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WHS Writing Manual

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WHSWriting Manual

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Table of Contents

TOPIC PAGE NUMBER

Grammar………………………………………………………………………………………2

Punctuation…………………………………………………………………………………….3

Terms…………………………………………………………………………………………...4

Rhetorical Precis……………………………………………………………………………....5

SOAPSTone…………………………………………………………………………………....6

MLA Format/Works Cited…………………………………………………………………...7

Thesis Statements……………………………………………………………………………...9

How to Properly Integrate Quotations……………………………………………………...10

Transitions…………………………………………………………………………………….11

Informational/Non-fiction Text Analysis Questions…………………………………….….12

Types of Information to Help Support your Argument……………………………………12

MLA Outline Format…………………………………………………………………………13

APA/Chicago Style……………………………………………………………………………14

Annotation Guide……………………………………………………………………………..14

Logical Fallacies………………………………………………………………………………15

Proofreading and Editing Symbols………………………………………………………….16

Tone Vocabulary List………………………………………………………………………...17

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GrammarA basic understanding of grammar is essential to writing well. The chart is for your reference as you

expand your knowledge of grammar usage.

Part

s of S

peec

h

Term Definition / Notes ExampleNoun A person, place, or thing

*Answers the question WHO or WHAT*Follow the words a, an and the

Book, fish, boat, Mrs. Marcus, Truth, Moon

Pronoun Words that REPLACE nouns* Functions EXACTLY like nouns

He, She, It, You, They

Verbs Action OR links the subject to something about the subject

*What the subject is doing

Jump, Run, Sleep, Is, Am, Are, Was, Were

Adjectives Describe NOUNS/PRONOUNS only*Answers the questions What kind?, Which one?,

and How many?

Cute, Huge, Funny

Adverbs Describes verbs, adjectives, or other adverbs *Typically end in –ly* Answers the questions How?, When?, Where?,

and Why?

Swiftly, Quietly, There

Interjections Used to express emotion at the beginning of a sentence

Ouch!Wow!

Prepositions Connect noun/pronoun to another part of the sentence (TYPICALLY shows time or place)

*Always end with a noun

ON the tree, IN the basket, BESIDE the table

Conjunctions JOINS words, phrases or clauses FANBOYS (for, and, nor, but, or, yet, so)

Sent

ence

Typ

es

Independent Clause

Can stand alone as a sentence. Frederick Douglass was an eloquent speaker.

Subordinate Clause

Cannot stand alone – dependent on an independent clause to form a complete sentence

Although Frederick Douglass was a runaway slave, he frequently appeared in public to raise support for the abolitionist movement.

Simple Sentence

One independent clause and no dependent clause (subject and verb)

I ran.

Compound Sentence

Multiple independent clauses and NO dependent clause

Alex played football, so Maria went shopping.

Complex Sentence

Consists of at least one independent clause and one dependent clause

When he handed in his homework, he forgot to give the teacher the last page.

Compound-complex Sentence

Consists of multiple independent clauses and at least one dependent clause (clauses are connected

by both conjunctions and subordinators)

His blue eyes were light, bright and sparkling behind half-mooned spectacles, and his nose was very long and crooked, as though it had been broken at least twice.

Declarative Sentence

A statement – positive or negative. I am happy.

Interrogative Sentence

Asks a question or requests information When did you turn off the lights?

Exclamatory Sentence

Statement expressing emotion or excitement Wow! What a dream!

Imperative Sentence

Command Pick up the trash.

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Punctuation

Comma

,1. Used after an introductory word, phrase, or clause2. Used BEFORE a coordinating conjunction to separate two complete sentences3. Used to separate items in a series4. Used to set off interrupters (non-

essential information)

1. Because I was so tired, I fell asleep in the car.

2. I wanted to go to the concert, but I couldn’t afford the tickets.

3. I like to eat strawberries, blueberries, raspberries, and any other type of berry.

4. Joe, who comes to class early, is a good student.

Semicolon

;1. Used to separate two complete

sentences2. Used to separate items in a series

when commas would be confusing

1. I was a writer; my sister was a dancer.

2. At the meeting were John Johnson, president; Tony Parker, treasurer; Melanie Clarke, vice president; and Bill Turner, secretary.

