Deer Park ISD · Under the direction of the College Board and Deer Park ISD’s ... The Book Thief...

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Junior High PAP English

A Resource for Students

Deer Park ISD

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Table of Contents Course Description.................................................................................................................................. 5

Plagiarism Policy .................................................................................................................................... 5

The Three Levels of Reading and Questions ................................................................................ 7

Literal ............................................................................................................................................. 6

Inferential ...................................................................................................................................... 6

Reading Reminders ................................................................................................................................. 9

Annotation: What it is for, and how to do it. ........................................................................................ 10

Theme ................................................................................................................................................... 12

Thesis Statements about Literature ....................................................................................................... 13

DIDLS .................................................................................................................................................. 14

DO STYLES ......................................................................................................................................... 15

Using TPCASTT and TPFASTT for Analysis of Poetry ...................................................................... 16

TTRAPS for Analysis of Persuasive Writing ....................................................................................... 18

SOAPSTone ........................................................................................................................................ 19

The Big6™ Skills ................................................................................................................................. 20

Syntax / Sentence Structure Terms ....................................................................................................... 21

Patterns by Purpose ........................................................................................................................... 21

Patterns by Structure ......................................................................................................................... 21

Patterns by Syntax............................................................................................................................. 21

Advanced Syntax Techniques ........................................................................................................... 22

PAP TERMINOLOGY ......................................................................................................................... 23

Literary Forms .................................................................................................................................. 23

Literary Elements .............................................................................................................................. 23

Poetry Terms ..................................................................................................................................... 28

Grammatical Terms .......................................................................................................................... 29

$5 WORD LIST .................................................................................................................................... 30

Dialogue Tag Words ......................................................................................................................... 30

Verbs ................................................................................................................................................. 31

Adjectives ......................................................................................................................................... 32

Adverbs ............................................................................................................................................. 33

Transitions......................................................................................................................................... 35

DESCRIPTORS FOR TONE, ATTITUDE, & DICTION ................................................................... 37

VERBS .................................................................................................................................................. 38

JUNIOR HIGH SHORT STORY WRITING RUBRIC ....................................................................... 46

JUNIOR HIGH ESSAY WRITING RUBRIC ..................................................................................... 47

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Welcome to Deer Park’s English Pre-Advanced Placement

program. Under the direction of the College Board and Deer Park ISD’s

Advanced Academics, Pre-Advanced Placement English is a program that

affords students in-depth and rigorous preparation for high school courses,

including Advanced Placement classes. Obviously, one of the primary goals

of our program is to prepare students for Advanced Placement English, and

to encourage student enrollment in Advanced Placement courses in high

school.

Having said this, our program has an even greater purpose, something more

lasting and more substantial than enrollment in a particular class, even one

that will prepare them to earn college credit during their high school years.

The Pre-Advanced Placement program is founded on two assertions: that

students can meet the expectations of rigorous curriculum and that students

can begin to prepare themselves to meet those challenges as early as

possible. Deer Park’s team of Pre-Advanced Placement teachers creates

classrooms that foster the development of skills and habits that will propel

students to exceed expectations early in their educational career. The Pre-

Advanced Placement program does this through the exploration of

literature.

Beyond all of these strictly academic concerns, PAP Language Arts is

designed to introduce students to a higher level thought process that will

improve their performance in any area of life that requires abstract

reasoning, problem-solving, or deeper understanding. This program is

designed for students to grow academically and emotionally, to add to the

sum total of who they are. We truly believe that participation in a Pre-

Advanced Placement class supports parents in raising good citizens, good

friends, and good students.

Junior High PAP Language Arts Teachers

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Junior High PAP Reading Selections

6th

Grade Freak the Mighty

The Underneath

The Hunger Games

7th

Grade The Book Thief (SR)

The Old Man and the Sea (SR)

Dark Water Rising

Animal Farm

A Christmas Carol

Isaac’s Storm

The Outsiders

Roll of Thunder, Hear My Cry

Life as We Knew It

The Compound

8th

Grade And Then There Were None (SR)

Anthem (SR)

Pygmalion

Dr. Jekyll and Mr. Hyde

Flowers for Algernon

Romeo and Juliet

Night

Each Campus

will choose

two titles from

those listed

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Course Description:

A Pre-AP course in English Language Arts engages students in becoming skilled readers …and in

becoming skilled writers. The purpose of the Pre-AP ELA course is to model good reading and

writing strategies for students so that those skills become incorporated into students’ own reading and

writing habits. Students will read complex texts and extract meaning from them as well as understand

the writer’s process and craft that allows for development of meaning and entertainment for readers.

Students will then learn to analyze and employ those writing strategies, creating well-written

narrative and expository pieces.

Plagiarism Policy According to the WPA (Council for Writing Program Administrators), and with DPHS – South ELA

Department input, in an instructional setting, plagiarism occurs when a writer uses someone

else’s language, ideas, or other original (not common knowledge) material without

acknowledging its source.

Source:

Defining and Avoiding Plagiarism: The WPA Statement on Best Practices. Council for Writing

Program Administrators. N.d. Web. 4 May 2011.

For more information:

http://owl.english.purdue.edu/owl/resource/589/01/

http://wpacouncil.org/positions/WPAplagiarism.pdf

http://owl.english.purdue.edu/owl/resource/589/01/

http://wpacouncil.org/positions/WPAplagiarism.pdf

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The Three Levels of Reading and Questions – Student Bookmark

Levels of Reading Level One - Literal Level Students will find meaning directly in the text (reading on the line). Level Two - Inferential Level Students will interpret what is in the text (reading between the lines). Level Three - Thematic Level Students will move beyond the text to connect to universal meaning (reading beyond the lines).

Levels of Questions Level One:

Level one can be answered by using details contained in the text; they are fact based.

They answer who, what, where, and when kinds of questions.

Level Two:

Level two can be answered after analyzing the text.

They are how and why types of questions.

They are inference-based and implied in the text.

Level Three:

Level three questions are open-ended. They ask the reader to reference information beyond the text.

These types of questions will provoke discussion of higher-level, abstract ideas or issues.

They use the text as a guide to explore larger issues.

Literal

Inferential

Thematic

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Reading Reminders for Journal Writing

Thinking about what you read

Why does the character /author...

Why doesn’t the character /author...

What surprised me most was...

I predict that...

This author’s writing style is...

I noticed that the author uses…

The main character wants/is...

If I could, I’d ask the author/character...

The most interesting event/idea in this book is...

I realized...

The main conflict/idea in this book is...

I wonder why...

One theme that keeps coming up is...

I found the following quote interesting...

I ____________ this book because...

Elaborating on what you think

I think__________ because...

A good example of _______ is...

This reminded me of ______ because...

This was important because...

One thing that surprised me was___ because I

always thought...

The author is saying that...

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Annotation: What it is for, and how to do it.

Annotation is active engaged reading. It is reading with a pen or pencil in hand and responding as

one reads by underlining important passages and adding marginal notes, comments and personal

responses to what is being read. It is reading that requires the active engagement of both the mind

and the hand, rather than the mere passing of one’s eyes over an assignment hoping to get the ‘gist”

of the story.

Benefits

Annotation is the first step in analyzing and understanding a given work, whether it is a work of

literature or a newspaper or magazine article. A close reading of any work will reveal its strengths as

well as its weaknesses and is an invaluable skill for the college-bound students, as any glance at the

used-book stacks at a college bookstore will immediately make clear. In fact, it could be fairly said

that annotating assigned textbook readings in college is a way of life. However, whether you see

college in your future or not, you should make the practice of annotating as you read a life-long habit.

It will make you a more critical, analytical thinker, and that is a life skill from which you can reap

benefits regardless of the career path you choose.

How do you annotate?

In this class, we will be annotating works of literature, but the basic steps and thought processes will

be the same for any piece of reading material. An in-depth analysis requires at least two readings.

During this reading, you should underline unfamiliar words and [bracket passages] that you do not

understand, or that need further explanation. In the margin, note your initial reactions and responses

to this initial reading. Underline words or phrases that are repeated.

