WFISD



The Language of Composition (p 35-59)

Study Guide Chapter 2: Close Reading

Define the following in your own words:

close reading –

colloquialism –

style –

diction –

syntax –

trope –

metaphor –

simile –

personification –

hyperbole –

scheme –

parallelism –

juxtaposition –

antithesis –

figure of speech –

periodic sentence –

cumulative sentence –

annotation –

imagery –

oxymoron –

dialectical journal –

zeugma –

archaic diction –

complex sentence –

declarative sentence –

hortative sentence –

imperative sentence –

antimetabole –

AN ACTIVE PENCIL IS AN ACTIVE MIND!!!!! (Learn it! Know it! Live it!)

• When you read closely, you start with the _________________________ and as you think about them, you discover how they affect ________________________________.

• When you write about close reading, you start with _____________________________ and use the _______________________________ (the language itself) to _______________________ your interpretation.

Using the excerpt from Suzanne Berne’s essay “Where Nothing Says Everything,” to answer the following questions:

DICTION

Which of the important words in the passage (verbs, nouns, adjectives, and adverbs) are general and abstract? Which are specific and concrete?

Are the important words formal, informal, colloquial, or slang? Give examples.

Are some words nonliteral or figurative, creating figures of speech such as metaphors? Give examples.

SYNTAX

What is the order of the parts of the sentence? It is the usual (subject-verb-object), or is it inverted? Give examples of each.

Which part of speech is more prominent – nouns or verbs? Give examples.

What are the sentences like? Are they periodic or cumulative? Give examples.

How does the sentence connect its words, phrases, and clauses? Give examples.

Read Roger Ascham’s excerpt from his book Toxophilus (p.48). Complete the graphic organizer below.

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Use the principal of the rhetorical triangle to analyze (in your own words) the Durango ad on p. 50. Explain the interaction between these three elements.

• An analysis is not a mere ________________________, separating something into its component parts, but explains_____________________________________________.

• In a rhetorical essay, you should not only describe ________________________, but you should also _____________________________________ serve the writer’s ______________________, ________________________ the text, and affect the ______________________.

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