Colon

:1. Used to introduce items in a list

(especially after words like the following or as follows)NOTE: YOU CANNOT USE A COLON AFTER A VERB (for example, you CANNOT write “The winners are: Caleb, Tony, and Will.”

2. Used to separate two complete sentences when the second sentence explains the first

1. For the camping trip, please bring the following: a warm blanket, snacks, matches, sweatshirts, and a pool noodle.

2. I knew what I had to do: I had to call the cops.

Dash

--1. Used to indicate an abrupt break in

thought2. Used to offer an explanation (that is

not a complete sentence)

1. I have a million—well, not a million but many—reasons we should attend school all year.

2. I know what we can get Taylor for her birthday—a new car!

Hyphen

-1. Used after the prefixes all, self, and ex2. Used between number 21-99

1. All-star, ex-husband,self-made

2. There were forty-two people at the game.

Italics/Underline

1. Underline (if writing by hand) or italicize the title of longer works, such as books, movies, or plays

1. We are currently reading To Kill a Mockingbird in one of my English classes.

“Quotation Marks”

1. Use quotation marks around the title of shorter works like short stories, poems, and songs

1. One of my favorite poems is “Daddy” by Sylvia Plath.

Apostrophe (’) USED TO SHOW POSSESSION I am going to my grandma’s house for Thanksgiving.

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TermsBy the end of your senior year, you will be familiar with all terms listed for each grade. Each set of terms will build on the previous year’s terms.

9th Grade 10th Grade 11th Grade 12th GradeAct Allegory Abstract Language AphorismAlliteration Archetype Academic Writing Complexity of Lit.Allusion Argument Active Voice Cultural CriticismAnalogy Blank Verse Ambiguity EpicAntagonist Cause and Effect Analogy Feminist TheoryAside Chorus Analysis Gothic LiteratureAssonance Classification Anaphora Historical CriticismBias Consonance Anecdote Kinesthetic ImageryClaim Counterargument Antithesis ModernismClimax Denouement Appeals NaturalismComic Relief Diction Archaic Language NeoclassicismConnotation Elegy Assumption PsychoanalysisCouplet Emotional Appeals Audience Reader Response TheoryCredibility Extended Metaphor Chronological Order RomanticismDenotation Fallacy ColloquialDialogue Form ConceitEpilogue Frame Story Concrete LanguageExposition Iambic Pentameter DialectExternal Conflict Idiom Deductive ReasoningFalling Action Imagery EditorialFlashback Line EuphemismFoil Meter Inductive ReasoningForeshadowing Primary Source In Media ResFree Verse Protagonist JargonInference Rhyme Scheme Logical ReasoningInternal Conflict Secondary Source NuancesIrony Soliloquy ParallelismMemoir Sonnet Passive VoiceMood Stanza PersonaOxymoron Syntax PremiseParadox Synthesize SyllogismParody Theme UnderstatementPersonification Thesis Statement WarrantProloguePropagandaProtagonistPunRhetorical QuestionSatireSimileSpeakerStream of ConsciousnessSymbolismToneTragedyVoice

Rhetorical Precis

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This is a highly structured, four-sentence paragraph that records the essential rhetorical elements in any spoken or written discourse.

The precis includes the name of the speaker/writer(s), the context or situation in which the text is delivered, the major assertions, the mode of development for or support of the main idea, the stated and/or apparent purpose of the text, and the relationship between the speaker/writer(s) and the audience.

Framework:

(Author’s credentials), (Author’s first and last name) in his/her (type of text), (title of text), delivered in (publishing information – date) addresses the topic of (topic of the text) and argues that (argument). He/she supports this claim by __________________________, then ______________________, then __________________________, and finally ___________________. (Author’s last name)’s purpose is to (author’s purpose in writing) in order to (change in reader/society/audience the author wants to achieve). He/she adopts a(n) ________________________ tone for his/her audience in order to _________________________.