In literature, there are at least 12 possible areas that are open to analysis in any given work: setting,

characterization, point of view, tone, style, imagery, symbols, figures of speech, plot, structure,

conflict and theme. Focusing on these elements provides a good starting point for any analysis. The

suggested steps below are intended to aid you in making annotations. Remember: annotation is a

skill, and, like any skill, it gets better and easier with practice. Do not be intimidated. Your

annotations are essentially a reflection of your own thought processes and your interaction with the

text. There is no single “right way” to annotate.

Start like this:

1. Look carefully at the title. Are there any word play (pun, irony, double-meaning, etc.) or

possible symbolic or thematic implications contained in the title? Don’t wait to see if you are

right. Simply indicate your suspicions in a margin comment and move on.

2. What information is contained in the exposition (the introduction of the setting, characters and

immediate situation)? The exposition can be the first few paragraphs, or the first chapter of a

longer work. Underline significant details such as time and place (setting). What is the mood

or atmosphere in the exposition (what does the author want you, the reader, to feel)? Indicate

the mood in the margin. Does it change later? What words suggest the mood? Mark the

most extensive or important descriptions of physical place, and underline the most telling

words and phrases.

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3. Underline the name and description of each character as he/she is introduced. The details

may become significant later. Mark the “main character” or a secondary character’s

relationship to the main character (i.e. wife, husband, friend, etc.).

4. Note the point of view. Who is telling the story? Underline any repeated actions, habits or

words of characters. When the characters speak, are they being sincere or sarcastic? How do

you know? What evidence supports your speculation?

5. What is the tone? (The author’s attitude toward the subject.) Underline the words that suggest

tone and write “tone” in the margin.

6. Is the style ornate or simple? Does it rely on figurative language (repetition, alliteration,

metaphor, simile, etc.) or is the style plain and the subject directly stated?

7. If the author uses figurative language, underline examples and write in the margin what kind

of figurative language is being used. Underline images that are recurring.

8. If the sentence(s) appeal to you, underline them and put a note in the margin saying why.

9. Circle possible symbols in the work and suggest possible meanings in the margin as you read.

What evidence supports these meanings? Underline examples. Pay particular attention to

repeated words or phrases.

10. Mark the structural units of the work (i.e. exposition, introduction of conflict,

complication/conflict, climax, resolution). Be sure to mark the major conflicts and climax!

11. Consider how the title, names of characters, symbols may be related to a theme. Write

possible themes in the margin.

12. Review all your annotations. Do you see an emerging pattern? Is there a pattern? If so, does

it begin earlier than the first indication that you noted? If there is not an apparent pattern, are

there any connections or conclusions that can be made based on your annotations? Write

them in the margins.

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Theme is a universal truth or a lesson about life that the author is trying to

convey by telling a story. It is the deeper meaning of a text, not just the sequence of events or the main idea of the piece. Often a work will have more than one theme.

two-step process. Discovering the theme of a work is a

Step 1: Begin by brainstorming a list of subjects. The subject of a piece is what the story

is “REALLY” about stated in 1-3 words.

1.

2.

3.

Step 2: The theme of a work should be stated in a complete sentence and should reflect a

universal truth (a widely held belief that is accepted as true by most people.)

Complete the following sentence for each thematic statement.

__________________________________ believes ____________________________________

(author’s name) (subject word or phrase from step 1)

At this point, you now know what the author believes. Next, rewrite the statement removing the

author’s name and the word believes.

Read the statement. Does it state a universal truth? If so, you have arrived at a theme expressed in

this work.

Create two more thematic statements using the remaining words from step 1.

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Thesis Statements about Literature A thesis is a single sentence that introduces 1) your topic (the SUBJECT of your

paper), 2) your position on the subject (i.e. your view/opinion/argument on the topic),

and 3) your evidence (HOW PROVENS) to prove your position.

In English Language Arts classes, in class essays and research papers are often about

pieces of fiction. As a result, you must include two additional pieces of information in

a thesis statement: 4) the author’s full name, and 5) the name of the work of literature

you will be discussing in your paper.

An easy way to remember these requirements for a thesis statement in a literary paper

is the acronym:

P-A-T-H

P = Position

A = Author

T = Title

H = How proven

The strongest essays will have at least 3 HOW PROVENS (pieces of evidence) to

prove the position of the paper. A strong thesis is like a sturdy stool. You need at least

3 legs for a stool to stand up, any less and it will fall. Similarly, your essay will not

stand up unless you have 3 strong examples or pieces of evidence to support it.

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The key to unlocking tone in a piece of literature is through the following elements:

diction, imagery, details, language, and syntax. These elements are also known as

DIDLS.

D (Diction) Choose unusual and/or effective words from the passage.

Evaluate the connotations of the words and write

synonyms for each. Then, decide what the word choice

suggests about the character’s or narrator’s demeanor.

I (Images) Cite examples of imagery from the passage. Identify the

sense appealed to, and interpret the meaning.

D (Details) List facts or the sequence of events from the passage.

L (Language) Determine the type of language used (formal, informal,

clinical, jargon, literal, vulgar, artificial, sensuous,

concrete, precise, pedantic, etc.). Site examples.

S (Syntax) How does sentence structure reveal the character’s

attitude?

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DO STYLES Think of literary style in the same way that you think of fashion style. A fashion designer has certain

well-known features of her/his work which set it apart from other designers. Some designers use only

a certain type of fabric, color, or emphasize a certain level of formality in their creations. Authors do

the same thing, only with WORDS. Just like fashion designers use fabric, color, and levels of

formality in their create their style, authors use several different components to create their STYLE.

To help you remember the different aspects of writing which create STYLE, here is another (oh boy!)

acronym:

Diction – word choices made by the author, consider both CONNOTATION AND DENOTATION

Objective of Author – author’s PURPOSE for writing his/her work, what does he/she hope to teach

you?

Syntax – the way the sentences are structured, the way PUNCTUATION (first key) is used, whether

the sentences are all long, all short, or a mixture. Includes parallel structures, repetition, etc.

Tone – the attitude of the author toward his/her material.

You (Audience) – is the author aware of his/her audience? Is he/she AIMING his comments at a

certain group of people? Are his words appropriate for his audience? How does he/she use words to

appeal to a certain group? Does he/she offend anyone? Please anyone?

Level of Language – which level of language is the author using? Why? Levels include

ACADEMIC, FORMAL, INFORMAL, CONVERSATIONAL, , DIALECT, SLANG, etc.

Elements and Devices – includes both LITERARY and RHETORICAL (logical argument)

elements. Literary elements include figurative language, fiction elements such as foreshadowing,

symbols, irony, etc. Rhetorical devices include rhetorical question, persuasive techniques and appeals

to ethics, logic, or emotion.

Structure – the way the ENTIRE work (essay, story, novel, play) or large portions of it are

organized. Consider point of view, tense and time shifts, flashbacks, comparisons and contrasts,

closure, patterns, and motifs.

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Using TPCASTT and TPFASTT for Analysis of Poetry

T Title What do the words of the title suggest to you? What denotations are

presented in the title? What connotations or associations do the words possess?

P Paraphrase Translate the poem in your own words. What is the poem about?

C Connotation What meaning does the poem have beyond the literal meaning? Fill in

the chart below.

Form Diction Imagery

Point of View Details Allusions

Symbolism Figurative Language Other Devices

(antithesis, apostrophe, sound devices, irony,

oxymoron, paradox, pun, sarcasm, understatement)

A Attitude What is the speaker’s attitude? How does the speaker feel about

himself, about others, and about the subject? What is the author’s attitude? How does the author feel about the speaker, about other characters, about the subject, and the reader?

S Shifts Where do the shifts in tone, setting, voice, etc. occur? Look for time and

place, keywords, punctuation, stanza divisions, changes in length or rhyme, and sentence structure. What is the purpose of each shift? How do they contribute to effect and meaning?

T Title Reanalyze the title on an interpretive level. What part does the title play

in the overall interpretation of the poem?

T Theme List the subjects and the abstract ideas in the poem. Then determine the

overall theme. The theme must be written in a complete sentence.

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T Title and

Author

Ponder the title before reading the poem.

What do you think it will be about?

P Paraphrase

Read the poem at least twice-maybe even aloud.

What is going on in the poem?

Translate and summarize the poem into your own words.

F Figurative

Language

Find at least 3 different types of figurative language such as similes and metaphors, idioms,

personification, repetition, alliteration, etc. Refer to your PAP Notebook for other

examples.

