and techniques, including types of poetry like narrative, lyric, and dramatic poetry. It also defines poetic forms like ballads, sonnets, odes, and epics. Additionally, it covers poetic devices such as rhyme, meter, figures of speech, and rhetorical techniques. The document uses examples to illustrate different poetic concepts in an educational style.
This document provides an introduction to and overview of the first chapter of the textbook "Basic Arabic Grammar: Part A". The chapter focuses on forming basic nominal sentences in Arabic. It discusses definite and indefinite nouns and adjectives, and how they are used in nominal sentences of the form "subject is/are predicate". It also introduces the singular detached pronouns that can replace nouns as subjects, and the conjunction "and" which can join multiple predicates or nominal sentences. Several example sentences are provided to illustrate these concepts.
This document provides an overview of various poetic forms and literary devices, including definitions of poetry, figurative and literal language, theme, diction, imagery, meter, rhyme, stanzas, and forms such as sonnets, limericks, cinquains, diamantes, ballads, and haiku. It also discusses common misconceptions about poetry and elements such as speakers, rhyme schemes, alliteration, and more.
Shorthand uses simplified symbols and brief forms to represent sounds and groups of letters to write more quickly. Consonants are arranged in pairs according to similarity of sound like K and G, with differences in length to distinguish them. Vowels are often omitted as they are not pronounced. Practice is needed to write the symbols fluently and correctly form letters like K, G, R and L on the baseline.
The document discusses word choice and style in creative writing. It explores the impact of diction on tone and voice, examining ranges from informal to formal, usual to unusual, and concrete to abstract. Specific examples are provided from literature to illustrate stylistic techniques, including the use of unusual words in McCarthy's The Road. Writers are encouraged to thoughtfully choose words appropriate for their audience and purpose to effectively convey meaning and achieve the desired tone.
This document provides information about vocabulary instruction and development. It discusses the importance of vocabulary knowledge, different types of vocabulary words, and strategies to increase vocabulary. Some key points include:
- Vocabulary is essential to comprehension. Both breadth (number of words known) and depth (how well words are known) are important dimensions of vocabulary.
- Vocabulary can be learned indirectly through conversations, reading, etc. or directly through explicit instruction of words and word-learning strategies.
- Context clues, structural analysis of word parts, and dictionary use are strategies to develop vocabulary. Wide reading is also important for implicit vocabulary learning.
- Vocabulary interventions should address words of varying frequency and difficulty across three tiers
The document discusses affixes, which are word parts added to existing words to create new words. It describes prefixes, which are added to the beginning of words, and suffixes, which are added to the end. Some common prefixes discussed are anti-, bi-, dis-, mis-, non-, pre-, re-, semi-, sub-, and un-. Some common suffixes discussed are -able, -dom, -en, -ful, -hood, -ish, -less, -ly, -ment, -ness, and -ous. The document also discusses roots, which carry the core meaning of words and are combined with prefixes and suffixes. Examples of roots discussed are biblio, logy, micro, ped, and phon
An introduction to syntax for ENGL 151L, Writing 2. With examples from modern and contemporary fiction and poetry. And a section on sentence structure.
This document appears to be a test on creative writing concepts for students. It contains multiple choice and true/false questions testing understanding of literary devices, genres, and story elements. The test covers topics such as types of poems, short stories and novels; literary techniques like imagery, metaphor, and irony; elements of a narrative like theme, character, and plot; and different forms of creative writing like prose, drama, and poetry. It asks students to define, identify examples of, and distinguish between various concepts in creative writing.
This document provides an overview of poetry analysis, including defining poetry as a composition in verse using devices like figurative language, rhythm, and rhyme. It then discusses how poets reflect the events of their time period and how understanding the poet's background provides insight. Finally, it outlines several forms of poetry like narrative, lyric, sonnets, odes, and elegies as well as literary elements to analyze like theme, form, diction, tone, imagery, rhythm, and rhyme.
The document discusses cultural views of love from various perspectives including:
- Traditional Chinese character for love depicts a heart inside "accept" or "feel", showing graceful emotion. Several Chinese terms are used including "ai" (love), "lian" (being in love), and "qing" (feeling/emotion).
- Persian culture views everything as encompassed by love, from friends/family to divine love. A 13th century poem discusses how people are connected as "limbs of each other".
- Other cultures discussed include Japanese, Greek (with terms like "eros", "philia", and "agape"), Turkish, Roman, and more. Different terms are used to describe various types
This document provides an English lesson on analyzing sound devices and figurative language in poems. It begins with defining different sound devices like onomatopoeia, alliteration, assonance and consonance. Students are then asked to identify examples of these devices in poems. Next, it discusses figurative language such as similes, metaphors and personification. Students practice identifying these in sentences. The last part covers idiomatic expressions, with students inferring the meanings from context clues in a poem and sentences. The purpose is to help students understand and analyze linguistic elements in poems.