EXAMPLE:

British philosopher, John Stuart Mill, in his essay “On Nature” (1850), argues that using nature as a standard for ethical behavior is illogical. He supports this claim by first giving the common definitions as nature as, “all that exists or all that exists without the intervention of man” and then supplying extensive examples of the daily brutality of nature in the real world. His purpose is to call attention to the flaws in the “nature as a standard” argument in order to convince people to discard this standard and to instead use reason and logic to determine the appropriate ethical standard of action for mankind. He establishes a formal, scholarly tone for the reader of “Nature” – and audience of philosophers, educators, and other interested citizens.

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SOAPSTone

During reading, take notes on the main topics from the chart. If there is a prompt before the reading, the majority of these answers will be in the prompt.

Topic ExplanationSubject The main idea or ideas. It may be directly or indirectly

stated.Occasion The time, place, and reason why the piece was written.

Reason means what events or events prompted the writing.Audience Who is the author writing this for? It may be a specific

audience or a general one. How do you know this is the audience?

Purpose Why did the author write this? How was the author trying to influence the audience? Was he/she trying to inform

them? Persuade them? Entertain them?Speaker This is PARTLY the name of the author. However, the

“speaker” is not always the author. Sometimes the author is “speaking” in character. So, the SPEAKER question asks

you to determine how the author is addressing the audience.

Tone What is the attitude of the author toward what they are writing about? What emotional sense pervades the piece? How does the diction point to tone? How do the author’s

diction, imagery, language and syntax convey his/her feelings?

Rhetorical Triangle

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MLA Format & Creating a Works Cited Page

1. FONT: Change the font to 12 pt. Times New Roman 2. SPACING: Change the spacing to double-space (or 2.0). Your ENTIRE page—from heading to Works Cited—should be double-spaced.

3. PAGE NUMBERS: Click the “Insert” tab. Then click “Page Number” and choose “top of page.” Then choose the option with the page number at the top right. To the left of the page number, type your last name.

4. HEADING: Your heading should be on your first page only. It should be your name, the teacher’s name, the class (not the period), and the date written out.

5. TITLE: Your title needs to be centered below the heading. It should directly relate to your topic. Your title cannot be “Research Paper.” Your heading should be in regular, 12 point Times New Roman font. It should NOT be bolded, underlined, italicized, or in quotation marks. After typing your title, don’t forget to change the alignment back to the left for the rest of your essay.

6. PARAGRAPHS: Be sure to indent the beginning of each new paragraph. Your paragraphs must begin with a strong topic sentence that relates back to your thesis statement.

7. WORKS CITED: Your works cited needs to be the last page of your paper and it MUST be on a separate page. Click the button to center your document. Type the words “Works Cited” (without the quotation marks). After typing the title (Works Cited), hit enter one time. Click the button to align your typing to the left.

8. SOURCES FOR WORKS CITED PAGE: Place your source cards in alphabetical order by the first word listed on the card, and type your source information below the title. You should review the guidelines for MLA Works Cited before you begin typing. Also, remember to indent after the first line of a source. (SEE EXAMPLES)

First page: Do not create a cover sheet.

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Last Name 1

Your Name

Teacher’s Name

Class name, PD

Day Month Year

Center Original Title

Indent new paragraphs. Double space your work throughout the paper.

Always use 12 point Times New Roman font.

1” margins only

Create a header with Microsoft word – under the “insert” tab

Audience – Who will receive the speech/written discourse

Author – who will deliver the speech/written discourse

Subject- what is said (content) and how it is said (style)

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Example:

You should be able to fill in the majority of the information, for each source, in this chart.

*Note: The punctuation needed is listed after the MLA information. If a work does not have an author, begin with the title of the work. Similarly, if it does not have another element, such as a volume or issue number, skip that portion. Do not write “none” or “N/A.”

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Works Cited

Dean, Cornelia. "Executive on a Mission: Saving the Planet." The New York Times, 22 May

2007, www.nytimes.com/2007/05/22/science/earth/22ander.html?_r=0. Accessed 12

May 2016.

Ebert, Roger. Review of An Inconvenient Truth, directed by Davis

Guggenheim. rogerebert.com, 1 June 2006, www.rogerebert.com/reviews/an-

inconvenient-truth-2006. Accessed 15 June 2016.