Make a list and give an example for each.

Ex: Repetition – “And then” is repeated several times to build suspense.

A Attitude

Who is the speaker?

What is the overall tone of the poem?

Look for diction, images, and details that suggest their points of view and contribute to

the understanding of the poem.

Use your list and explain how the author creates this tone.

S Shift

Notice changes in speakers and in attitudes.

Where does it happen in your poem?

Watch for changes in line length, sound, diction, and punctuation.

Explain why the author used the shift(s).

T Title

Reexamine the poem’s title again, this time looking at its meaning.

How does it relate to the poem?

Why did the author give it that title?

Would you have given the poem a different title?

T Theme

Determine what message the poet is conveying.

Look for human experience, motivation, or condition.

Start with a list of words that you can think of and make one into a statement reflecting

what the poem is trying to say.

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TTRAPS for analysis of persuasive writing

Title

T Topic

What is the topic of the selection?

How do you know this is the topic?

What do you know about the topic?

What else do you need to know to understand the topic?

T Tone

Is the tone positive or negative?

Provide a descriptive word from your list.

Use text evidence to support this tone.

Why would the author choose this tone?

R Rhetorical

Devices

Find at least one type of device used in the paper and give an example from the text.

Loaded Terms (words or phrases with strongly positive or negative

connotations)

Leading/Rhetorical Questions ( questions addressed to the reader)

Caricatures (cartoon-like portrayals of opposing arguments)

A Audience

Who is the sender of the message?

Why is her/she sending this message?

Who is the intended audience?

Why did the sender choose this audience?

P Purpose

What is the purpose of this selection?

S Strategies

Emotional Appeal – the use of words, descriptions or images that call forth

strong feelings, such as pity, fear, or anger.

Ethical Appeal – attempts to gain moral support for a claim by linking the

claim to a widely accepted value.

Logical Appeal – the use of facts and evidence that appeal to reason.

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SOAPSTone

Speaker

The voice that tells the story. The author and the speaker are NOT necessarily the same. An author may choose to tell the story from any number of different points of view. In non-fiction consider important facts about speaker that will help assess his/her point of view / position.

Occasion

The time and place of the piece; the context that encouraged the writing to happen. Writing does not occur in a vacuum. There is the larger occasion: an environment of ideas and emotions that swirl around a broad issue. Then there is the immediate occasion: an event or situation that catches the writer’s attention and triggers a response.

Audience

The group of readers to whom this piece is directed. The audience may be one person, a small group, or a large group; it may be a certain person or a certain people.

Purpose

The reason behind the text. Consider the purpose of the text in order to examine the argument and its logic. You should ask yourself, “What does the speaker want the audience to think or do as a result of reading this text?”

Subject

The general topic, content, and ideas contained in the text. You should be able to state the subject in a few words or a phrase.

Tone

The attitude of the author. The spoken word can convey the speaker’s attitude, and, thus, help to impart meaning, through tone of voice. With the written work, it is tone that extends meaning beyond the literal. Tone can be determined by examining the author’s diction (choice of words), syntax (sentence construction), and imagery (vivid descriptions that appeal to the senses).

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The Big6™ Skills

The Big6 is a process model of how people of all ages solve an information problem.

1. Task Definition 1.1 Define the information problem

1.2 Identify information needed (to solve the information problem) What is my current task?

What are some topics or questions I need to answer?

What information will I need?

2. Information Seeking Strategies 2.1 Determine all possible sources (brainstorm)

2.2 Select the best sources What are all the possible sources to check?

What are the best sources of information for this task?

3. Location and Access 3.1 Locate sources (intellectually and physically)

3.2 Find information within sources Where can I find these sources?

Where can I find the information in the source?

4. Use of Information 4.1 Engage (e.g., read, hear, view, touch)

4.2 Extract relevant information What information do I expect to find in this source?

What information from the source is useful?

5. Synthesis 5.1 Organize from multiple sources

5.2 Present the information How will I organize my information?

How should I present my information?

6. Evaluation 6.1 Judge the product (effectiveness)

6.2 Judge the process (efficiency) Did I do what was required?

Did I complete each of the Big6 Stages efficiently?

The "Big6™" is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit:

www.big6.com Handout created by: Barbara J. Shoemaker, School Media Specialist, Mill Road Elementary, K-2

Red Hook Central School District, Red Hook, NY

http://www.big6.com/

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Syntax / Sentence Structure Terms One of the most important elements of syntax is the way words, phrases, and clauses are arranged.

This is a key element of the author’s style and can have a marked effect on meaning.

Syntax: The arrangement of words and the order of grammatical elements in a sentence.

Patterns by Purpose Declarative Sentence

Makes a statement:

“The king is sick.”

Imperative Sentence

Gives a command:

“Cure the king.”

Interrogative Sentence

Asks a question:

“Is the king sick?”

Exclamatory Sentence

Provides emphasis or expresses strong emotion:

“The king is dead! Long live the king!”

Patterns by Structure Simple Sentence

Contains one independent clause:

“The singer bowed to her adoring audience.”

Compound Sentence

Contains two independent clauses joined by a coordinating conjunction or by a semicolon:

“The singer bowed to the audience, hut she sang no encores.”

Complex Sentence

Contains an independent clause and one or more subordinate clauses:

“Because the singer was tired, she went straight to bed after the concert.”

Compound-Complex

Contains two or more independent clauses and one or more subordinate clauses:

“The singer bowed while the audience applauded, but she sang no encores.”

Patterns by Syntax

Loose or Cumulative Sentence

Makes complete sense if brought to a close before the actual ending:

“We reached Edmonton that morning after a turbulent flight and some exciting experiences, tired but

exhilarated, full of stories to tell our friends and neighbors.”

Periodic Sentence

Makes sense fully only when the end of the sentence is reached:

“That morning, after a turbulent flight and some exciting experiences, we reached Edmonton.”

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Parallel Structure

Refers to the grammatical or structural similarity between sentences or parts of a sentence. It involves

an arrangement of words, or phrases, sentences, and paragraphs so that elements of equal importance

are equally developed and similarly phrased:

“He loved swimming, running, and playing tennis.”

Repetition

A device in which words, sounds and ideas are used more than once to enhance rhythm and to create

emphasis:

“...government of the people, by the people, for the people, shall not perish from the earth.” (Address

at Gettysburg by Abraham Lincoln)

Advanced Syntax Techniques The techniques listed here are powerful strategies for using language. Students find it both interesting

and valuable to identify these techniques in the works of authors and to use them in their own writing.

Asyndeton

Deliberate omission of conjunctions in a series of related clauses: e.g., “I came, I saw, I conquered.”

(Julius Caesar)

Polysyndeton

The deliberate use of many conjunctions for special emphasis to highlight quantity or mass of detail

or to create a flowing, continuous sentence pattern: e.g., “The meal was huge — my mother fixed

okra and green beans and ham and apple pie and green pickled tomatoes and ambrosia salad and all

manner of fine country food — but no matter how I tried, I could not consume it to her satisfaction.”

Some suggestions for Syntactical Revision: While students are peer-editing essays, short stories, or other writing, they should work on their

syntax as well as on mechanical problems.

1. Rework most sentences beginning with the expletive “there.”

3. Add a sentence using a comparison (simile or metaphor).

4. Replace “be” verbs with active verbs.

5. Combine any two sentences to form one compound, one complex, or one compound-complex

sentence.

6. Change one declarative sentence into an interrogative sentence.

7. Move one sentence to a more effective location in the paragraph.

The AP Vertical Teams Guide for English. 2nd ed. College Board, 2002.