This document provides an introduction to different types of poetry. It discusses characteristics of poetry such as using words and sounds to create images and reveal feelings. Specific forms of poetry mentioned include limericks, haiku, cinquain, ABC poems, acrostic poems, concrete poems, and more. Examples are given for many types to illustrate their defining features like line structure and syllable patterns.
The document contains information about punctuation marks used in the English language. It discusses common punctuation such as periods, commas, semicolons, colons, question marks, exclamation points and apostrophes. It provides examples of how and when to use each punctuation mark correctly. The document also contains a paragraph that needs punctuation and the assistant's response punctuates the paragraph properly.
These tips will help you make an important transition:
away from writing poetry to celebrate, commemorate, or capture your own feelings (in which case you, the poet, are the center of the poem’s universe)
towards writing poetry in order to generate feelings in your reader (in which case the poem exists entirely to serve the reader).
This document outlines the course description, significance, competencies, and materials for a poetry analysis course. The course aims to help students understand poetry elements like figurative language, imagery, rhythm, rhyme and tone. It will teach approaches to analyzing poetry and allow students to practice reading and analyzing poems. The course materials will cover defining poetry, different poetry types, analyzing various poetry elements, and applying criticism approaches to poems. The overall goal is for students to comprehend poetry concepts and appreciate poems through critical analysis.
The document discusses the differences between formal and informal language. Formal language is characterized by complex sentences, impersonality, learned vocabulary, and Latin-derived words. Informal language uses simpler grammar, personal evaluation, and colloquial or slang terms. Examples are given of formal versus informal letters, speech, and common word equivalents. Guidelines are provided for avoiding informal language when writing formally, such as not using contractions, first/second person pronouns, or starting sentences with conjunctions. Common colloquial words and expressions are also identified.
This document analyzes the poem "Digging" by Seamus Heaney through contextual analysis and speech act theory. It first examines the linguistic, situational, and cultural context of the poem. It then discusses the locutionary, illocutionary, and perlocutionary meanings of the speech acts in the poem. Finally, it classifies the speech acts in the poem according to Searle's framework, finding that most lines are representative speech acts describing memories and situations. The analysis provides new insight into how the poem conveys the speaker absorbing his ancestors' qualities to create his own work through poetry.
The document provides information about poetry, including its definition as an art form that uses language for its aesthetic qualities. It discusses various literary devices used in poetry such as rhyme scheme, alliteration, onomatopoeia, metaphor, personification, simile, and paradox. Examples of these devices are given. The document also defines forms such as a sonnet and discusses denotation versus connotation. Finally, it analyzes themes and devices used in several poems.
This document provides definitions and explanations of various poetry terms and techniques, including types of poetry like narrative, lyric, and dramatic poetry. It also defines poetic forms like ballads, sonnets, odes, and epics. Additionally, it covers poetic devices such as rhyme, meter, figures of speech, and rhetorical techniques. The document uses examples to illustrate different poetic concepts in an educational style.
This document provides an introduction to and overview of the first chapter of the textbook "Basic Arabic Grammar: Part A". The chapter focuses on forming basic nominal sentences in Arabic. It discusses definite and indefinite nouns and adjectives, and how they are used in nominal sentences of the form "subject is/are predicate". It also introduces the singular detached pronouns that can replace nouns as subjects, and the conjunction "and" which can join multiple predicates or nominal sentences. Several example sentences are provided to illustrate these concepts.
This document provides an overview of various poetic forms and literary devices, including definitions of poetry, figurative and literal language, theme, diction, imagery, meter, rhyme, stanzas, and forms such as sonnets, limericks, cinquains, diamantes, ballads, and haiku. It also discusses common misconceptions about poetry and elements such as speakers, rhyme schemes, alliteration, and more.
Shorthand uses simplified symbols and brief forms to represent sounds and groups of letters to write more quickly. Consonants are arranged in pairs according to similarity of sound like K and G, with differences in length to distinguish them. Vowels are often omitted as they are not pronounced. Practice is needed to write the symbols fluently and correctly form letters like K, G, R and L on the baseline.
The document discusses word choice and style in creative writing. It explores the impact of diction on tone and voice, examining ranges from informal to formal, usual to unusual, and concrete to abstract. Specific examples are provided from literature to illustrate stylistic techniques, including the use of unusual words in McCarthy's The Road. Writers are encouraged to thoughtfully choose words appropriate for their audience and purpose to effectively convey meaning and achieve the desired tone.