Gowdy, John. "Avoiding Self-organized Extinction: Toward a Co-evolutionary Economics of

Sustainability." International Journal of Sustainable Development and World

Works Cited – list of all references cited in your written/visual work

Bibliography – list of all written/online material that you read

*Alphabetical order

*No numbers or bullet points

MLA Information Source InformationAuthor.Title of Source.CONTAINER 1Title of Container,Other contributors,Version,Number,Publisher,Publication date,Location.CONTAINER 2Title of Container,Other contributors,Version,Number,Publisher,Publication date,Location.

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Authors: Last name, first name. (Ex: Smith, John.) If there is more than one author, list the names in the order they appear. (Ex: Smith, John and Jane Snyder.)

Titles: Italicize the title of longer works (such as books, movies, journals, etc.) Place the title of shorter works (such as short stories, poems, articles) in quotation marks.

Containers: The container is essentially what “holds” the source. For example, the newspaper is the container for an article. If you are getting an online article from EBSCOhost, the information for EBSCOhost would be filled out for Container 2.

Version: 2nd Edition, King James Version, etc.

Number: vol. 128, no. 1 etc.

Location: For a print source, this would be the page or page numbers (preceded by p. or pp.). For an online source, this would be the entire web address.

EXAMPLE:

Baron, Naomi. “Redefining Reading: The Impact of Digital Communication Media.”

PMLA, vol. 128, no. 1, Jan. 2013, pp. 193-200.

Information and citation example taken from MLA Handbook: Eighth Edition, 2016.

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Thesis Statements

What is a thesis?

A single sentence at the end of your first paragraph that presents your argument to the reader.

Thesis statements are the road map to the rest of your paper, guiding you as you write.

Do

Know your essay type Make a statement Make a debatable claim Be specific

Don’t

Announce the thesis, e.g. “This paper will discuss…” Announce yourself, e.g. “I am going to prove that…” Ask a question Leave your reader asking “How?” or “Why?”

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An effective thesis statement is

*concise. It should be no longer than one sentence, regardless of length of essay.

* limited to one idea.

* a declarative sentence with no qualifiers (might, maybe, perhaps, etc.)

Poor Example:

Censorship should be banned by everyone in all circumstances and all states in the nation because it destroys the rights of free speech guaranteed to us by the Constitution of the United States since the Constitution was written by John Hancock and all of the other statesmen.

Strong Example:

Censorship should be banned in the United States because it destroys the constitutionally guaranteed right of free speech.

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How to Properly Integrate Quotations

There are four ways to properly integrate quotations into your writing:

1. Introduce the quotations with a complete sentence and a colon.

Example: Thoreau ends his essay with a metaphor: "Time is but the stream I go a-fishing in."

If you use a complete sentence to introduce a quotation, you need a colon after the sentence.

2. Use an introductory or explanatory phrase, but not a complete sentence, separated from the quotations with a comma.

Example: Kennedy asked, "Ask not what your country can do for you, but what you can do for your country?”

You should use a comma to separate your own words from the quotation when your introductory or explanatory phrase ends with a verb such as "says," "said," "thinks," "believes," "pondered," "recalls," "questions," and "asks" (and many more).

3. Make the quotations a part of your own sentence without any punctuation between your own words and the words you are quoting.

Example: Jones argued that “the best way to write is from the heart.”

You usually have a choice when you begin a sentence with a phrase such as "Jones says." You either can add a comma after "says" (Jones says, "quotation") or you can add the word "that" with no comma (Jones says that "quotation.")

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4. Use short quotations--only a few words--as part of your own sentence.

Example: Aristotle argues that “excellence” is a “habit” that one needs to practice every day.

When you integrate quotations in this way, you do not use any special punctuation. Instead, you should punctuate the sentence just as you would if all of the words were your own.

****************************************************************************

TransitionsTransitions are used to help you stay organized in your writing. They help with train of

thought and ‘chunk’ your paper together.

