Friday, August 31, 2012

Rhetorical Terms to Know



alliteration The repetition of the same sound or letter at the beginning of con- secutive words or syllables.
allusion An indirect reference, often to another text or an historic event. 
analogy An extended comparison between two seemingly dissimilar things. 
anaphora The repetition of words at the beginning of successive clauses. 
anecdote A short account of an interesting event.
annotation Explanatory or critical notes added to a text.
  antecedent The noun to which a later pronoun refers. 
antimetabole The repetition of words in an inverted order to sharpen a contrast.
antithesis aphorism appositive archaic diction The use of words common to an earlier time period; antiquated
Parallel structure that juxtaposes contrasting ideas. A short, astute statement of a general truth.
A word or phrase that renames a nearby noun or pronoun.
language.
argument A statement put forth and supported by evidence.
Aristotelian triangle A diagram that represents a rhetorical situation as the relationship among the speaker, the subject, and the audience (see rhetorical triangle).
assertion An emphatic statement; declaration. An assertion supported by evi- dence becomes an argument.
assumption A belief or statement taken for granted without proof. 
asyndeton Leaving out conjunctions between words, phrases, clauses. 
attitude The speaker’s position on a subject as revealed through his or her tone.
audience One’s listener or readership; those to whom a speech or piece of writ- ing is addressed.
authority A reliable, respected source — someone with knowledge.
  bias Prejudice or predisposition toward one side of a subject or issue.
cite Identifying a part of a piece of writing as being derived from a source.
claim An assertion, usually supported by evidence.
close reading A careful reading that is attentive to organization, figurative lan- guage, sentence structure, vocabulary, and other literary and structural ele- ments of a text.
colloquial/ism An informal or conversational use of language. 
common ground Shared beliefs, values, or positions.
  complex sentence A sentence that includes one independent clause and at least
one dependent clause.
concession A reluctant acknowledgment or yielding.
connotation That which is implied by a word, as opposed to the word’s literal meaning (see denotation).
context Words, events, or circumstances that help determine meaning. coordination Grammatical equivalence between parts of a sentence, often
through a coordinating conjunction such as and, or but.
counterargument A challenge to a position; an opposing argument.
credible Worthy of belief; trustworthy.
cumulative sentence An independent clause followed by subordinate clauses or phrases that supply additional detail.
declarative sentence A sentence that makes a statement.
deduction Reasoning from general to specific.
denotation The literal meaning of a word; its dictionary definition.
dialectal journal A double-column journal in which one writes a quotation in one column and reflections on that quotation in the other column.
diction Word choice.
  documentation Bibliographic information about the sources used in a piece of
writing.
  elegiac Mournful over what has passed or been lost; often used to describe tone. 
epigram A brief witty statement.
ethos A Greek term referring to the character of a person; one of Aristotle’s three rhetorical appeals (see logos and pathos).
explication of text Explanation of a text’s meaning through an analysis of all of its constituent parts, including the literary devices used; also called close reading.
facts Information that is true or demonstrable. 
figurative language The use of tropes or figures of speech; going beyond literal
meaning to achieve literary effect.
figure of speech An expression that strives for literary effect rather than convey- ing a literal meaning.
fragment A word, phrase, or clause that does not form a full sentence.
hortatory Urging, or strongly encouraging.
hyperbole Exaggeration for the purpose of emphasis.
imagery Vivid use of language that evokes a reader’s senses (sight, smell, taste, touch, hearing).
imperative sentence A sentence that requests or commands.
induction Reasoning from specific to general.
inversion A sentence in which the verb precedes the subject.
irony A contradiction between what is said and what is meant; incongruity be- tween action and result.
juxtaposition Placement of two things side by side for emphasis. 
logos A Greek term that means “word”; an appeal to logic; one of Aristotle’s
three rhetorical appeals (see ethos and pathos) .
metaphor A figure of speech or trope through which one thing is spoken of as though it were something else, thus making an implicit comparison.
metonymy Use of an aspect of something to represent the whole. 
modifier A word, phrase, or clause that qualifies or describes another word,
phrase, or clause.
narration Retelling an event or series of events.