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PAP TERMINOLOGY

Literary Forms Autobiography the story of a person’s life written by that person; can vary from a

chronological account to an impressionistic narrative

Comedy story with a happy ending (from Greek word for “merrymaking” and

“singing:

Fiction a work of prose that contains imaginary elements; may be based on actual

events and real people

Non-fiction writing about real people, places and events; largely concerned with factual

information, although the writer shapes the information according to his or

her purpose or viewpoint; biography, autobiography, newspaper articles

Genre type, kind of literature (short story, essay, drama, poetry – ode, elegy,

sonnet)

Memoir a form of autobiographical writing in which a person recalls significant

events in his or her life, usually in first-person; true accounts of actual

events; include the writers’ feelings and opinions about historical events

Novel any extended fictional prose narrative

Prose ordinary language of speaking and writing

Poetry

communication of thought and feeling through the careful arrangement of

words for their sound, rhythm, connotation and sense – verse

Literary Elements *Red = Introduced in 6th Grade, reinforced at all grade levels **Light Blue = Introduced in 7th Grade ***Green = Introduced in 8th Grade

Allusion* brief, often direct reference to a person, place, event, work of art, literature,

or music which the author assumes the reader will recognize (Literary**,

Mythologica**, Historical***)

Anecdote a brief story that focuses on a single episode or event in a person’s life and

that is used to illustrate a particular point

Apostrophe*** an absent person, abstract concept or an inanimate object is addressed

directly; a form of personification

Apposition** the placing next to a noun another noun or phrase that explains it, e.g.,

Pollution, the city’s primary problem, is an issue.

Analogy a comparison of points of likeness between two otherwise dissimilar things,

a familiar object or idea is used to explain a more abstract concept

Students will be expected to learn the following terminology. This study of terminology is a three-step process:

1. Learning the definition, 2. Identifying the device when it appears in literature, and 3. Being able to discuss the effect or purpose of the device.

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Archetype* a character, action or situation that is a prototype or pattern on human life

generally; a situation that occurs over and over again in literature, such as a

quest, an initiation or an attempt to overcome evil. Examples include such

recurrent symbols as the rose, the serpent, and the sun; common themes like

love, death, and conflict; mythical settings like the paradisal garden; stock

characters like the femme fatale, the hero, and the magician; and some basic

patterns of action and plot such as the quest, the descent to the underworld,

or the feud. The most fundamental of these patterns is often said to be that of

death and rebirth, reflecting the natural cycle of the seasons.

Asyndenton*** conjunctions are omitted, producing a fast-paced and rapid prose: I came, I

saw, I conquered

Attitude see tone

Character Types:

Developed Character*

(round)

Stock Character*

(flat)

Dynamic Character***

Static Character***

Protagonist*

Antagonist*

people or animals who take part in the action of a literary work; readers learn

about characters from a) what they say, b) what they do, c) what they think,

d) what others say about them, and d) through the author’s direct statement

complex, many sided, fully rounded personality

a single important trait is emphasized; definite type of character

conventionally used, stereotype occurring often in fiction (usually short

stories); examples: cowboy or mad scientist; stock characters provide quick

individualization and save time

undergoes a permanent change in some aspect of personality because of

action or events in plot

remains same at end of story as at beginning (usually not a main character)

leading character, not always the hero – but the principal character

character who opposes the protagonist

Characterization*

Direct***

Indirect***

techniques used by the writer to create a character (fictional personality

created by the author)

what the author says

what the other characters say

what the character says

what the character does

Conflict

interplay between opposing forces

man vs. man

man vs. nature

man vs. society

man vs. self

man vs. fate, destiny, supernatural

Connotation* the feeling or attitude associated with a word, related to but quite distinct

from its literal meaning

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Denotation* literal meaning of the word; dictionary definition of a word

Detail facts revealed by the author or speaker that support the attitude or tone; e.g.,

the desert

Dialect* moralized tale, medieval; such as Chaucer’s Nun’s Priest’s Tale

Dialogue* analysis of the meaning, relationships and ambiguities of words, images, and

small units that make up a literary text

Diction* a writer’s or speaker’s choice of words which is intended to convey a certain

effect; includes both vocabulary and syntax; can be formal or informal,

technical or common, abstract or concrete

Epiphany*** Sudden awakening or realization

Euphemism*** substitution of an inoffensive word for one considered offensive, e.g.,

“kicked the bucket” for “dead”

Figurative language words or phrases that describe one thing in terms of something else; always

involving some sort of imaginative comparison between seemingly unlike

things; not meant to be taken literally; used to produce images in a reader’s

mind and to express ideas in fresh, vivid, imaginative ways, and, by

emphasizing their connotations, bring new insight to the subject described;

the most common are simile, metaphor, personification

Flashback* a scene which interrupts the action to show a previous event; as in an episode

before the story opens

Foreshadowing* the use of hints or clues which suggest future action

Hero*** central character, refers to a relationship of character to action

Hyperbole** obvious and deliberate, sometimes outrageous, exaggeration for a serious or

comic effect, e.g., the shot heard ‘round the world.

Imagery words or phrases a writer uses to represent persons, objects, actions, feelings

and ideas descriptively by appealing to the senses – sight, smell, taste, sound

Irony

Situational irony**

Verbal irony*

technique of indicating an intention or attitude opposed to what is actually

stated (reality different from appearance); akin to sarcasm, hyperbole,

understatement; three types:

a situation turns out differently from what one would normally expect,

though the twist is oddly appropriate, e/g/, a deep sea diver drowning in a

bathtub

saying one thing while meaning the (not sarcasm or satire)

Metaphor* an implied comparison between two things which are not alike in their

general nature, e.g., It’s raining cats and dogs; the clouds are ships floating

on a sea of blue

Mood* the atmosphere or predominant emotion; a state of mind in which one

feeling, emotion or range or sensibility has ascendancy, the emotional or

emotional-intellectual attitude that the author takes toward the subject or

theme

Myth an anonymous story with roots in the primitive folk-beliefs of races or

nations and presenting supernatural episodes as a means of interpreting

natural events in an effort to make concrete and particular a special

perception of human beings or a cosmic view

Narrator anyone who recounts a narrative, the ostensible author or teller of a story

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Oxymoron** combining of opposites for emphasis (concise paradox, contradiction in

terms), e.g., jumbo shrimp; deafening silence, wise fool

Paradox*** a statement that is self-contradictory on the surface, but which reveals a

subtler meaning on reflection; the statement may appear illogical, impossible

or absurd, but turns out to have a coherent meaning that reveals a hidden

truth

Parallelism*** the use of a series of words, phrases, or sentences that have similar

grammatical form, e.g., He tried to make the law clear, precise, and

equitable

Pathos (Emotional

Appeal)

See Rhetorical Appeals

Personification* a human characteristic is attributed to an inanimate thing, abstraction,

animals, or ideas; a kind of metaphor, e.g., the wind cried in the dark

Plot*

Freytag Pyramid

(plot diagram)

a) Exposition

(b) Conflict

c) Rising Action

d) Climax

e) Falling Action

f) Dénouement

pattern of happenings in a narrative – sequence of events

d

/ \

c / \e

a______b_/ \f

Setting and background

Central problem

first part of narrative during which the tension between opposing characters

builds toward the climax; conflict begins during rising action

point where the conflict is definitively faced by the protagonist; highest

emotional peak.

action of a narrative which follows the climax, and represents the working

out of the decisive action of the climax

end of falling action; final unraveling of plot; catastrophe; resolution

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Point of view *

(narrative point of view)

First person

Omniscient

Limited Omniscient

Objective

perspective from which a narrative is told; the relation assumed between the

author toward his characters – who tells the story and how it gets told

the person telling the story is one of the characters (major or minor character,

participant or observer, first person), similar to limited

the author has unlimited knowledge about characters’ thoughts and feelings;

told in third person

the author tells the story from one character’s viewpoint (major or minor

character, third person) author reveals everything about the narrator’s

character but knows nothing about other characters except through thoughts

of narrator

the author does not presume to know the thoughts and feelings of the

characters; the author simply reports what can be seen or heard

Polysyndenton*** the use of many conjunctions slows the pace “. . . and how quietly she ran on

the moonlight sails, when the older boys played their mandolins and the girls

sang and we ate doughnuts dipped in sugar, and how sweet the music was on

the water in the shining night, and what it has felt like to think about girls

then.”

Repetition recurrence of sounds, words, phrases, lines, or stanzas

Rhetoric art of persuasion

Rhetorical appeals:

Ethos

Pathos

Logos

the character or quality of the speaker

the quality that stimulates pity, tenderness or sorrow in the reader

the speaker’s use of logic

Sarcasm* use of exaggerated praise to imply dispraise – bitter ridicule

Scene specific setting for a given event in a narrative, or the shortest major division

of a play. It indicates

stage in action, shift in time or place, change in number of actors on stage

Setting* time and place of an event

Shift a change or movement in a piece resulting from an epiphany, realization, or

insight gained by the speaker, a character or the reader; could result from a

word like “but”

Simile** a direct comparison made explicit by using the words like or as. Ex. David

was like a lion in battle.