This document provides information about vocabulary instruction and development. It discusses the importance of vocabulary knowledge, different types of vocabulary words, and strategies to increase vocabulary. Some key points include:
- Vocabulary is essential to comprehension. Both breadth (number of words known) and depth (how well words are known) are important dimensions of vocabulary.
- Vocabulary can be learned indirectly through conversations, reading, etc. or directly through explicit instruction of words and word-learning strategies.
- Context clues, structural analysis of word parts, and dictionary use are strategies to develop vocabulary. Wide reading is also important for implicit vocabulary learning.
- Vocabulary interventions should address words of varying frequency and difficulty across three tiers
The document discusses affixes, which are word parts added to existing words to create new words. It describes prefixes, which are added to the beginning of words, and suffixes, which are added to the end. Some common prefixes discussed are anti-, bi-, dis-, mis-, non-, pre-, re-, semi-, sub-, and un-. Some common suffixes discussed are -able, -dom, -en, -ful, -hood, -ish, -less, -ly, -ment, -ness, and -ous. The document also discusses roots, which carry the core meaning of words and are combined with prefixes and suffixes. Examples of roots discussed are biblio, logy, micro, ped, and phon
This document lists and defines 10 Latin and Greek roots and their English derivatives. It provides the root, part of speech, English word derived from the root, and a definition for each word. Some of the roots and definitions included are: -per- meaning to persist or persevere, -satis- meaning to satisfy or please, -nego- meaning to deny, and -canto- relating to singing or a choir leader.
This document outlines steps for building vocabulary, including using context clues such as synonyms, antonyms, and examples to determine word meanings. It recommends reading widely from a variety of materials on a consistent basis, keeping a vocabulary journal, and making word study cards. Testing vocabulary using resources from Reader's Digest magazine or their website is also suggested. Using word parts like prefixes, suffixes, and roots can help decipher meanings. The library has additional resources for vocabulary development and it is important to use new words learned in conversations and writing.
Gramática Inglesa - Test: Pronombres reflexivos y recíprocos del inglésAdolf Sherton
Test de Gramática Inglesa sobre Pronombres reflexivos y recíprocos del inglés: myself, yourself, himself, herself, itself, ourselves, yourselves, themselves, each other
English Grammar Test: Articles: the, a, anAdolf Sherton
This document contains a 15 question English grammar test on definite and indefinite articles (the, a, an) in English. Each question presents a sentence with a blank and the options of "a", "an", "the" or leaving it blank. The correct answer is provided after submitting the response. The questions cover common uses of articles like referring to specific or non-specific people, things, times and locations. The test is presented in both English and Spanish to help Spanish speakers learn the differences between using definite and indefinite articles in English.
This document lists and defines Greek and Latin roots commonly found in medical and scientific terminology. It includes over 20 roots related to parts of the body, quantities, measurements, conditions and their meanings such as foli meaning leaf, manu meaning hand, cardio or cor meaning heart, and mal or dys meaning bad. The roots provided offer insight into word origins and definitions across many technical fields of study.
The document provides information on common prefixes and suffixes in English. It lists the 20 most frequent prefixes and their meanings, giving examples. It also lists and defines the 20 most common suffixes. The purpose is to help readers learn these common prefixes and suffixes to understand the meanings of thousands more words. Mastering a few high frequency prefixes and suffixes allows one to deduce the meanings of unfamiliar words.
This document provides an overview of Greek and Latin roots, prefixes, and suffixes that are commonly found in English words and may help with standardized tests like the SAT and ACT. It recommends studying these components of Greek and Latin-derived words to aid vocabulary building and test preparation, with a test scheduled on an unspecified date.
Prefixes and suffixes are word parts that are added to root words to change their meanings. Prefixes are added to the beginning of words while suffixes are added at the end. Some common prefixes are im-, in-, bi-, non-, and dis- which mean not, two, not, and opposite. Example suffixes are -er, -or, -less, -able and -ible which denote one who, without, and can be. Randy's bike had a flat tire and he couldn't find the pump because the garage was in disorder.
This workshop is based on the work of Patricia Cunningham and is a 20 minute training session for teachers, but may be used in the classroom with students. Great way of building skills in preparation for mandated tests.
Introduce prefixes suffixes roots affixes power pointDaphna Doron
This document discusses root words, base words, prefixes, and suffixes. It explains that root words and base words form the core of a word and prefixes and suffixes can be added to change the meaning. Many examples of common prefixes and suffixes are provided along with their meanings such as "un-" meaning "not" and "-able" meaning "able to." Roots from various languages are also explained, such as "chron" meaning "time" and "bio" meaning "life." The document serves as an introduction to word structures and origins.