LOGICAL RELATIONSHIP TRANSITIONAL EXPRESSION

Similarity also, in the same way, just as … so too, likewise, similarly

Exception/Contrastbut, however, in spite of, on the one hand … on the other hand, nevertheless,

nonetheless, notwithstanding, in contrast, on the contrary, still, yet

Sequence/Order first, second, third, … next, then, finally

Timeafter, afterward, at last, before, currently, during, earlier, immediately, later,

meanwhile, now, recently, simultaneously, subsequently, then

Example for example, for instance, namely, specifically, to illustrate

Emphasis even, indeed, in fact, of course, truly

Place/Position above, adjacent, below, beyond, here, in front, in back, nearby, there

Cause and Effect accordingly, consequently, hence, so, therefore, thus

Additional Support or Evidence

additionally, again, also, and, as well, besides, equally important, further, furthermore, in addition, moreover, then

Conclusion/Summary finally, in a word, in brief, briefly, in conclusion, in the end, in the final analysis, on the whole, thus, to conclude, to summarize, in sum, to sum up, in summary

Informational/Non-fiction Text Analysis Questions11

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These questions are to guide your analysis – you may be asked to provide more information, or examples, from the text to support your claim.

1. What is the thesis/main idea of this reading?2. Who is the most likely intended audience for this reading? Be specific.3. Provide one word to describe the author’s attitude in this reading.4. Does the attitude/tone of the reading shift? How does it shift? When does it shift?5. What was the author’s purpose in writing this article? What did he/she want us to think or

do based on having read it?6. Would you mostly likely defend, challenge, or qualify the major argument in this

reading?7. How is this reading/topic like any other information you might know about?

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Types of Information to Help Support your Argument

Facts: The same information can be found in five or more sources.A group of cats is called a “clowder.”

Statistics: Information based on a study

Quotations: A statement or opinion that is lifted

directly from the source and cited

word-for-word in your argument.

You may paraphrase, BUT you still must cite it because the initial thought is not yours!

MLA Outline Format12

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Remember you need at least two point under every Roman Numeral – every A must have a B; every 1 needs a 2 (The following is an example set-up; yours may look different for every paper depending on the depth of research you complete – it is necessary to have the MAIN TOPICS and PIECES OF EVIDENCE).

Draft Thesis Statement: _______________________________________________

I. Main Topic #1A. Evidence to support the topicB. Another piece of evidence

i. A detail to explain the evidenceii. More detail

a. Quotationb. Link quotation to main topic

II. Main Topic #2A. Supporting evidence

1. Detail2. Another piece of evidence

B. Supporting Detail

1. Detail

2. Another Detail

III. Main Topic #3

C. Supporting evidence

A. Detail

B. Another piece of evidence

D. Supporting Detail

1. Detail

2. Another Detail

Introduction to APA and Chicago Style for Referencing Material

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The American Psychological Association (APA) and the Chicago Manual of Style have their own rules for citing sources within your document. Below are examples:

MLA APA Chicago(Jones 37) (Jones, 2018)

Author’s Last Name, NO COMMA, page number

Author’s Last Name, comma, date of publication

Footnotes and Endnotes are used

Used by these subjects:

MLA – English and Foreign Studies

APA – Psychology, Sociology, Business

Chicago – Literature, History, Arts

If you need further information, consult: http://owl.english.purdue.edu

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Annotation Guide

As you read any text, it is helpful to have a system for your notes. Keep in mind that you should use the same symbols each time.

Circle – powerful words and phrases

Underline – words or phrases you do not understand (use context clues to write a definition in the margin)

? – place a question mark next to the text that raises questions or is unclear to you

! – place an exclamation point next to surprising ideas

- draw an arrow when you make a connection to the text, ideas, or experiences

EX – author’s examples

1,2,3, etc. – number the author’s arguments, details, and important ideas

Use the MARGINS for your thoughts, making connections, and asking yourself questions.

Logical Fallacies

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These are errors in reasoning which you may encounter in arguments. Be sure to avoid these in order to have a solid argument when writing or speaking.

1. Begging the Question – assuming something to be true that really needs proof

Example: This handwriting is hard to read, because it is nearly illegible.

2. Argument Ad Hominem – turning from the issue to the character of the person

involved.

Example: Jones should not be elected. His father is an alcoholic.

3. Ad Misericordiam - appeal for sympathy

Example: Q- Did you steal the money?