Soliloquy a character in a drama, alone on stage, voices his thoughts (monologue)

Speaker persona; author’s mask; who speaks a poem

Stereotype an over-simplified image of a person, group, or institution, e.g., all

Southerners, every used-car dealer

Structure planned framework or organization of a piece of literature; usually

determined by plot and by chapter division (play: acts, scenes; essay:

organization of ideas; poetry: rhyme scheme and stanzaic form; see form

Style* the distinctive or characteristic handling of the language by a given author

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Suspense* quality that makes the reader or audience uncertain or tense about the

outcome of events

Symbol* use of any object, person, place or action that both has a meaning in itself

and that stands for something larger than itself, such as a quality, attitude,

belief or value; two basic types: universal and contextual, e.g., a symbol that

is common to all mankind or a symbol used in a particular way by an

individual author; e.g., the raven as a symbol of evil

Syntax arrangement of words and order of grammatical elements in a sentence; as

the way in which words are put together to form phrases, clauses or

sentences

Technique the conscious methods used by an author to shape his material

Theme* controlling idea or central insight of a literary work (not always a moral); not

the same as a subject, which can be expressed in a word or two: courage,

survival, war, pride; the idea the author wishes to convey about that subject;

expressed as a sentence or general statement about life or human nature; a

work can have more than one theme

Thesis* the main idea of a paper, usually occurring at the end of the first, or

introductory, paragraph

Tone* the attitude a writer or speaker takes toward a subject, character or audience,

and is conveyed through the author’s choice of words and detail; serious,

humorous, sarcastic, indignant, objective, etc.; a tone may shift**

Poetry Terms Accent stress on a syllable – basic element of rhythm

Alliteration*

recurrence of the same letter or sound at the beginning of closely succeeding

words

Assonance** the repetition of vowel sounds in a series of words(So long lives this, and

this gives life to thee)

Blank verse*** unrhymed iambic pentameter – poetry written without regard to stanzas

Cinquain a stanza of five lines

Concrete Poem a poem that stresses the visual appearance of the words and lines on the page

Consonance** the repetition of consonant sounds within a series of words to produce a

harmonious effect, e.g., “And each slow dusk a drawing-down of blinds.”

Couplet pair of successive lines of verse that rhyme

Free verse a type of modern poetry without a strict rhythm or regular rhyme scheme

Internal rhyme similarity in the sound of two words, one in the middle of the line, one at the

end, e.g., “Once upon a midnight dreary, while I pondered weak and weary”

Meter*** the pattern of stressed and unstressed syllables established in a line of poetry;

see page 45-49

Onomatopoeia* the use of a word whose sound mimics the sounds it describes (plop, splash,

boom); it is called imitative harmony when it is used on an extended scale in

a poem

Refrain repeated stanza

Rhyme*

repetition of sounds in two or more words or phrases that appear close to

each other in a poem

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End rhyme

Internal rhyme

Near or Slant rhyme

occurs at the end of lines

within a line

rhyme which is not exact

Rhyme scheme regular pattern of rhyming words in a of poetry which is repeated in

following stanzas – a different letter of the alphabet is assigned for different

sounds

Stanza a group of verses forming a division of a poem

Verse a single line of poetry

Grammatical Terms Antecedent the noun or pronoun to which a pronoun refers (if Adam forgets his

raincoat…)

Clause* a group of words that contains a verb and its subject; may be an adjective,

adverb, noun, elliptical, main (independent) or subordinate (dependent)

clause

Modifier makes another word precise, usually adjectives and adverbs

Subject complement follows a linking verb and renames or describes the subject (the coach

seemed anxious)

Subordinate clause does not express a complete thought and cannot stand by itself (while the

nation watched)

Syntax the way in which words and clauses are ordered and connected so as to form

sentences; or the set of grammatical rules governing such word order.

Syntax is a major determinant of literary style: while simple English

sentences usually have the structure ‘subject verb object’ (e.g. Jane

strangled the cat), poets often distort this syntax through inversion, while

prose writers can use syntactic structures such as the periodic sentence.

Infinitive* The word “to” plus a verb. Infinitives can function as adjectives, adverbs,

or nouns

Appositive Phrase** A phrase that refers to, and helps explain another noun or pronoun. When it

adds information that is nonessential, it is set off by commas.

Gerund*** An –ing verb form functioning as a noun.

Participle***

Present Participle

Past Participle

A verb that functions as an adjective.

ends in –ing

usually (but not always) ends in -ed

The AP Vertical Teams Guide for English, 2nd ed. College Board, 2002.

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$5 WORD LIST

This chart is set up as a progression of synonymous word choices. The most mature words on

the list are the Five Dollar words. You should be working your way to the far right column of

the list, including as many $5 words into your natural vocabulary as possible. By your eighth

grade year especially, quarter and dollar words should be limited within your writing.

NOTE: Synonyms DO NOT equate across the board equivalents! Though these columns are set up as

progressions, not all words will “fit” as perfect replacements. THIS IS NOT PLUG AND PLAY! This means you

must understand HOW each of these words work in order to use them properly.

