4268139
Description
Flashcards by Adriano Noble, updated more than 1 year ago
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Created by Adriano Noble
almost 9 years ago
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| Question | Answer |
| Repetition (i.e. We care about plants. We care about trees. We care about the environment.) | Makes a point more memorable, and emphasises the purpose of the text. |
| Facts and statistics (i.e. 90% of users agree.) | Validates points within the text by supporting a claim, makes the text appear authentic and important. |
| Pronouns (i.e. collective 'we', direct 'you', 'it'). | 'We' makes the reader feel connected to the writer, and involved with the text - it gives the impression of a group. 'You' makes the reader feel personally involved with the text. 'It' dehumanizes a living creature, allowing for the reader to detach themselves from it emotionally. |
| Alliteration (i.e. greasy grandmas) | Makes a point stand out, gives variation in a sentence which intrigues the reader |
| Rhetorical question (i.e. How many roads must a man walk before you call him a man?) | Engage and involve the reader - provoke them to think and consider the question |
| Emotive Language (i.e. A distressing and harrowing example of cruelty) | Elicits an emotional response in the reader, luring them into reading on |
| List of three (i.e. lions, and tigers, and bears, oh my) | Emphasises a point and gives a variation in structure |
| Simile (i.e. cut like a blade) | Creates an image in the reader's mind |
| Metaphor (i.e. Her hair is a lion's mane) | Creates an image in the reader's mind |
| Personification (i.e. The trees grabbed at him) | Creates an image in the reader's mind, can allow the reader to connect with an inhuman object |
| Point of View (i.e. Third person 'he/she/it', first person 'i', second person 'you') | Third person separates reader and narrator, allowing for information revealed that the narrator may not be aware of. First person makes the text more personal, allowing the reader to 'relate' to the narrator. |
| Five senses (sounds, sight, taste, smell, feel) | Appeals to the senses of the reader, developing the scene and allowing for a sensory-driven emotion from the reader |
| Short sentences (i.e. Stop. Look. Listen.) | Variation in structure, makes points 'stand out' - makes information snappy and quick |
| Contractions (i.e. 'I'm' instead of 'I am') and colloquials (language used with an informal meaning, i.e. 'chill,' 'take a rain check') | Makes the text appear more relaxed and informal - appears more personal to the reader |
| Hyperbole (i.e. 'My life is over' - an exaggeration) | Can be used to evoke humour, emphasise a point, or evoke a strong emotion in the reader |
| Irony (saying one thing when the opposite is meant) and puns (a play on words) | Can be used to evoke humour |
| Onomatopoeia (i.e. 'crunch', 'pow') | Appeals to the reader's auditory senses |
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