Terms : Hide Images
| 9732400876 | Ethos | gives evidence that he or she is credible. May use testimonials, specialists, or religious figures to support their work. | 0 | |
| 9732400877 | Logos | gives the audience a clear, reasonable idea developed through reasoning and logic. May use reasoned examples, details, and/or statistics | 1 | |
| 9732400878 | Pathos | draws on the audience's emotions so they will be sympathetic to the communicators ideas | 2 | |
| 9732400879 | What falls under ethos, logos, or pathos | Altruism, anger, fear, patriotic, intelligence, plain folk, snob | 3 | |
| 9732400880 | Altruism | appeals to sense of goodness or morality | 4 | |
| 9732400881 | Plain folk | appeals to the experiences of common man | 5 | |
| 9732400882 | Snob | appeals to a taste for the finer, and usually unobtainable, things in life | 6 | |
| 9732400883 | Logical fallacies | Ad hominem, bandwagon, begging the question, cause/effect, either/or thinking, equivocation, generalization, non sequitur, red herring, slippery slope, straw man | 7 | |
| 9732400884 | Ad hominem | a personal attack of an individual instead of the issue at hand | 8 | |
| 9732400885 | bandwagon | urges the audience to accept a position because a majority of people already do | 9 | |
| 9732400886 | begging the question (circular thinking) | assumes the idea you are trying to prove as being true | 10 | |
| 9732400887 | cause/effect | assumes that the effect is related to a cause because the events occur together | 11 | |
| 9732400888 | Either/or thinking (false dilemma) | implies that one of two negative outcomes is inevitable | 12 | |
| 9732400889 | equivocation | allows a key word or term in an argument to have different meanings during the course of the argument | 13 | |
| 9732400890 | Generalization | bases an inference on too small a sample as the basis for a broader stance | 14 | |
| 9732400891 | Non Sequitur (Does not follow) | Irrelevant reasons are offered to support a claim | 15 | |
| 9732400892 | Red herring | introduces a topic unrelated to the claim | 16 | |
| 9732400893 | Slippery slope | assumes a chain reaction of events which result in a terrible outcome | 17 | |
| 9732400894 | Straw man | states an opponent's argument in an exaggerated form, or attacking a weaker, irrelevant portion of an opponent's argument | 18 | |
| 9732400895 | Exemplification | Provides examples or cases in point. Are there examples- facts, statistics, cases in point, personal experiences, interview quotations- that you could add to help you achieve the purpose of your essay? | 19 | |
| 9732400896 | Description | Detail sensory perceptions of a person, place, of thing. Does a person, place, or object play a prominent role in your essay? Would the tone, pacing, or overall purpose of your essay benefit from sensory details? | 20 | |
| 9732400897 | Narration | Recount an event. Are you trying to report or recount an anecdote, an experience, or an event? Does any part of your essay include the telling of a story? | 21 | |
| 9732400898 | Process analysis | Explain how to do something or how something happens. Would any portion of your essay be more clear if you included concrete directions about a certain process? Are there any processes that readers would like to understand better? | 22 | |
| 9732400899 | Comparison and contrast | Discuss similarities and differences. Does your essay contain two or more related subjects? Are you evaluating or analyzing two or more people, places, processes, events, or things? Do you need to establish the similarities and difference between two or more elements. | 23 | |
| 9732400900 | Division and classification | Divide a whole into parts or sort related items into categories. Are you trying to explain a broad and complicated subject? Would it benefit your essay to reduce this subject to more manageable parts to focus your discussion? | 24 | |
| 9732400901 | Definition | Provide the meaning of terms you use. Who is your audience? Does your essay focus on any abstract, specialized, or new terms that need further explanation so your readers understand your point? Does any important word in your essay have many meanings and need to be clarified? | 25 | |
| 9732400902 | Cause and effect analysis | Analyze why something happens and describe the consequences of a string of events. Are you examining past events or their outcomes? Is your purpose to inform, speculate, or argue about why an identifiable fact happens the way it does? | 26 | |
| 9732400903 | Argumentation | Convince others through reasoning. Are you trying to explain aspects of particular subject, and are you trying to advocate a specific opinion on this subject or issue in your essay? | 27 | |
| 9732400904 | Strategies for level of structure | Three appeals (Logos, pathos, ethos), tone, arrangement (Inductive, deductive), mode of development (Narrative, division/classification, satire), repetition, patterns created from devices (imagery, diction, syntax), language registers, listing of reasons, opening with counter argument or making a concession, anticipating objections | 28 | |
| 9732400905 | Devices for level of language | imagery or selection of detail, diction, syntax, rhetorical questions, irony, figurative language (metaphor, hyperbole, understatement), schemes, trophes | 29 | |
| 9732400906 | Syntax patterns | specific phrasing patterns, length of sentence, # of sentences, divisions within a piece with different syntax for each, parallel structure, different sentence types, specific kinds of punctuation, rhythm and cadence in a sentence, repetitions, subject openers and non-subject openers, rhetorical questions | 30 | |
| 9732400907 | Questions to discover syntax | What is the order of the parts of the sentence-Is it normal or inverted? Which part of speech is more prominent, nouns or verbs? What are the sentences like- periodic or cumulative? How does the sentence connect its words, phrases, and clauses? Does the sentence length fit the subject matter- why is the sentence length effective? What variety or sentence lengths are present? Sentence beginnings- is there variety or a specific pattern? | 31 | |
| 9732400908 | Words that help describe a syntax | Plain, spare, austere, unadorned, simple, dry, ornate, elaborate, flowery, flowing, jumbled, chaotic, erudite, esoteric, complex, deceptively simple, journalistic, terse, laconic, harsh, grating, mellifluous, musical, lilting, lyrical, whimsical, elegant, staccato, abrupt, solid, thudding, sprawling, disorganized | 32 | |
| 9732400909 | Construction of sentences to convey attitude | Declarative, imperative, interrogative, exclamatory, simple, compound, complex, compound-complex, Cumulative (loose), Climactic (periodic) sentences, juxtaposition, parallelism, repetition, rhetorical question, ellipses, dash, semicolon, colon, italics, capitalization, exclamation point | 33 | |
| 9732400910 | Simple sentence | One subject and one verb | 34 | |
| 9732400911 | Compound sentence | more than one subject and/or verb (no dependent clauses) | 35 | |
| 9732400912 | Complex sentence | one independent and one or more clauses | 36 | |
| 9732400913 | Compound-complex sentence | two or more independent clauses and one or more dependent clauses | 37 | |
| 9732400914 | Loose (Cumulative) sentence | details after the subject and verb | 38 | |
| 9732400915 | Periodic (Climactic) sentence | details before the subject and verb | 39 | |
| 9732400916 | Juxtaposition | normally unassociated ideas, words or phrases placed together | 40 | |
| 9732400917 | Parallelism | show equal ideas; for emphasis, for rhythm | 41 | |
| 9732400918 | Ellipses | a trailing off, going off into a dreamlike state | 42 | |
| 9732400919 | dash | interruption of thought, an interjection of a thought into another | 43 | |
| 9732400920 | semicolon | parallel ideas, equal ideas, a piling up of detail | 44 | |
| 9732400921 | colon | a list, a definition or explanation, a result | 45 | |
| 9732400922 | italics | for emphasis | 46 | |
| 9732400923 | capitalization | for emphasis, to personify | 47 | |
| 9732400924 | exclamation point | for emphasis, for emotion | 48 |