Dialogue Tag Words: Quarter Dollar Five Dollar

admitted allowed yielded

admitted confessed professed

agreed confirmed assented

answered replied responded

asked strongly demanded commanded

asked questioned queried

asked for requested solicited

babbled rambled chattered

begged pleaded implored

bragged boasted gloated

claimed charged accused

claimed held insisted

complained whined whimpered

complained groaned griped

cracked joked quipped

cried wailed howled

cried sobbed blubbered

declared announced reported

disagreed bickered quarreled

laughed giggled chuckled

lied fibbed paltered

praised congratulated raved

remembered recalled reminisced

reminded nagged pestered

said stated uttered

said (brokenly) stuttered sputtered

said (casually) noted commented

said (forcefully) stated declared

said (in a monotone) chanted intoned

said (in defense) argued contended

said (indirectly) hinted alluded

said (loudly) shouted roared

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said (meanly) spit hissed

said (out of breath) panted wheezed

said (out of turn) broke in interrupted

said (secretly) whispered confided

said (unclearly) mumbled muttered

said (with regret) sighed lamented

said again repeated echoed

said triumphantly exclaimed whooped

sang warbled crooned

scolded chided reproved

screamed exclaimed squealed

spoke discussed lectured

swore promised pledged

teased mocked taunted

told related recounted

warned (maliciously) threatened snarled

wondered pondered conjectured

yelled barked roared

Verbs: Quarter Dollar Five Dollar

Add increase supplement with

Advise recommend counsel

Allow permit consent to

Annoy Irritate Provoke

Approve Endorse Authorize

Be amazed Wonder Admire

Be angry Rage Fume

Be Like Resemble Reflect

Beat Pound Clobber

Begin Launch Commence

Calm Soothe Appease

Certify guarantee Assure

Change... mind Submit Concede

Chew Munch Gnaw

Continue Carry on Advance

Copy Imitate Ape

criticize condemn Decried

Declare Proclaim Blare

Destroy Ruin Raze

Differ Vary Belie

Entertain Amuse Delight

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Express Voice Convey

Fall Plop Settle

Flap Thrash Flail

Glow Flicker Glimmer

Guess Hypothesize Assume

Jump Leap Bound

Leave (forever) Desert Abandon

Like Enjoy Appreciate

make noise rattle Clank

Mess up Disorganize Disturb

Pause Hesitate Blanch

Plan Organize Dictate

Prance Caper Cavort

Predict Forewarn Foretell

Remove Eject Expel

Rise Climb Soar

Search Investigate Scrutinize

Smile Grin Beam

Sneak Creep Edge

Spread Penetrate Infuse

Stick Attach Cement

Stick out Bulge Jut

Take Steal Pilfer

Tell Reveal Expose

Think about Contemplate Muse

Turn Spin Whirl

Use up Consume Exhaust

Watch Study Observe

Adjectives: Quarter Dollar Five Dollar

many numerous countless

mad furious livid

small tiny petite

exciting thrilling riveting

happy joyous elated

awful horrible vile

loud roaring ear-splitting

friendly outgoing extroverted

shy timid reserved

mean evil malicious

big large enormous

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tacky showy gaudy

kind giving generous

perfect ideal quintessential

harmful lethal toxic

hardworking thorough diligent

firm stubborn unyielding

short brief temporary

nice cordial genial

secret undercover covert

snobby conceited egotistic

kind caring benevolent

wise cautious shrewd

private isolated reclusive

mean hateful spiteful

annoying irritating inflammatory

noisy feisty boisterous

secret undercover stealthy

wrong untrue misleading

not related unrelated irrelevant

brave courageous fearless

arguable debatable contentious

cheap thrifty frugal

model typical classic

aggressive argumentative belligerent

grouchy irritable cantankerous

angry furious enraged

harsh bitter biting

different disagreeing inconsistent

guilty responsible liable

doubtful suspicious skeptical

irregular unpredictable haphazard

boring dull bland

unoriginal commonplace cliched

extra unnecessary excess

nasty foul vile

fake mock contrived

pale sickly ashen

fancy extravagant lavish

Adverbs: Quarter Dollar Five Dollar

almost nearly approximately

angrily crossly fiercely

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badly poorly unfavorably

bravely courageously fearlessly

busily briskly diligently

calmly peacefully tranquilly

carefully attentively conscientiously

clearly obviously blatantly

correctly properly fittingly

easily smoothly effortlessly

excitedly brightly enthusiastically

fairly justly impartially

fast rapidly swiftly

gently softly tenderly

happily merrily joyously

on purpose thoughtfully deliberately

kindly warmly cordially

loudly noisily deafeningly

nervously uneasily tensely

nicely pleasantly affectionately

politely civilly graciously

quickly speedily hastily

sadly glumly mournfully

cheaply thriftily stingily

seriously earnestly solemnly

sleepily dozily drowsily

secretly slyly stealthily

now immediately promptly

worriedly uneasily apprehensively

by accident accidentally unintentionally

clumsily ungracefully awkwardly

foolishly carelessly blindly

proudly jauntily boastfully

happily cheerfully jovially

meanly severely cruelly

rebelliously defiantly impudently

beautifully elegantly magnificently

later someday eventually

strictly faithfully expressly

wildly chaotically frenziedly

innocently ignorantly naively

interestedly curiously questioningly

crossly irritably testily

lazily lethargically listlessly

strongly powerfully potently

cautiously hesitantly warily

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legally justly rightfully

shyly bashfully timidly

enthusiastically zestfully zealous

very extremely vastly

Transitions: Quarter Dollar Five Dollar

Compare

like as similar to

like in comparison likewise

like also more or less

Contrast

but in contrast on the other hand

but instead meanwhile

Contradict

but however on the contrary

but rather conversely

but even though although

still yet nevertheless

still besides in spite of

still anyways in any case

Cause/Effect

because since as a result of...

because where due to...

so it follows [that]... hence

so

then thus therefore

Summarize

in summary in short in brief

to sum up to summarize to review

Conclude

in conclusion on the whole all in all

in conclusion after all above all

in conclusion wrapping up overall

Order/sequence

also plus in addition

after afterwards thereafter

also besides beyond

at the same time meanwhile simultaneously

before earlier previously

before in advance of prior to

first in the beginning/to begin originally

in the first place first of all primarily

last finally in the end

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later in time eventually

later someday after all

now at the present presently

then next immediately

Emphasize

absolutely certainly definitely

absolutely positively unquestionably

always constantly invariably

always traditionally habitually

always regularly routinely

basically practically in effect

for real in fact actually

importantly significantly critically

in particular particularly specifically

more importantly further moreover

most importantly most significantly fundamentally

obviously clearly explicitly

obviously of course naturally

often usually frequently

rarely scarcely occasionally

without a doubt doubtlessly undeniably

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DESCRIPTORS FOR TONE, ATTITUDE, & DICTION

Affectionate aggravated Agitated Agreeable Aloof Amiable

Amused Anger Antiquated Appealing Appreciative Apprehensive

Arrogant Artificial Authoritative Belittling Belligerent Benevolent

Bitter Bizarre Boastful Bold Boring Calm

Candid Cautionary Ceremonial Charming Clinical Comical

Commonplace Compassionate Complementary Concerned Concrete Confident

Connotative Contemptuous Contented Contentious Contradictory Critical

Crucial Cultured Cynical Deflated Dejected Depressed

Despairing Desperate Detached Dialect Disappointed Disdainful

Disgusted Disinterested Distant Doubtful Dramatic Dull

Earnest Ecstatic Elated Emotional Encouraging Enthusiastic

Exact Excited Explanatory Exuberant Factual Fanciful

Fantastic Fear Figurative Flat Flight of

fancy

Flippant

Foreboding Formal Furious Gloomy Grotesque Grouchy

Happiness Hopeful Hopeless Humor Hurt Ideal

Impartial Incisive Incongruous Incredulous Indignant Inflammatory

Inflated Informal Informative Instructive Inspiring Insulting

Intense Intimate Ironic Irreverent Irritated Joyful

Jubilant Judgmental Learned Lighthearted Literal Logic

Loving Lyrical Malicious Manipulative Matter-of-fact Metaphoric

Mocking Moralistic Mournful Mundane Narrow Nervous

Neutral Nonchalant Nostalgic Objective Obscure Old

Optimistic Ordinary Outdated Outraged Overblown Paranoid

Passive Patronizing Peaceful Persuasive Pessimistic Petty

Petulant Plain Pleading Poetic Pompous Positive

Precise Pretentious Proud Rational Reduced Reflective

Regretful Relaxed Reminiscent Restrained Ridiculing Romance

Sadness Sarcastic Satiric Savage Scholarly Scornful

Serene Serious Showy Simple Sincere Slang

Solemn Somber Soothing Spiritual Sullen Superficial

Sympathetic Tender Thoughtful Threatening Tragic Tranquil

Trite Unclear Urgent Vibrant Whimsical Whining

Wistful Wrathful

This list is by no means extensive, so you should add below as you encounter new descriptors.

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VERBS

Precise language is of the utmost importance in Pre-AP/AP English. In order to assist you in

your word choice, below is a list of verbs to replace immature and outdated language like

“said.”

Accentuate

Accept Achieve Acknowledge Add Admit Adopt

Advise Advocate Affect Agree Alleviate Allow

Allude Analyze Announce Approach Answer Approve

Argue Assert Assess Assume Assure Ask

Attack Attempt Attribute Avoid Babble Bargain

Began Believe Boast Brag Call Challenge

Change Characterize Choose Claim Command Comment

Compare Complain Complete Concern Conclude Conduct

Conform Confront Consider Contend Dramatize Elevate

Empathize Encounter Envision Estimate Exclaim Exclude

Expand Experience Explain Express Extend Extrapolate

Fear Focus Force Foreshadow Function Generalize

Giggle Grin Grunt Guide Heighten Highlight

Hint Hold Honor Identify Illustrate Imagine

Imply Include Indicate Infer Insist Inspire

Instruct Intend Interpret Interrupt Inundate Justify

Laugh Lecture Lie List Maintain Make

Manage Manipulate Mention Minimize Moan Mumble

Murmur Nag Notified Object Observe Oppose

Order Organize Overstate Outline Perform Permit

Personify Persuade Plead Point out Portray Postulate

Pray Predict Prepare Present Presume Produce

Project Promote Propose Provide Qualify Question

Rationalize Reason Reassure Recall Recite Recollect

Record Recount Reflect Refer Regard Regret

Reject Relate Repeat Reply Represent Request

Respond Restate Result Reveal Ridicule Roar

Rule Scold Scream Seem See Select

Serve Shout Shriek Snap Sneer Sob

Specify Speculate Spoke Sputter State Strive

Storm Suggest Summarize Supply Support Suppress

Symbolize Sympathize Thought Told Trace Understand

Understate Use Urge Value Verify View

Vow Want Warn Whisper Wish

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Adjectives of Personality

1. Absent -minded 2. Aggressive 3. Ambitious 4. Amusing 5. Argumentative 6. Arrogant 7. Assertive 8. Audacious 9. Authoritative 10. Brilliant 11. Charismatic 12. Charming 13. Cheap 14. Clever 15. Compassionate 16. Conceited 17. Condescending 18. Conscientious 19. Conservative 20. Cooperative 21. Courageous 22. Coward 23. Creative 24. Critical 25. Dangerous 26. Deceitful 27. Demented 28. Dense 29. Dependable 30. Determined 31. Devout 32. Dignified 33. Disobedient 34. Dutiful 35. Easy-going 36. Egotistical 37. Enigmatic 38. Enlightened 39. Envious 40. Evasive 41. Extroverted 42. Exuberant