This document discusses root words, prefixes, and suffixes. It explains that root words are the basic words that can have prefixes added to the beginning or suffixes added to the end to change the meaning. Prefixes and suffixes are groups of letters that are added to root words. Common prefixes discussed include "un", "mis", "sub", and "pre", along with their meanings. Examples are given of how prefixes change the meaning of words. Suffixes are also explained as changing the meaning when added to the end of words. Some common suffixes and their meanings are outlined such as "-s", "-ing", "-er", and "-ful".
This document provides information about synonyms and antonyms. It defines a synonym as a word with the same or similar meaning, and provides examples. An antonym is defined as a word with the opposite meaning, and also provides examples. It then asks the reader questions to test their understanding of synonyms and antonyms, and provides the correct answers. Finally, it suggests some word games involving synonyms and antonyms.
The document provides guidance for analyzing two texts - a poem about the Greek god Pan by Elizabeth Barrett Browning and an encyclopedia entry describing Pan. It outlines key areas to examine including genre, audience, purpose, discourse structure, literary/language features, and effectiveness in achieving the intended purpose. The summary focuses on comparing how these elements differ between a lyrical Victorian poem and an informational text for children.
How to Quote and Cite PoetryYou will be required to quote and ci.docxwellesleyterresa
How to Quote and Cite Poetry
You will be required to quote and cite lines of poetry for both the Red Bird and Rose analyses. The grade for the poetry analyses will be partly determined by style and partly determined by your analysis of meaning. This PDF handout will focus on the importance of correct style.
Paragraph Basics
In order to promote clarity, each paragraph must have a topic sentence that announces the main idea of the paragraph. For smooth flow, the beginning of the topic sentence should include a transitional phrase.
To promote unity (staying on topic), all paragraphs should present only ONE idea which is supported by facts, examples, statistics or illustrations, etc... Writing unified paragraphs helps both the writer and the reader to concentrate on one point at a time. Let no detail or example creep into your paragraph if it doesn’t support the one idea, or topic sentence.
A new paragraph should result if there is a shift of subject, idea, emphasis, speaker, time, or place. In other words, keep one idea per paragraph.
Introducing Quotes
Readers should be able to move from your own words to the words you quote from a source without feeling a jolt. So introduce all your quotes with signal phrases, usually including the author’s name, to prepare readers for the source:
According to ornithologist Jay Sheppard, “The bald eagle seems to have stabilized its population, at the very least, almost everywhere” (96).
Although the bald eagle is still listed as an endangered species, it “seems to have stabilized its population, at the very least, almost everywhere” (Sheppard 96).
To avoid monotony and excessive repetition, try to vary your signal phrases. Below is a list of appropriate phrases you can use to introduce a quote: acknowledges, adds, admits, agrees, argues, asserts, believes, claims, comments, compares, confirms, contends, declares, denies, disputes, emphasizes, endorses, grants, illustrates, implies, insists, notes, observes, points out, reasons, refutes, rejects, reports, responds, states, suggests, thinks, writes.
(Work Cited - Hacker, Diana. Instructor’s Edition: Rules for Writers. 5th ed. Boston: Bedford/St. Martin’s, 2004.)
Introducing Lines of Verse *
Here are a few examples on h
ow to introduce lines of verse. (Source: WikiHow. Please visit the
webpage (link below) to read more about quoting and citing poetry):
Example: Robert Frost uses a variety of words and phrases such as “frozen” (7), “darkest
evening” (8), and “before I sleep” (15) to imply thoughts of solitude and the
desire to not return to his obligations.
Example: The notion of solitude appears in many notable poems including the famous
lines, "The woods are lovely, dark, and deep / But I have promises to keep / And
miles to go before I sleep" (Frost 13-15).
Example: Robert Frost writes about solitude and man’s relationship with nature:
Whose woods these are I think I know.
His house is in the village, though;
He will not see me stopping ...
This document contains notes and instructions from an English class. It includes assignments to write a prewriting outline, complete a vocabulary quiz without using a dictionary, and answer comprehension questions from a reading. Students are advised on how to answer literature questions by restating the question, using specific details from the text, and writing in their own words. Unfamiliar words should first be understood from context, and prefixes, suffixes and roots can provide clues to a word's meaning.
The document provides guidance on common issues students face when writing essays, including run-on sentences, logical sentence structure, integrating quotes, works cited pages, and using academic language. Tips are given for identifying and correcting run-on sentences, properly citing sources within the text and in the works cited page, and altering casual language to sound more formal and academic.
1. In the following sentence, which words are used as adjectivesT.docxcorbing9ttj
1. In the following sentence, which words are used as adjectives?
The golden rays of the bright sun reflected off the clear waters of the calm lake.
