1. Geller’s Splendid Sophomores December 2013

2. ETHOSPATHOSLOGOS Focuses on credibility of speaker, expertise (3) Focuses on emotions (2) Logical; uses facts to support a claim (1) Celebrity testimonial (7) Sad homeless puppies (4) “Four out of five dentists recommend Crest” (6) Images that appeal to people’s desires and/or insecurities (5) Data, statistics, research studies (8,9)

3. 10. In public speaking, repetition is used for EMPHASIS 11. The struggle between opposing forces in a work of literature is CONFLICT (can be internal or external) 12. Central message that readers can apply to life is the THEME (big idea) 13. Protagonist’s conflict is with the ANTAGONIST

4.  Point of View:  Third person limited: Narrator is outside the action, uses “he/she,” audience only sees the action through the eyes of one character  Third person omniscient: “All-knowing” narrator  FIRST PERSON (14): Narrator is also a character, uses “I/we”  15. A reference to another work of literature, music, art, or history is an ALLUSION  16. SETTING (time and place) allows us to put the story in its proper context

5.  17. The emotional high point of a story is its CLIMAX

6.  18. Simile: A comparison using “like” or “as” (or “than” or “resembles”)… “She was as unique, beautiful, and delicate as a snowflake”  19. Personification: Assigning human characteristics to something that is not human; ex. “The heavy door groaned in protest on its rusty hinges”

7.  Commonly confused words:  There/their/they’re  Hear/here  To/too/two  Accept/except  Affect/effect  Since/sense  Subject/verb agreement  Pronoun/antecedent agreement

8.  Titles  Short works get “quotation marks” (short stories, poems, songs, articles)  Long works get italicized or underlined (books, movies, magazines, newspapers) “When punctuating dialogue,” I explained, “make sure to place the punctuation inside the quotation marks.” “Furthermore,” my assistant added, “every time you have a new speaker, you have to start a new paragraph!”

9.  A FRAGMENT is a group of words that lacks a subject, a verb, or both: Examples:  Between you and me  Because I said so  Under the table  Everyone in seventh period, including Aaron, Kelsey, and Marley the Ferret

10.  A RUN-ON occurs when two or more independent clauses are joined without a conjunction.  Examples:  I am going home, I am tired.  She said she doesn’t have any cupcakes even if she did, she wouldn’t share with you.  Corrections:  I am going home; I am tired.  She said she doesn’t have any cupcakes, AND even if she did, she wouldn’t share with you.

11.  31. When we are able to draw inferences about a character based upon words, actions, thoughts, appearance, what others say, etc., this is INDIRECT CHARACTERIZATION ( direct characterization occurs when a narrator just tells us something about the character; i.e., “Leann was a kindhearted girl.”  32. A comparison that uses “like” or “as” is a SIMILE

12.  33. The clock in Act II and the book in Act IV are both examples of ANACHRONISMS  34. DRAMATIC IRONY occurs when the audience realizes something that the characters in the story do not  35. A speech given by a character alone on stage is a SOLILOQUY  36. The lion, owl, people on fire, crazy storms, foreboding dreams, etc. in Caesar are all OMENS that FORESHADOW bad things to come

13.  37. Members of the nobility in Shakespeare’s plays tend to speak in blank verse (unrhymed iambic pentameter). Brutus’s funeral oration and Casca’s stories, however, are delivered in PROSE.  38. FORESHADOWING  39. POINT OF VIEW  40. TONE  41. CHARACTERIZATION  42. THEME

14.  43. IRONY  44. CLIMAX  45. SYMBOL  46. METAPHOR  47. CONFLICT  48. SUSPENSE

15. ADEPT, ASPIRE, BLEAK, CHIDED, DESPICABLE, DIMINUTIVE, EMANCIPATE, ERRONEOUS, EXPLOIT, EXTEMPORANEOUS

16.  Skillful  The amateur actor was amazingly adept at bringing his characters to life on stage.

17.  To have a great ambition or ultimate goal; strive; desire strongly  When I was younger, I aspired to be a rock star.

18.  Gloomy, dismal, gray, unpromising  That February, the weather—and Miss Mopey’s outlook on life—were especially bleak.

19.  To scold, rebuke, reprimand  I can chide you all day for not studying, but the motivation to succeed has to come from within.

20.  Vile, abhorrent, dreadful, unpleasant, worthy of being despised.  The spies were executed for their despicable acts of treason.

21.  Extremely small; short in size or stature  Don’t let her diminutive size fool you; Lolly has a big personality and a fierce temper!

22.  To set free; liberate  “Emancipate yourselves from mental slavery; none but ourselves can free our minds…”— Not the ferret

23.  Flawed; false; marked by error  It would be erroneous to assume that the final exam will be difficult just because it’s long.

24.  Take advantage of  A good debater knows how to exploit weaknesses in his opponent’s argument in order to strengthen his own.

25.  Spoken or done without preparation; spontaneous  When she noticed her students were falling asleep, the professor decided to give an extemporaneous lecture on building bombs out of household items, just to see who was paying attention.

26.  Heading: Name, teacher, class, date (no abbreviations) Lazybones McGoo Ms. Geller 10 th World Literature and Composition 10 December 2013

27.  Times New Roman, 12 point font, double spaced  Title centered on top line, no quotes or underline  Last name and page number in upper right corner  Works Cited page:  Alphabetical order  Hanging indents  Double spaced

28.  Writing process:  Prewriting  Drafting  Revision (changes to CONTENT)  Editing (proofreading for errors)  Final draft  Publication  Thesis: Main idea  Concrete details: Specific facts, examples, evidence

29.  Commentary: Your opinions/explanation s of the concrete details  Hook: Interest grabber; strategy for getting your reader’s attention  Scenario, anecdote, question, statistic, quotation Jane “I invented paragraphs” Schaffer

30.  Bandwagon: “Everyone else is doing it!”  Ad Hominem: “You’re wrong because you’re ugly!”  False causality: “You farted and Paul Walker died!”  Overgeneralization: “Obviously everyone named Matthew has brown hair and loves English class.”  Red Herring: “Look, a squirrel!”