nominalization Turning a verb or adjective into a noun.
occasion An aspect of context; the cause or reason for writing.
omniscient narrator An all-knowing, usually third-person narrator.
oxymoron A figure of speech that combines two contradictory terms.
pacing The relative speed or slowness with which a story is told or an idea is presented.
paradox A statement that seems contradictory but is actually true.
parallelism The repetition of similar grammatical or syntactical patterns.
parody A piece that imitates and exaggerates the prominent features of an- other; used for comic effect or ridicule.
pathos A Greek term that refers to suffering but has come to be associated with broader appeals to emotion; one of Aristotle’s three rhetorical appeals (see ethos and logos).
periodic sentence A sentence that builds toward and ends with the main clause. persona The speaker, voice, or character assumed by the author of a piece of
writing.
personification Assigning lifelike characteristics to inanimate objects.
polemic An argument against an idea, usually regarding philosophy, politics, or religion.
polysyndeton The deliberate use of a series of conjunctions.
premise; major, minor Two parts of a syllogism. The concluding sentence of a syllogism takes its predicate from the major premise and its subject from the minor premise.
Major premise: All mammals are warm-blooded. Minor premise: All horses are mammals. Conclusion: All horses are warm-blooded (see syllogism).
pronoun A word used to replace a noun or noun phrase.
  propaganda A negative term for writing designed to sway opinion rather than
present information.
purpose One’s intention or objective in a speech or piece of writing.
refute To discredit an argument, particularly a counterargument.
rhetoric The study of effective, persuasive language use; according to Aristotle, use of the “available means of persuasion.”
rhetorical modes Patterns of organization developed to achieve a specific pur- pose; modes include but are not limited to narration, description, comparison and contrast, cause and effect, definition, exemplification, classification and division, process analysis, and argumentation.
rhetorical question A question asked more to produce an effect than to sum- mon an answer.
rhetorical triangle A diagram that represents a rhetorical situation as the rela- tionship among the speaker, the subject, and the audience (see Aristotelian triangle).
satire An ironic, sarcastic, or witty composition that claims to argue for some- thing, but actually argues against it.
scheme A pattern of words or sentence construction used for rhetorical effect.
sentence patterns The arrangement of independent and dependent clauses into known sentence constructions — such as simple, compound, complex, or compound-complex.
sentence variety Using a variety of sentence patterns to create a desired effect.
simile A figure of speech that uses “like” or “as” to compare two things.
simple sentence A statement containing a subject and predicate; an indepen- dent clause.
source A book, article, person, or other resource consulted for information. 
speaker A term used for the author, speaker, or the person whose perspective
(real or imagined) is being advanced in a speech or piece of writing.
straw man A logical fallacy that involves the creation of an easily refutable posi- tion; misrepresenting, then attacking an opponent’s position.
style The distinctive qualitiy of speech or writing created by the selection and arrangement of words and figures of speech.
subject In rhetoric, the topic addressed in a piece of writing. 
subordinate clause Created by a subordinating conjunction, a clause that mod-
ifies an independent clause.
subordination The dependence of one syntactical element on another in a sentence.
syllogism A form of deductive reasoning in which the conclusion is supported by a major and minor premise (see premise; major, and minor).
syntax Sentence structure. 
synthesize Combining or bringing together two or more elements to produce
something more complex.
thesis The central idea in a work to which all parts of the work refer.
thesis statement A statement of the central idea in a work, may be explicit or implicit.
tone The speaker’s attitude toward the subject or audience.
topic sentence A sentence, most often appearing at the beginning of a para- graph, that announces the paragraph’s idea and often unites it with the work’s thesis.
trope Artful diction; the use of language in a nonliteral way; also called a figure of speech.
understatement Lack of emphasis in a statement or point; restraint in language often used for ironic effect.
voice In grammar, a term for the relationship between a verb and a noun (ac- tive or passive voice). In rhetoric, a distinctive quality in the style and tone of writing.
zeugma A construction in which one word (usually a verb) modifies or governs — often in different, sometimes incongruent ways—two or more words in a sentence.