A. The, of, in, clear, and calm
B. Golden, rays, clear, and waters
C. The, rays, the, sun, the, waters, the, and lake
D. The, golden, the, bright, the, clear, the, and calm
2. In the following sentence, identify the prepositional phrase, and tell whether it acts as an adjective or
adverb.
The children found the pictures in the book interesting.
A. The children; adjective
B. in the book; adjective
C. found the pictures; adverb
D. the pictures in; adjective
3. In the following sentence, which words are nouns?
During their vacation, Sarah and Matthew read the same book.
A. vacation, Sarah, Matthew, and book
B. their and book
C. vacation and book
D. Sarah, Matthew, the, and book
4. A common term for photographs, cartoons, advertisements, illustrations, drawings, PowerPoint slides,
and graphics used to help present information is
A. representers.
B. sight perks.
C. ocular enhancements.
D. visuals.
5. Which of the following is not a common sentence error?
A. Mixed construction
B. Prepositional phrase
C. Fragment
D. Run-on
6. Which of the following words would require the article a, instead of an?
A. Hotel
B. Honest
C. Elderly
D. Igloo
7. Which of the following correctly describes connotation?
A. An implied meaning of word understood by language users
B. The meaning of a word that has never changed
C. A new word added to the dictionary
D. The pronunciation of a word
8. What is the difference between abstract nouns and concrete nouns?
A. Abstract nouns describe something, but concrete nouns don't.
B. Concrete nouns can be identified by the senses, but abstract nouns can't.
C. There is no difference.
D. Abstract nouns are specific, but concrete nouns aren't.
9. Which of the following is an antonym of the word happy?
A. Joyful
B. Miserable
C. Jovial
D. Blissful
10. Which of the following is a false statement about a basic dictionary?
A. In a basic dictionary, pictures are provided of every word.
B. Various types of words are included a basic dictionary.
C. The pronunciation of words is provided in a basic dictionary.
D. A basic dictionary is organized in alphabetical order.
11. Which of the following is not a synonym of the word beautiful?
A. Gorgeous
B. Attractive
C. Gritty
D. Stunning
12. In the following sentence, to which antecedent is the pronoun referring?
After Denise went to the grocery store, she stopped at the gas station.
A. store
B. Denise
C. she
D. station
13. Which of the following is an example of a third-person pronoun?
A. Ourselves
B. Yourselves
C. Them
D. Us
14. Which of the following is a correct statement about punctuation?
A. Each direct question should end with a period.
B. Punctuation marks show pauses, inflection, and emphasis.
C. Punctuation is usually an extra, unnecessary part of a sentence.
D. The two types of punctuation are beginning and external.
15. Which of the following is.
1. Which one of the following sentences is an example of a metaphor.docxmansonagnus
1. Which one of the following sentences is an example of a metaphor? A. The breeze blew the branches back and forth. B. I'm as hungry as a wolf. C. She eats like a bird.
D. I am a rock.
2. What is the most probable reason that rhyme and repetition first found their ways into poems? A. The poems were easier to remember and pass on. B. Heroes in epics tended to talk that way. C. They were written for the upper class.
D. People wanted a beat they could dance to. 3. The final two lines of Shakespeare's "Shall I Compare Thee to a Summer's Day?" promises the subject
of his sonnet A. unfading youth. B. immortality. C. an endless summer. D. undying devotion.
4. The phrase "mid-May" is an example of A. alliteration. B. consonance. C. assonance.
D. metaphor.
5. Which of these lines contains a metaphor? A. She offered him a hundred-watt smile. B. You are like a sun to me. C. Now is your final hour.
D. Like unto death was her countenance. 6. Study the following lines:
If this be error and upon me proved, I never writ, nor no man ever loved.
These lines are an example of a/an A. quatrain. B. octet. C. couplet.
D. sestet.
7. When a poet wishes to use figurative language, he or she will use words that are A. only connotative. B. both connotative and denotative. C. ambiguous.
D. only denotative.
8. Which line best illustrates alliteration? A. Cluck and pluck gave Hattie luck B. Precision slices narrow corridors of contentment C. Thus Henry wrested gain from despair D. And sings a solitary song
9. "Let Me Not to the Marriage of True Minds" is an example of which type of poem? A. Descriptive B. Narrative C. Dramatic
D. Discursive
10. A definition of formal poetry is verse that A. has no rhyme scheme. B. is written in blank verse. C. uses figurative language.
D. sticks to certain traditional patterns. 11. Among early epic poems, _______ is the story of a man who searches out a beloved friend in the land
of the dead.