43. Finicky 44. Flexible 45. Flighty 46. Foolhardy 47. Gallant 48. Generous 49. Greed 50. Guarded 51. Gutsy 52. Heartless 53. Honest 54. Humane 55. Idealistic 56. Impartial 57. Impulsive 58. Incompetent 59. Inconsiderate 60. Incorrigible 61. Independent 62. Industrious 63. Innocent 64. Innovative 65. Insolent 66. Intellectual 67. Intolerant 68. Intrepid 69. Introverted 70. Irascible 71. Lethargic 72. Levelheaded 73. Liberal 74. Local 75. Malicious 76. Mature 77. Meek 78. Melancholy 79. Mindless 80. Modest 81. Moral 82. Narrow-minded 83. Nervous 84. Nurturing

85. Offensive 86. Officious 87. Optimistic 88. Outgoing 89. Passionate 90. Passive 91. Patient 92. Persevering 93. Pessimistic 94. Petulant 95. Prejudiced 96. Pretentious 97. Professional 98. Progressive 99. Proud 100. Quarrelsome 101. Radical 102. Rambunctious 103. Realistic 104. Rebellious 105. Reliable 106. Repulsive 107. Reserved 108. Responsible 109. Romantic 110. Sarcastic 111. Self-centered 112. Self-confident 113. Self'-conscious 114. Self-reliant 115. Sensible 116. Sensitive 117. Sentimental 118. Shallow 119. Sincere 120. Single-minded 121. Sociable 122. Spiteful 123. Spontaneous 124. Stern 125. Stubborn 126. Superficial

127. Sympathetic 128. Tactful 129. Temperamental 130. Timid 131. Tireless 132. Tolerant 133. Tricky 134. Trustworthy 135. Unemotional 136. Uninhibited 137. Vain 138. Versatile 139. Witty 140. Zealous

1. Absent -minded Likely to forget things

2. Aggressive Very determined to succeed and get what is wanted; behaving in an angry, aggressive way

3. Ambitious Determined to be successful, rich, powerful, etc… 4. Amusing Funny and entertaining 5. Argumentative Someone who disagrees and argues with others often 6. Arrogant Someone who behaves as if he is much more important than others 7. Assertive Behaving in a confident way; expressing your beliefs in a determined manner

8. Audacious bold, daring, or fearless; willing to take risks or do things that are shocking or rude

9. Authoritative Unusual and impressive intelligence 10. Brilliant extremely bright or radiant 11. Charismatic Possessing an extraordinary ability to attract others 12. Charming Possessing a special quality that makes people like you or feel attracted to you 13. Cheap stingy or unwilling to give freely 14. Clever Intelligent and able to find new ways to solve problems or do things 15. Compassionate Feeling sympathy for others and desiring to help them

16. Conceited Behaving in a way that shows too much pride in your abilities, appearance, etc…

17. Condescending Behaving as though other people are not as good, intelligent, or important as you are

18. Conscientious Showing a lot of care and attention; responsible

19. Conservative Preferring to do things the way they have always been done; not willing to take risks with change

20. Cooperative Willing to work with others 21. Courageous brave 22. Coward Behaving in a way that shows you are not brave

23. Creative Good at creating new things or solving problems by using your imagination or skills

24. Critical Making severe and often unfair judgments of' people and things 25. Dangerous

26. Deceitful Intending to make someone believe something that is not true so that you can get what you want

27. Demented Crazy or very strange in behavior 28. Dense Not very smart or bright 29. Dependable Able to be trusted or depended on 30. Determined Having or showing a strong desire to do something even if it is difficult 31. Devout Having very strong and sincere belief's 32. Dignified Calm, serious, and inspiring a feeling of respect from others 33. Disobedient Deliberately not doing what you are told to do 34. Dutiful Motivated by a sense of responsibility 35. Easy-going Relaxed and casual; easy to get along with others 36. Egotistical Believing that you are much better than or more important than others 37. Enigmatic Mysterious and difficult to understand ot explain 38. Enlightened Showing a good understanding of something 39. Envious Wishing to have someone else’s possessions, abilities, or qualities 40. Evasive Not willing to answer questions; avoiding doing something that you should do 41. Extroverted somebody who is sociable and self-confident 42. Exuberant Happy and cheerful; full of energy and excitement 43. Finicky Difficult to please; liking only certain things

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44. Flexible Being able to change easily to suit the plan or situation

45. Flighty Someone who often changes his/her beliefs; doesn’t follow through and isn’t serious about things

46. Foolhardy Taking stupid and unnecessary risks 47. Gallant Being kind and polite towards women (usually describing a man) 48. Generous Willing to give more time, money, effort, than is expected 49. Greedy Always wanting more power, money, possessions, attention 50. Guarded Careful not to show too much emotion or say too much 51. Gutsy Being brave and taking risks 52. Heartless Cruel; not feeling any pity; 53. Honest Behaving in a good, socially accepted way; not lying, cheating, or stealing 54. Humane Treating people and animals in a way that is kind, not cruel

55. Idealistic Believing that you should live according to high standards or belief's 1even if' it is not practical or possible

56. Impartial Being fair; not giving special treatment or privileges 57. Impulsive Tending to do things without thinking about the result 58. Incompetent Not having the ability or skill to do something correctly or well 59. Inconsiderate Not caring about the feelings or needs of' other people 60. Incorrigible Having bad habits or doing bad things and refusing to change

61. Independent Confident and able to do things by yourself in your own way without the help or advice of others

62. Industrious Having the energy and willingness to work hard at something 63. Innocent Not having much experience at life or knowledge of evil in the world

64. Innovative Having ideas that are new 1 different and better than those that existed before

65. Insolent Impolite and disrespectful 66. Intellectual Well-educated and interested in serious ideas and subjects

67. Intolerant Not willing to accept ways of' thinking and believing that are different from your own

68. Intrepid Willing to do dangerous things or go to dangerous places; dertimined 69. Introverted Quiet and shy; not enjoying being with other people 70. Irascible Easily becoming angry 71. Lethargic Having no energy or interest in anything 72. Levelheaded Calm and sensible in making judgments

73. Liberal Willing to understand or respect the different behavior, ideas, etc. of other people

74. Loyal Always supporting your friends, family, beliefs, country, etc. and never changing your feelings about them

75. Malicious Showing a desire and intention to hurt someone 76. Mature Behaving in a sensible and reasonable way 77. Meek Very shy and gentle and unwilling to argue or express an opinion 78. Melancholy Feeling sadness and a lack of hope 79. Mindless 80. Modest Unwilling to talk proudly about your achievements and abilities

81. Moral Always behaving in a way that is based on knowing what is right and what is wrong

82. Narrow-minded Unwilling to accept or understand either new and different ideas or other's ideas and beliefs

83. Nervous Worried or afraid and easily upset 84. Nurturing Giving care and support to a person or idea so that is grows and is successful

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85. Offensive Very impolite and insulting toward others 86. Officious Too eager to tell people what to do; bossy

87. Optimistic Believing that good things will happen in the future and feeling confident that you will succees

88. Outgoing Liking to meet new people and do new things 89. Passionate Having or expressing a very strong feeling or belief 90. Passive Accepting situations or things without attempting to change or prevent them

91. Patient Being able to wait calmly for a long time or to accept difficulties or people’s annoying behavior without becoming angry or anxious

92. Persevering Determined to keep trying to achieve something in spite of' difficulties

93. Pessimistic Expecting that bad things will happen in the future or that a situation will have a bad result

94. Petulant Behaving in an impatient and angry way for no reason at all; like a child

95. Prejudiced Having an unfair feeling of dislike for someone who is different from you in some way

96. Pretentious Trying to seem more important, smart, etc.. than you really are 97. Professional 98. Progressive

99. Proud Feeling pleased with you achievements, family, country, etc because you think they are very good

100. Quarrelsome Often arguing or seeming to enjoy arguing with others 101. Radical 102. Rambunctious Noisy full of' energy and behaving in a way that is uncontrolled

