aice el paper 1 - review vocab

form

relates to the external shape of a text, determined by how it is

presented on paper, organized by stanzas/paragraphs, lines, syllables,

rhyme, justification . It is the characteristics that define a genre.

structure

a familiar word which refers to the way a text is

organized and ordered.

language:

the register, the diction, the grammar, the choice of

tense, narrative viewpoint (point of view), use of figurative language

and other devices. The way words are used to convey meaning, tone,

and style in a text, shaping the overall effect and reader's experience.

Inform

clarify, notify, update, inspire,

highlight, verify, expose,

examine

Persuade

argue, challenge, debate, entice,

incite, affect, influence, advise

Entertain

Delight, interest, engage,

immerse, enthrall, satisfy,

comfort, amuse

Reflect

consider, study, illustrate,

affirm, compare, contrast,

enhance, expound

Diction

conscious word choice

• furthers author's purpose

• sets tone

• establishes genre

• ensures that a piece is understandable to the reader

diction is never what

full sentence

when looking for diction

Look for specific words or

phrases that seem

stronger than others and

patterns or

similarities in words

across the text.

"The writer creates a _____ diction through the

use of..."

abstract learned literal academic

loaded ambiguous lyrical biting

melodious bombastic monosyllabic brusque

nostalgic cacophonous obscene obscure

caustic offensive concrete ordinary

colloquial ornate colorful passionate

common patriotic connotative pedantic

cultured picturesque crisp plain

Intellectual/Academic diction

• abstract

• academic

• connotative

• cultured

• learned

• literal

• pedantic (precise)

Negative/Harsh diction

• ambiguous (can create uncertainty and frustration)

• biting

• brusque

• cacophonous

• caustic

• loaded (often with negative implications)

• obscene

• obscure (can be frustrating or isolating)

• offensive

Positive/Pleasant diction

• colorful

• crisp

• lyrical

• melodious

• nostalgic

• ornate

• passionate

• picturesque

Neutral/Objective diction

• common

• concrete

• monosyllabic

• ordinary

• plain

Powerful/Emotive diction

• bombastic

• colloquial (can create feelings of familiarity or belonging)

• patriotic

lexicon

terms

used in

a particular

profession,

subject or style

lexicon examples

• Musical

• Technical

• Social media

• Scientific

• Mathematical

• HVAC

• Carpentry

register

level of formality or informality of a text

Ways to talk about register

informal

•colloquial

•conversational

•formal

"Hey, what's up?" (casual greeting)

informal

"Gonna grab some grub later." (using slang for "going to eat food")

colloquial

"So, how was your day?" (typical opening in a friendly chat)

Conversational

"Good evening. I trust this message finds you well." (polite and structured greeting)

Formal

Syntax

sentence structure, the ways words are arranged

within sentences

Telegraphic sentence (less than five words)

I summitted Mount

Everest.

inverted word order

Summitted Everest I did. Never again, said I.

Loose sentence (independent clause comes at the beginning)

I summitted Mount Everest after weeks of hard work on a cold, clear day

in May.

Periodic Sentence

(independent clause comes at the end): Following

weeks of hard work, on a cold, clear day in May, I summitted Mount

Everest

Balanced Sentence

(the phrases or clauses balance each other by

virtue of their likeness or structure, meaning,

and/or length) I climbed Mount Everest; I came back home

Amplified Sentence

a sentence extended to explain, emphasize,

exaggerate): To prove the naysayers wrong and show my daughters that a

woman can do anything, I overcame my fears, trained for over a

year, struggled through acclimatization, and finally summitted Mount

Everest on a clear day last May.

Simple

subject-verb (I went to the store.)

Compound

2 independent clauses joined by a conjunction (I

went to the store, and I bought candy.)

Complex

independent clause and dependent clause (While

traveling to the store, I saw my friend.)

Compound-complex:

2 independent clauses and one or more

dependent clauses (While I traveled to the store, I saw my

friend, and she gave me money for candy.)

Declarative:

statement (I went to the store.)

Exclamatory:

strong feeling (What a wonderful candy store!)

Interrogative:

question (Is this a store?)

Imperative

command (Go to the store.)

juxtaposition

placing dissimilar items,

descriptions, or ideas close together or side by

side, especially for comparison or contrast

parallel structure/ repeated syntactical

patterning:

the use of the same type of word or

phrase order

anaphora:

repetition of a word or phrase at the

beginning of successive phrases, clauses, or lines

epiphora:

the repetition of a word or phrase at the

end of several clauses

rhetorical question

a question asked merely for

rhetorical effect and not requiring an answer

hypophora:

a rhetorical term for the strategy in

which a speaker raises a question and then

immediately answers it.

types of structure

spatial

chronological

cause and effect

problem and solution

example/exemplification

division and classification

cause and effect

All I can say is that the décor was

more tasteful than the food... and

more colorful. My starter was

brown pate on brown toast.. The

effect was, how shall I put it... er,

brown and , if it is possible for a

colour to be a taste, it tasted

brown, or perhaps beige, which is

even less powerful. The starter's

lack of taste was only beaten by

the gloopy slop that came with my

steak. The menu said "celeriac

puree," but my plate said

"wallpaper paste."

A critical comment

foreshadows examples of

the sustained poor

standards of the restaurant

food. The poor quality is

further emphasized by the

unflattering comparison

with the décor.

when talking about form:

Name the form(s),

Characteristics of form(s)

Reasons why I included the characteristic

discuss the way the ____ looks on the page.