A – I’m out of work, my kid needs an operation, my mother had

her hip replaced…

4. Ad Vericundiam – appeal to authority

Example: The policeman told me to…

5. Ad Populum – appeal to a crowd

Example: “Mah fehlow Ahmericans…” (LBJ)

6. Overgeneralization – too few instances are presented to reach an accurate

conclusion

Example: Tall men like ice cream.

7. False Analogy – wrongful comparisons of dissimilar situations

Example: Doctors have x-rays to guide them during operations; therefore,

students should be able to use their books during examinations.

Proofreading and Editing Symbols

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Proofreading symbols are used to identify mistakes within writing. Below are the most common proofreading symbols, with an explanation of each.

Symbol Explanation|| Begin a new paragraph

Capitalize a lowercase letter/ Use a lowercase letter

Insert a missing word, letter, or punctuation mark

Close up spaceDelete a word, letter, or punctuation mark

WW Wrong word usedWC Word choice could be improvedSP Spell out

Change the order of letters or wordsAdd a period

, Add a comma# Add a space:/ Add a colon

Add a hyphen ‘ Add an apostrophe “ “ Insert quotation marks

D – Delete all unnecessary fluff!

R – Rearrange words and/or chunks of text

A – Add connections to text (citations), transitions, further

commentary where necessary

F – Format throughout paper

T – Talk it out: meet with teacher/peer for conference

Tone Vocabulary List16

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Positive Tone/Attitude Words

Amiable Consoling Friendly Playful

Appreciative Dreamy Hopeful Proud

Authoritative Ecstatic Impassioned Relaxed

Benevolent Elated Jovial Reverent

Brave Elevated Joyful Romantic

Calm Encouraging Jubilant Soothing

Cheerful Energetic Lighthearted Surprised

Cheery Enthusiastic Loving Sweet

Compassionate Excited Optimistic Sympathetic

Complimentary Exuberant Passionate Vibrant

Confident Fanciful Peaceful Whimsical

Negative Tone/Attitude Words

Accusing Choleric Furious Quarrelsome

Aggravated Coarse Harsh Shameful

Agitated Cold Haughty Smooth

Angry Condemnatory Hateful Snooty

Apathetic Condescending Hurtful Superficial

Arrogant Contradictory Indignant Surly

Artificial Critical Inflammatory Testy

Audacious Desperate Insulting Threatening

Belligerent Disappointed Irritated Tired

Bitter Disgruntled Manipulative Uninterested

Boring Disgusted Obnoxious Wrathful

Brash Disinterested Outraged

Childish Facetious Passive

Humor-Irony-Sarcasm Tone/Attitude Words

Amused Droll Mock-heroic Sardonic

Bantering Facetious Mocking Satiric

Bitter Flippant Mock-serious Scornful

Caustic Giddy Patronizing Sharp

Comical Humorous Pompous Silly

Condescending Insolent Quizzical Taunting

Contemptuous Ironic Ribald Teasing

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Critical Irreverent Ridiculing Whimsical

Cynical Joking Sad Wry

Disdainful Malicious Sarcastic

Sorrow-Fear-Worry Tone/Attitude Words

Aggravated Embarrassed Morose Resigned

Agitated Fearful Mournful Sad

Anxious Foreboding Nervous Serious

Apologetic Gloomy Numb Sober

Apprehensive Grave Ominous Solemn

Concerned Hollow Paranoid Somber

Confused Hopeless Pessimistic Staid

Dejected Horrific Pitiful Upset

Depressed Horror Poignant

Despairing Melancholy Regretful

Disturbed Miserable Remorseful

Neutral Tone/Attitude Words

Admonitory Dramatic Intimae Questioning

Allusive Earnest Judgmental Reflective

Apathetic Expectant Learned Reminiscent

Authoritative Factual Loud Resigned

Baffled Fervent Lyrical Restrained

Callous Formal Matter-of-fact Seductive

Candid Forthright Meditative Sentimental

Ceremonial Frivolous Nostalgic Serious

Clinical Haughty Objective Shocking

Consoling Histrionic Obsequious Sincere

Contemplative Humble Patriotic Unemotional

Conventional Incredulous Persuasive Urgent

Detached Informative Pleading Vexed

Didactic Inquisitive Pretentious Wistful

Disbelieving Instructive Provocative Zealous

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Copyright 2018, Washington High School English Department

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