103. Realistic Judging and dealing with situations in a practical way, according to what is actually possible

104. Rebellious Deliberately disobeying someone in authority 105. Reliable 106. Repulsive Disgusting; totally unlikable 107. Reserved Unwilling to express your emotions or talk about your problems 108. Responsible Sensible and able to make good decisions; trustworthy 109. Romantic 110. Sarcastic Mocking, making fun of another person 111. Self-centered Interested only in yourself and not caring what is happening to others 112. Self-confident Sure that you can do things well and that others have a good opinion of you

113. Self-conscious Worried and embarrassed about what you look like or what other people think of you

114. Self-reliant Able to decide what to do by yourself without the help or advice of others 115. Sensible Showing good judgment

116. Sensitive Able to understand other people’s feelings and problems; easily hurt or offended by what people say

117. Sentimental 118. Shallow Not interested in showing any understanding of important or serious matters 119. Sincere Being honest and saying what ~you truly believe or feel 120. Single-minded Having one clear aim or goal and working hard to achieve it 121. Sociable Friendly and liking to be with other people 122. Spiteful Being deliberately mean to someone in order to hurt or upset them 123. Spontaneous Doing things when ~ou want to without planning or organizing 124. Stern very serious and strict 125. Stubborn Determined not to change your mind even when you are being unreasonable 126. Superficial Concerned only with unimportant or non-serious things

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127. Sympathetic Willing to listen to and try to understand someone's problems 128. Tactful Careful not to say or do anything to upset or embarrass other people

129. Temperamental Likely to become suddenly upset, excited, or angry and difficult to deal with or please

130. Timid Not having courage or confidence 131. Tireless Working hard in a determined way without stopping

132. Tolerant Al lowing people to do, say or believe what they want without punishing or criticizing them

133. Tricky 134. Trustworthy Being dependable and honest 135. Unemotional Not showing your feelings, cold and hard-hearted 136. Uninhibited Confident or relaxed enough to do or say what you want. to 137. Vain Being too proud of your looks, abilities or position; conceited 138. Versatile Good at doing a lot of things and able to learn new skills quickly and easily 139. Witty Smart in a clever and amusing way

140. Zealous Extremely interested in and excited about something that you believe in very strongly and behaving in a way that shows this.

Titles Studied Genre Title Theme Summary Characters

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Titles Studied Genre Title Theme Summary Characters

JUNIOR HIGH SHORT STORY WRITING RUBRIC

CRITERIA 4 3 2 1 Story Structure Establishes a strong plot, conflict,

climax, setting and point of view.

Develops an effective blend of

dialogue, narration, and action.

Establishes plot, conflict, climax,

setting, and point of view.

Develops a mostly effective

blend of dialogue, narration, and

action.

Some elements of story

structure are present and/or

weak blending of dialogue,

narration, and action.

Few or no story structure

elements are present and/or no

blending of dialogue, narration or

action is present.

Characterization Develops complex characters

through effective blend of dialogue,

narration, and action.

Develops characters through a

blend of dialogue, narration, and

action.

There is some character

development through

dialogue, narration, and/or

action.

Characters are not developed.

Doesn’t blend dialogue narration

and action.

Description Creates vivid “pictures” through

concrete language and rich sensory

detail; use of metaphor, simile,

analogies, and other literary devices;

incorporates the five senses.

Creates “pictures” through

concrete language and sensory

detail; uses many literary devices

and incorporates sensory detail.

Some use of concrete

language and sensory detail;

uses some literary devices

and/or sensory detail.

Uses little or no concrete

language and sensory detail.

Word Choice Uses appropriate, sophisticated,

precise vocabulary. There is a clear

sense of audience.

Uses many effective and

appropriate words. A sense of

audience is evident.

Uses some effective and

appropriate words. There is

some sense of audience.

Uses few or no correct or

effective words. There is little or

no sense of audience.

CONVENTIONS -The extent to which the response exhibits conventional spelling, punctuation, paragraphing, capitalization, grammar, and usage.

Punctuation Exhibits correct grammar in each

sentence. Smooth, fluid sentences.

No run-ons or fragments. Error free

punctuation.

Exhibits mostly correct

grammar. Errors in punctuation

do not interfere with

communication.

Exhibits errors in grammar

that somewhat interfere with

communication.

Exhibits errors in grammar that

interfere with communication.

Awkward sentences throughout.

Spelling and

Usage

Exhibits correct spelling and usage.

Error free.

Exhibits mostly correct spelling

and usage.

Exhibits errors in spelling and

usage that somewhat interfere

with communication.

Exhibits errors in spelling and

usage that interfere with

communication.

Misspelled/misused words

throughout.

Presentation Neat and professional, clean

presentation; shows attention to

details.

Neat, easy to read. Sometimes hard to read;

careless presentation.

Little or no attention to

presentation.

MEANING - The extent to which the response exhibits sound understanding, interpretation, and analysis of the task and texts.

Accuracy of

response

Arrives at correct responses

consistently through correct and

appropriate computations.

Arrives at correct responses most

of the time; if the response is

incorrect it is the result of a

minor error.

Arrives at correct responses

some of the time. A few of

the responses may be

incorrect because of major

errors.

Arrives at incorrect responses

because of major errors in

computation.

Conceptual

understanding

Shows a depth of understanding of

concept with ample support.

Shows understanding with

adequate support.

Shows some understanding

with some support.

Understanding is not evident.

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JUNIOR HIGH ESSAY WRITING RUBRIC

CRITERIA 4 3 2 1 CONTENT -The extent to which the paper exhibits sound understanding, interpretation, and analysis of the task and text

Introduction of

thesis

Thesis is insightful and clearly

stated. Key terms are defined.

Introduction is energizing

Thesis stated. Some key terms

are defined. Introduction is

interesting.

Thesis is vague. Terms are

not defined. Introduction is

not clear.

There is no thesis. No

terms defined. No

introduction.

Opening Clear focus on topic. Thorough

introduction of topic. Powerful

message conveyed to reader.

Topic is introduced. Sufficient

focus on topic. Message

conveyed to reader.

Little focus on topic and

purpose. Vague message

conveyed to reader.

No focus on topic. No

message conveyed to

reader.

Development of

ideas

Interesting, sophisticated,

insightful. Strongly supports

thesis.

Development of ideas is clear,

evident, and supports thesis.

Simplistic. Does not

support thesis. Varying in

quality.

Absent or ineffective.

Supporting

evidence and details

Uses examples, reasons,

explanations, etc., that are

relevant, appropriate, and

convincing.

Examples, reasons, details, and

explanations are sufficient and

accurate.

Some examples, reasons,

details, etc. are sufficient

and accurate.

Vague, missing, inaccurate

evidence.

Conclusion Extends, connects, comments on

key ideas and topics.

Summarizes main ideas,

echoes key concepts.

Restates main idea. Absent, incomplete, or

unfocused.

DEVELOPMENT -The extent to which the response exhibits direction, shape, coherence

Sentence variety

(word choice, word

order, sentence

length)

Well varied sentence structure

throughout piece.

Evidence of some sentence

variety.

Occasional sentence

variety.

No sentence variety.

Paragraph

development

Each paragraph clearly and

consistently relates to the main

idea, contributes to an effective

argument, and reinforces the

content; smooth transitions.

Many paragraphs relate to

main idea, contribute to an

effective argument, and

reinforce the content; often

uses smooth transitions.

Some paragraphs relate to

main idea, contribute to an

effective argument, and

have smooth transitions.

No or few paragraphs

relate to main idea,

contribute to an effective

argument or have smooth

transitions.

Organization with

pre-set

Requirements of format are met

consistently throughout piece.

Many of the requirements of

format are met in the piece.

Some of the requirements

of format are met in the

piece.

Few or none of the

requirements for the format

are met.

Designing

organization

Creates an organizational pattern

that effectively supports the

topic/thesis of the piece.

Creates an organizational

pattern that adequately

supports the topic/thesis of the

piece.

Creates an organizational

pattern that inconsistently

supports the topic/thesis of

the piece.

Little or no organizational

pattern to support the

topic/thesis of the piece.

Deer Park ISD · Under the direction of the College Board and Deer Park ISD’s ... The Book Thief...

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