Tuesday, August 21, 2012

Summer Assignments


AP English Language and Composition 2012 Summer Assignment     

Course Description: AP English Language & Composition offers students a year of intense training in reading and writing that not only prepares them for the AP Language examination, but also for successful university study and life-long learning. The class focuses on rhetorical analysis of fiction and non-fiction, including sources in non-literary disciplines, a few philosophical documents, and a sampling of British, World and American Literature. Students learn to identify an author’s purpose and analyze strategies by examining the ways people think and use language. Students read and analyze models of good writing, write compositions of various lengths and complexity and participate in peer response and vigorous revision.
Listed below are assignments to be completed this summer:

Assignment #1: “This I Believe” Essay
According to National Public Radio (NPR), “Fifty years ago, millions of Americans sat by their radios and listened to This I Believe.” For five minutes each day, they heard from statesmen, department store employees, taxi cab drivers, and secretaries-- all of whom spoke about their most deeply held beliefs.
A few years ago NPR decided to bring back the This I Believe series. Each week NPR broadcasts one short essay of approximately 500 words (3 minutes) submitted by a listener. Your assignment is to read the information, requirements, and several examples from the NPR website, and then write your own “This I Believe” essay.
1. Go to http://thisibelieve.org/ . Click on “participate” in the top ribbon and then click on “Essay Guidelines” in the drop down menu.
2. Once you know the prompt and the guidelines, carefully consider your topic. 500 words isn’t much, so be concise but don’t sacrifice style/voice. Outline or jot down ideas before writing. Think about organization.
3. Write the essay: it should be coherent and cohesive and typed (font 12 with 1.5 spacing). Include the word count at end of the essay.
4. submit online and print copy as well

Assignment #2: Movie Review
Assignment: Write a short 1 1⁄2 to 2-page typed review of a movie (choose carefully!) you have recently seen. Before you write the review, read several movie reviews from newspapers or magazines (NY times). It will be helpful to read several different reviews of the same movie in order to differentiate each writer’s focus, tone, organization, diction, selection of details. Note the conversational style, the short sentences and paragraphs, and the interesting comparisons that most movie reviewers use. Pay attention to how the writer captures the reader’s attention in the beginning and then observe how the writer interjects specific examples from the movie to support statements he/she makes about the movie.
Your Movie Review Must Contain:
Title, director, distributor, length in minutes, major actors/actresses of the movie Rating the Movie received (G, PG, R, etc) and why this rating was given An interesting opening paragraph which captures the attention of readers Background about the movie – a short review of the general plot of the movie Specific statements about the quality of the writing, cinematography, acting, etc. Supporting examples (quotes, scenes, etc) for all statements about the quality of the movie A short statement of the kind of person who might enjoy the movie
Your rating for the interest level of the movie. Devise you own system like A-F or 5 stars, etc. An interesting closing line or thought-provoking statement

Assignment #3: Read, Read, Read: Reading is Essential
1.Read the autobiographical memoir I Know Why the Caged Bird Sings by Maya Angelou (ISBN # 0-553-27937-8) including the author’s introduction and keep a double entry journal for each chapter. For each chapter, you should reflect on the author’s use of language and the effect it has on you, the reader. Pay attention to the following (and look up meaning if you are unfamiliar):
·  Figurative language (simile, metaphors, personification, etc..)
·  Allusions
·  Dialogue
·  Anecdote


SAMPLE DOUBLE ENTRY JOURNAL
PASSAGE
REFLECTION
If growing up is painful for the Southern Black 
girl, being aware of her displacement is the rust on 
the razor that threatens the throat. It is an 
unnecessary insult.
Angelou uses analogy in order to compare the difficult life of a young black woman. She lets the reader know that it is better to be ignorant of the fact of not belonging, however either way, the plight of the black woman is no less painful.
Bring a copy of the memoir along with your completed journal entries to use for open book essay on first day of class.


2. In preparation for this class as well as AP Literature, I highly suggest that you spend the summer reading.        Read as much as you can; read everything! Choose classic novels or NY times best sellers to start with since they will challenge you and prepare you for the type of critical analysis necessary for success in AP Language and AP Literature.
Please join www.goodreads.com (which is facebook for readers!). Friend request me lindsayerrigo@gmail.com.
Please post the progress you have made in book as your status update.
YOU SHOULD COMPLETE AT LEAST ONE BOOK, BESIDES CAGE BIRD!