A. Gilgamesh B. The Odyssey C. Beowulf D. The Iliad
12. Notable poets have attempted to define poetry. Among these efforts, the idea that poetry is an ancient technology came from
A. Robert Pinsky.
B. Robert Frost. C. Billy Collins. D. Maya Angelou.
13. Which one of the following phrases is an example of consonance? A. River birch and upland beech B. From rest and sleep, which but thy pictures be C. Sometime too hot the eye of heaven shines
D. Drink to me only with thine eyes
14. The line "I wandered lonely as a cloud" is an example of A. alliteration. B. a simile. C. a couplet.
D. a metaphor.
15. Which one of the following words is an iamb? A. Rachel B. JoAnne C. Alice
D. Sally
16. Who are the "fools" mentioned in the poem "Trees"? A. Robins B. Poets C. Trees
D. Gods
17. Emphasizing the importance of order, law, discipline, and tradition is typical of _______ literature. A. dramatic B. Classical C. Romantic
D. discursive 18. Scan this line from Cowley's poem: "its hills bent low within my reach." How many feet does .
Sample Questionnaire for World LiteratureAngelito Pera
This document appears to be a literature exam for a college course that tests students' knowledge of elements of different literary genres including short stories, drama, and poetry. It contains 40 multiple choice questions that ask students to identify things like characters, plot, setting, theme, and other components of stories, plays, and poems. It provides the student's name, course/year, date, and score blank at the top to be filled in after completing the exam.
This document provides guidance for a Year 9 poetry unit, including learning objectives, success criteria, and instruction on various poetic techniques. Students will learn about and practice simile, metaphor, personification, alliteration, onomatopoeia, rhyme, and haiku/limerick structures. They will analyze song lyrics, write their own poems, present a poetry poster and research a poet. The unit aims to develop students' understanding and use of language, self-management, thinking, and relationship skills.
This document discusses different types of relative clauses, including restrictive and nonrestrictive relative clauses. It defines relative clauses as dependent clauses that function as adjectives by modifying nouns or pronouns. Relative clauses contain a subject and verb and begin with a relative pronoun or adverb. They function to answer questions like "what kind", "how many", or "which one". The document then examines the different relative pronouns and adverbs that can introduce a relative clause and discusses the positioning of relative clauses. It provides examples of subject and object patterns for possessive relative clauses.
This document provides information on punctuation marks, including their definitions and uses. It discusses commas, periods, question marks, exclamation points, semicolons, colons, parentheses, hyphens, apostrophes, quotation marks, and capitalization. Examples are given for how each punctuation mark is used, such as separating elements in a list (comma), indicating the end of a sentence (period), enclosing parenthetical statements (parentheses), and capitalizing proper nouns (capital letters). The document also includes exercises for readers to practice punctuating passages correctly.
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This document provides guidance for teachers on teaching students to use context clues to determine the meaning of unknown words. It discusses that context clues are a useful strategy but require explicit instruction and practice to master. It outlines several suggested strategies teachers can use, including having students develop word family charts, explore word relationships through various graphic organizers, and use a context clue organizer to record their analysis of unknown words. The document also addresses what to do if context clues don't work for some words, such as preteaching vocabulary or strengthening students' understanding of word parts like prefixes and suffixes. Overall, the key message is that using context clues is a complex skill that takes time and repeated modeling and practice for students to apply independently.
The document defines and explains various literary terms used to analyze and describe elements of stories, novels, plays, poems and other creative works. It discusses characters, characterization, setting, plot, conflict, climax, resolution, theme, point of view, tone, style, symbolism, figurative language such as metaphor and simile, imagery, flashbacks, foreshadowing, irony, allegory, allusion, and poetic devices including rhyme, meter and sonnets. Examples are provided to illustrate many of the terms.
This lesson plan introduces students to translating Shakespearean language to modern English. It focuses on commonly used words and pronouns like "thou", "thee", "thy" and "thine". The plan has students define these terms using context clues and example sentences. It then has students practice translation by rewriting popular song lyrics from Shakespearean English to modern English. The lesson aims to help students determine word meanings in Shakespeare's texts and expand their vocabulary.
The document provides definitions and examples of several vocabulary words:
- Vastness refers to a large size or extent.
- Enthusiasm is an interest in something.
- Horizon is the line where the sky and ground seem to meet.
- Ravine is a deep, narrow valley usually formed by flowing water.
- Flickered means giving off an unsteady light.
- Suspended means appearing to float.
- Presence refers to being in a place at a certain time, with absence as its antonym.
- Swerved means to turn suddenly, as in if a bike swerved in front of you.
The document provides guidance on using evidence from sources to support arguments in writing. It discusses using direct quotes and paraphrases, and emphasizing key details from sources to prove a thesis. Quotes should be brief and interpreted to support the writer's own points, while also crediting the author through citations. Both quotes and paraphrases require signal phrases to introduce them and show how they relate to the argument.
