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Creative Writing-Final Exam Study Guide

Poetic Terms

Diction

Imagery

Stanza

Concrete language

Abstract language

Metaphor

Simile

Cliché

Personification

Persona

Onomatopoeia

Anaphora

Hyperbole

End-Stopped Line

Enjambed Line

Alliteration

Assonance

End-Straight Rhyme

Internal Rhyme

Tone v. Mood

Tone=Author's attitude

Mood=Atmosphere that is created. It is the feeling that you get from reading. It is the atmosphere

See Handout

Dialogue

Writing Process

Descriptive Sketch

← Diction-choice or use of words.

← Ex. Using the term “wheels” instead of “automobile” or “car”

← Image-appeals to senses. Clear picture is created in your head.

← Stanza-a division/paragraph within a poem consisting of breaks in lines. Think of it as a paragraph.

← Concrete language-describes observable people and places.

← Ex.-Tape, France, your girlfriend. We can see all of these.

← Abstract language-represents intangibles. We can’t touch these.

← Ex.-beauty or truth.

← Metaphor-direct comparison between two otherwise unlike objects. Uses is or are.

← Ex. –The child is a snake.

← Simile-Two different things are compares using like or as.

← Ex.-The child is as slippery as a snake.

← Cliché-overused or predictable expression.

← Ex.-I had butterflies in my stomach

← Personification-inanimate objects take on human qualities.

← Ex.-Pencil flew out of my hand

← Persona-voice or character representing the speaker. “I” does not always mean that the poet is the one speaking.

← Onomatopoeia-words that imitate sounds they refer to.

← Ex.-Buzz or Murmur

← Anaphora-Repetition of words or phrases at the beginning of several lines.

← Ex.

← I love her more than I can say

← I love her more than we can say

← I lover her more than you can say

← Hyperbole-a figure of speech in which exaggeration creates emphasis.

← Ex.-This book weighs a ton.

← End-stopped line-denoting a line of a verse with a period, comma or a semi colon.

← Ex.

← I loved her more than I can say.

← I love the way she makes tea.

← Enjambed line-continuation of a line with no pause.

← Ex.- The sentence continues to the next line.

← I was walking

← down the street

← when I saw her.

← Alliteration-repetition of same sounds in the beginning of words.

← Ex.-She sells sea shells by the sea shore.

← Assonance-repetition of similar vowel sounds.

← Ex.-on a proud round cloud in white high night.

← End straight-rhyme-regular rhyme

← Ex.

← The smelly cat

← Held out a bat

← And ran to the mat

← Internal rhyme-rhyme that occurs within the same line.

← Ex.-The cat held out a bat.

Descriptive Sketch Rubric – Name_____________________ - Total Score_______

Sensory Details

• Excellent descriptive words are used. Very clear pictures are drawn, leaving no doubt in the reader’s 20 mind as to what is being described.

• Strong descriptive words used. Clear pictures and actions are described. It could use a few more 15 details

• Descriptive words are used for pictures and actions. Stronger words could be used. Some areas may 10 be clear, but others need more details. The sketch could show the reader more.

• More description is needed. There is the basis of a sketch here, but there are not enough details. The 5 sketch needs to create a word picture of the subject and action by showing instead of just telling.

Feelings Evoked

• The reader very clearly knows what the author or character is feeling. The words used really make the 20 reader think and feel something for the subject. The subject seems very real and alive.

• The reader knows what the author or character is feeling. At times that feeling is very strong, but 15 at other times the writing needs a little more description so that emotions can be felt and not just read.

• There is feeling in the sketch. It is somewhat general and could be stronger. More description is 10 needed to compel the reader to really feel what the writer or character is feeling. The sketch needs to show and not just tell the feeling.

• There may be a clear description of the subject, but there is little to no evidence of a dominant feeling 5 about the subject. The writer needs to decide how he or she feels about the subject. The sketch needs to show how the writer or character feels about the subject.

Fluency (Word flow, sentence variation, transitions)

• Fluency is excellent and really enhances the sketch. 20

• Fluency is very good. Some areas could be more varied or smoother. 15

• Fluency is good. The sketch shows awareness of writing style but could use more sentence variations of 10 transitions for a smoother flow.

• Sentenced need to be varied. The flow is either too much the same or choppy to the point of disrupting 5 the meaning.

Grammar/Mechanics

• The sketch is very well written with few, if any, errors. 5

• The sketch has some errors but no enough to disrupt the flow and meaning. 4

• The sketch has noticeable errors that disrupts the flow or detract from the meaning. 3

• The sketch has a number of errors. These errors disrupt the flow and detract from the meaning, impeding 2 the overall effect of the sketch.

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