Evidence of the characteristics

voice

the distinctive style or manner of expression of

an author.

narrative point of view

the way that the narrator or

writer looks at the world and the opinions they express

perspective

the particular angle by which a writer views

or experiences events

first person

the use of "I" or "we" when explaining ideas,

experiences, or telling a story. The effect can be to let the

reader see the writer's innermost thoughts

and feelings. However, some writers deliberately obscure a

character's motives or feelings for effect.

second person:

the use of "you" as the main narrative voice. it

can have the effect of speaking directly to the reader.

third person:

the use of "he," "she," or "they" to recount events

or share thoughts of more than one narrator. The effect can be

to create more distance between the narrator and reader.

Identify ____ changes

when they happen in a

text.

tone

Energetic/Positive tone

• Bantering

• Chatty

• Lively

• Vibrant

• Earnest

• Eager

• Enthusiastic

• Optimistic

• Hopeful

• Sanguine

• Inspirational

• Uplifting

• Moving

• Motivational

Admiration/Awe tone

• Admiring

• Awestruck

• Appreciative

• Wonderous

Anger/Hostility tone

• Indignant

• Angry

• Churlish

• Hostile

• Vituperative

• Inflammatory

• Accusatory

Urgency/Seriousness tone

Intensity/Passion tone

• Intense

• Impassioned

• Fervent

Thoughtful/Introspective tone

• Reflective

• Thoughtful

• Contemplative

Uncertainty/Doubt tone

• Uncertain

• Unsure

• Unclear

Solemnity/Sadness tone

• Solemn

• Grave

• Somber

• Despairing

• Elegiac

• Dismayed

• Forlorn

Restraint/Resignation tone

• Reserved

• Restrained

• Resigned

Humor/Sarcasm tone

• Tongue-in-cheek

• Facetious

• Sardonic

• Mocking

• Derisive

• Flippant

• Patronizing

Negative Anticipation tone

• Foreboding

• Menacing

• Ominous

• Dire

Longing/Sentimentality tone

• Wistful

• Nostalgic

• Fanciful

• Sentimental

Point-Quote-Comment

1. Choose a significant point about

the language or style of the

passage.

2. Select a quote from the passage

that supports the point.

3. Comment on/explain how the

point/quote affects the passage

1. Point

Will often be about the use of a

literary device. Keep your list of key

terms handy

2. Quote

Should be short—just enough to

demonstrate the point

• Incorporate it into your own

sentence

3. Commen

Explain how the point/quote affects

the topic, tone, perspective, or some

other important aspect of the

passage

• Use precise word choice (often these

will be emotion/mood/tone words).

DO

• use quotes to exemplify the

language for you (to focus your

analysis) and for your reader (as

a frame of reference).

choose short quotes

integrate quotes into your own

sentence.

DO NOT

use quotes just to prove that a

device is used

• Use long quotes (usually leads to

a restatement in comment)

DEFINE. NEVER MAKE THE MISTAKE OF DEFINING A DEVICE AND NOT ANALYZING!!!!

what should i never do when referring to a quote or point

say it for the whole text instead for that one quote, unless it applies, in which you would address that in the end paragraph in the text analysis. dont state the obvious

what should i always try to do

make deep connections and look for opportunities to offer

multiple interpretations.

ALWAYS USE ___________

PARAGRAPHS

Comparative Analysis Tips

No need for a formal intro and conclusion, though you may include brief opening and closing

paragraphs

• Bounce between the two pieces using comparative and contrasting discourse markers (similarly, on

the other hand)

• You have to compare/contrast the two pieces focusing on form, structure, and language

• Identify each text clearly—original text and repurposed text, Text A and Text B, or distinguish texts by

genre (for example, article and blog)

• Do not compare content—the content will always be similar. Also, do not contrast the length of the

texts.

• Compare/contrast the choices that the authors made (and remember, you are one of the authors)

• When discussing your repurposed text, refer to yourself in first person

Paragraphing with Quotation Marks

In an Article

When Trent packed his bags, gave his crying parents one last

hug, and set his sights on the University of Central Florida,

there was no turning back. He was finally free and felt that

his college experience would be full of partying, staying up all

night studying, and meeting new friends. Until it wasn’t. Just

six short months later, his parents fell on hard times and

could no longer afford Trent’s rent and classes. Now, Trent is

at home, working a part time job, trying to help his family get

back on their feet.

“I was devastated. I was so ready to become an adult, get a

degree, and excel in life. I’m not disappointed in my parents,

just disappointed that there wasn’t anything I could do,” said

Trent Slowinski, 19.

Trent is not like most students. Most students cannot even

get into college. And that is not because of their academic

ability; it’s their finances. Over 45 percent of high school

graduates could not afford to attend college without an

earned scholarship or financial aid, so it begs the question:

Should college be free?

Paragraphing with Quotation Marks In Story Dialogue

As my heart rate slowed and my breathing became deeper, I

was transported to another life, my dreamland. It was all fun

and games until the dreams became nightmares and I was

awoken from my not so peaceful slumber. It was finally time

to go home after being trapped for who knows how long.

"Good Morning bubba, " said Persephone, my mother.

It was currently spring so the bright light along with the light

piercing through the curtains disturbed my cat nap.

"I got a call from Evergreen-"

"Everforest," I corrected her,

"Everforest, and they said you have to go back to detention

for further evaluation."

In dialogue, new speaker=new __________

paragraph

No matter the form, try

not to start with a

______.

question, what if the answer is no?