This document provides guidance on using evidence and quotations from sources to support arguments in academic writing. It discusses best practices for integrating direct quotes and paraphrases, including using signal phrases, citations, and analyzing quoted material. The document emphasizes balancing quotes with your own analysis and ensuring all evidence clearly relates back to and promotes your thesis.
This document contains discussion questions for analyzing several poems:
- "My Papa's Waltz" by Theodore Roethke, focusing on the speaker's relationship with his father and the significance of the final line.
- "Dulce et Decorum Est" by Wilfred Owen, examining how word choices convey the horror of war and the poem's message that glorifying death in battle is a "lie."
- "This is Just to Say" by William Carlos Williams, discussing the relationship between the speaker and addressee and whether it is truly a found poem about eating plums.
- Several other poems are discussed, with questions about theme, tone, language use, and meaning.
This document provides information about various types of figurative language including definitions and examples. It discusses similes, metaphors, personification, alliteration, assonance, consonance, repetition, onomatopoeia, hyperbole, imagery, and idioms. It also covers characterization including direct and indirect characterization as well as types of characters such as protagonists, antagonists, round/flat, and dynamic/static characters. Students are assigned an exit ticket to write a sentence using at least two forms of figurative language.
Creative writing uses language in an artistic manner to express ideas and emotions. It aims to entertain and captivate audiences through the use of imaginative devices and techniques. Some common types of creative writing are poetry, fiction, drama, creative nonfiction, and vignettes. Creative writing employs figurative language, imagery, and other literary devices to engage readers' senses and emotions.
The document provides definitions for various rhetorical devices and logical fallacies. It tests the reader's understanding of concepts like logical fallacies, rhetorical appeals, argument structures, media types, implicit vs explicit messages, connotation vs denotation, and persuasive techniques.
The document contains multiple-choice questions about rhetorical devices, persuasive techniques, media types, website evaluation criteria, parts of bridges, and details about the novel The Wednesday Wars by Gary D. Schmidt. It tests knowledge on topics like logical fallacies, appeals, domains, Boolean search operators, bridge components, protagonists, conflicts, settings and themes.
The document provides definitions for various rhetorical devices, argument structures, logical fallacies, types of media, and persuasive techniques. It consists of multiple choice questions that test understanding of these concepts through identifying examples or definitions.
The document provides definitions for various rhetorical devices and logical fallacies. It tests the reader's understanding of concepts like logical fallacies, rhetorical appeals, central argument structures, media types, implicit vs explicit messages, connotation vs denotation, and persuasive techniques.
This document provides instructions for a bridge research project. Students will choose one of five bridges to research representing three major bridge categories: beam, arch, and tension/cable-stayed. Students must find specified information from at least three sources - a book, video, and website. They will cite sources using MLA format and create a bibliography. The document reviews how to evaluate website sources and provides criteria to determine if a site is authoritative, current, reliable, and relevant. It also covers using Boolean operators to search more efficiently.
This document provides definitions and examples of various literary devices and poetic forms including: simile, metaphor, personification, repetition, hyperbole, idiom, refrain, symbolism, imagery, dialect, alliteration, assonance, onomatopoeia, oxymoron, pun, irony, and allusion. It also defines prose, poetry, meter, rhyme scheme, and provides examples of lyric poetry, narrative poetry, traditional poetry, free verse, diamante, haiku, cinquain, concrete poetry, limerick, and epitaph.
