🧠 Stylistic Devices Flashcards (Q&A Format)

🧠 Stylistic Devices Flashcards (Q&A Format)

Each "Q" is the front of the card (term or prompt), and the "A" is the back (definition + example).

📘 Flashcards for Literary Devices

Q: Simile
A: A comparison using "like" or "as."
Example: "She was as brave as a bear in battle."

Q: Metaphor
A: A direct comparison saying one thing is another.
Example: "His heart was a locked door."

Q: Personification
A: Giving human qualities to non-human things.
Example: "The wind whispered her name."

Q: Hyperbole
A: Extreme exaggeration for effect.
Example: "I’m so hungry I could eat a moose."

Q: Understatement
A: Downplaying the seriousness of something.
Example: "Residential schools were a bit of a problem."

Q: Symbolism
A: Using one thing to represent a deeper idea.
Example: A feather = spiritual connection.

Q: Foreshadowing
A: Hinting at events that will happen later.
Example: "The sky darkened—something bad was coming."

Q: Allusion
A: Reference to another text, event, or figure.
Example: "She carried the weight of the world, like Atlas."

Q: Anecdote
A: A short personal story to support an idea.
Example: "When I was five, I saw my grandfather perform a healing ceremony."

Q: Rhetorical Question
A: A question asked for effect, not to be answered.
Example: "Don’t we all deserve to be heard?"

Q: Onomatopoeia
A: A word that imitates a sound.
Example: "The drum went boom, echoing into the night."

🔊 Sound & Structure Devices

Q: Alliteration
A: Repetition of beginning consonant sounds.
Example: "Silent shadows slid silently."

Q: Repetition
A: Repeating words or phrases for emphasis.
Example: "We remember. We resist. We rise."

Q: Parallelism
A: Repeating grammatical structure in phrases.
Example: "To speak, to sing, to survive."

Q: Irony
A: A contrast between what’s said and what’s meant or expected.
Example: "The school that promised to 'civilize' only caused pain."

🧠 NBE3U1 Theories – Flashcards (Q&A Format)

Q: Colonization
A: When one country or group takes control of another’s land, culture, and people.
Example: European settlers taking Indigenous land and forcing children into residential schools.

Q: Decolonization
A: The process of reversing colonization and reclaiming culture, language, land, and power.
Example: Indigenous communities reviving traditional ceremonies and languages.

Q: Intersectionality
A: The overlapping of different identities (race, gender, class) and how they shape people’s experiences.
Example: An Indigenous woman facing both racism and sexism.

Q: Eurocentrism
A: Viewing the world through a European/Western lens and ignoring other perspectives.
Example: Teaching only Shakespeare and no Indigenous authors in English class.

Q: Holism
A: Seeing everything as connected—people, land, animals, spirits.
Example: Indigenous stories that show how harming nature harms the people too.

Q: Sovereignty
A: The right of a group or nation to rule itself without outside interference.
Example: An Indigenous nation running its own government and schools.

Q: Self-determination
A: The power to make your own choices about how to live and govern.
Example: Choosing traditional medicine instead of Western doctors.

Q: Classism
A: Discrimination based on a person’s social or economic class.
Example: Looking down on someone for living in poverty.

Q: Ethnocentrism
A: Believing your own culture is better than others.
Example: Dismissing Indigenous traditions as “savage” or “uncivilized.”

Q: Privilege
A: Having unearned advantages due to race, gender, class, etc.
Example: A white student being treated with more trust than a racialized peer.

Q: Assimilation
A: Forcing a group to abandon their culture to fit into the dominant one.
Example: Indigenous kids punished for speaking their language at school.

Q: Intergenerational Trauma
A: Trauma passed down from one generation to the next.
Example: A grandchild of a residential school survivor experiencing fear, anxiety, or shame without knowing why.

Q: Reconciliation
A: Repairing the relationship between Indigenous and non-Indigenous people by acknowledging harm and working toward justice.
Example: Supporting Truth and Reconciliation Calls to Action or learning Indigenous history.