8. one or more letters placed before the root word or base word that changes the meaning D. prefix
9. one or more letters placed after the root word or base word that changes the meaning B. suffix
10. word element, such as a prefix or suffix, that is added before or after a root or base word to modify its meaning A. affix
11. a set of symbols used to describe sounds C. pronunciation key
12. indication of which syllables are emphasized when the word is said aloud D. stress marks
13. indicates how a word is used in a sentence, either as a noun, verb, adjective, or adverb A. part of speech label
14. a list of undefined words that are a combination of the entry word and familiar endings, also used to indicate how to spell the various forms of a word C. run-on entry
15. indication that there is another entry that sounds the same, but is spelled differently A. homophone
16. another entry that is spelled the same but has different meanings D. homograph
17. genre of written/spoken language artistically arranged into lines instead of sentences, and stanzas instead of paragraphs D. poetry
30. a comparison of two things that are essentially different, usually using the word like or as D. simile
31. a comparison in which the author describes a person or thing using words that are not meant to be taken literally without using the words like or as A. metaphor
34. a group of words repeated at key intervals in poetry, similar to the chorus of a song B. refrain
35. when one thing, usually an object, stands for/represents another thing, usually an idea or concept D. symbol
36. writing that appeals to one of the five senses to create a vivid (intense, lifelike) image in the reader’s mind C. imagery
37. the idioms, pronunciations, and connotations associated with a language spoken by people in a particular region or by a particular group of people C. dialect
38. repetition of beginning consonant sounds to draw the reader's attention to specific words or to create a sense of imagery D. alliteration
39. repetition of vowel sounds to draw the reader's attention to specific words or to create a sense of imagery B. assonance
40. the use of words that imitate sounds A. onomatopoeia
42. A three-line form of Japanese poetry, traditionally about nature. A. Haiku
43. a poem that is written in the shape of the object it is describing, for example a poem about football would be written in the shape of a football. C. Concrete/shape
44. a humorous poem with five lines (rhyme scheme AABBA) B. Limerick
45. a brief, memorial statement for a dead person, often inscribed on a tombstone D. Epitaph
46. The following is an example of what poetic form? There once was a teacher named Deb,Who came dressed one day as if still in bed.Her boss got so madHe said, "Enough I have had!" So he fired the teacher named Deb. C. Limerick
47. The following is an example of what poetic form? Behind me the moonBrushes shadows of pine treesLightly on the floor. A. Haiku
48. The following is an example of what poetic form?Here lies red-headed Deb,Who fell off of her horse, then got kicked in the head,Now you’re reading this stone cuz she's dead. D. Epitaph
50. The following is an example of what type poetic form? Deborah Adventurous, DrivenRocking, Skiing, TeachingLake, Classroom, Couch, HouseKnitting, Shopping, Sleeping Sedentary, Old Boredom B. Diamante
51. Based on purpose, “The Highwayman” is a _________________poem. B. Narrative
54. how to punctuate the title of an entire/ whole work D. underline
55. how to punctuate the title of a portion of a larger work D. put in quotation marks
56. what you should do to the first word of the title, and any major/important words A. capitalize
57. what you should do to articles such as "the", "an", "a" and minor/unimportant words like "with", "or", "and" B. do not capitalize
58. Which of the following is NOT part of the introduction/exposition of a narrative plot summaryA. characters (protagonist/antagonist)B. climaxC. conflictD. setting (time/place) B. climax
59. the time and place in which the action of a narrative occurs C. setting
66. the moment in the narrative when the reader knows how the conflict will turn out, frequently the moment of greatest tension and/or excitement in the story D. climax
67. Everything that happens after the climax to "wrap up" the narrative A. falling action/denouement
68. how the conflict turns out, how the problem is solved, or who "wins" C. resolution
69. the central, universal idea of a piece of nonfiction, the point the author is trying to make C. main idea
70. the central, universal idea of a piece of fiction, the life-lesson that the reader learns (maybe the same lesson the main character learns) A. theme
84. tales that explain the action of gods, goddesses and the human heroes who interact with them while attempting to explain the causes of natural phenomena B. myths
85. long narrative poem that tells the story of a larger-than-life hero who goes on a dangerous journey or quest A. epic
86. stories based on real life events that, as the story is told and retold, become fictionalized and fantastical C. legends
87. type of folk tale that uses hyperbole for comic effect, usually the protagonist is a hero who performs impossible feats D. tall tales
88. a brief story featuring animals that speak and which ends with a moral B. fable
89. in myths and epic tales, when the hero embarks on a journey and faces difficulties while trying to reach a goal or obtain an object B. quest
100. a speech by a single person/character, may reveal their private thoughts and feelings or advance the plot B. monologue
101. Text organizational pattern in which events or steps are presented in the order in which they occur in time A. chronological
102. Text organizational pattern in which the author is explaining the similarities and differences between things C. compare/contrast
103. Text organizational pattern in which an event which occurs first in time has an impact on and leads to a second event D. cause/effect
104. Text organizational pattern in which the author gives the reader a mental image or clear understanding of something B. description/definition
105. Text organizational pattern in which the author is making a judgment about things and placing them in order based on the judgment C. rank/order of importance/hierarchical
106. Text organizational pattern in which the author is describing (a) problem(s) and the possible solution(s) D. problem/solution
107. Text organizational pattern which divides or groups a topic into parts that are based on shared or common characteristics B. classification
108. Text organizational pattern in which the author is presenting an idea and the reasons why it is a good idea A. proposition/support
109. Who is the protagonist in “The Iliad”? C. the Greeks
110. Who is the antagonist in “The Iliad”? D. the Trojans
111. What is the main conflict in “The Iliad”? C. Greeks vs. the Trojans for Helen
112. What is the climax in “The Iliad”? A. when the Greeks came pouring out of the wooden horse
113. What of the following idioms does not represent a theme in “The Iliad”? D. Forgive and forget.