Types of Writing & Writing Projects Brainstorming

Expository Outlining

Persuasive Journaling

Descriptive

Narrative Writing Process

Analytical Prewriting - usually free write

Writing - usually first draft

Writing Projects Revising - checking for errors, proofreading &

editing
Reduction
Editing - Usually 2nd draft
Literary Analysis
Publish - Usually final draft
Rhetorical Analysis

Character Analysis
Poetry Genre :
Comparative Analysis
Narrative
Character Sketch
Lyric
Personal Essay
Epic
Summary Response Essay
Satirical
Source Exploration Research Essay
Elegy
Position Essay
Verse fable
Cultural Identity Paper
Dramatic
Movie Review
Speculative
Autobiography
Prose
Observational Essay
Light
Reflective Essay

Cause & Effect Essay

Evaluation Essay

Explaining a Concept Essay

Proposal to Solve a Problem Essay

Memo

Opinion-Editorial
Types of Poetry :
Textual Analysis Essay
Abstract
Text-in-Context Essay
Acrostic
Cultural Analysis Essay
Alphabet

The Blitz
Types of Free-Write
The Bop
Free-Write
 Bref Double Limerick

Cascade Lune

Chant Madrigal

Cinquain Ode

Concrete Palindrome

Elegy Prose

Epitaph Rondeau

The Fib Shadorma

Golden Shovel Sijo

Haiku Sonnet

Lai

Ideas for Writing Projects

True Story of Hansel & Gretel

Greek Tragedies

Stephen King’s memoir “On Writing”

Kurt Vonnegut’s memoir “Slaughter House Fire”

The Turn of the Screw

The Stranger

Pay It Forward

Resident Evil - Alice

Rhetorical approach to writing encourages the consideration of 4 key elements of your situation :

-Your role as a writer who has something to communicate

-One or more readers with whom you would like to communicate

-The text you create to convey your ideas (text, images, other graphics)

-A medium (print text, PowerPoint, poster, brochure, etc) that makes this communication possible

The Rhetorical Triangle

Writer or speaker audience
 subject

Characteristics of an Effective Academic Essay :

-Well organized & well developed

-Establishes its subject or main idea in the introduction, develops that idea in a coherent manner in
the body, & summarizes or completes the discussion in the conclusion

-Logical

-It supports its main points with well-chosen evidence, illustrations, & details

-Clear & readable

-It uses words, sentences, & paragraphs that are carefully crafted, appropriate for the writer’s
purpose & subject, & free of errors of usage, grammar, & punctuation

Using Toulmin’s Framework : According to Toulmin, most arguments contain common features :

-Claims : Statements of fact, opinion, or belief that provide the fundamental structure for arguments

-Qualifiers : One or more statements that limit or clarify the claim in some way

-Warrants : Links from the claim to reasons & evidence. Warrants often take the form of assumptions
& beliefs that may or may not be explicitly stated.

-Reasons : Smaller assertions that support claims. They often begin with the word because

-Evidence : Examples, facts, statistics, statements by authorities, & personal experience used to back up
reasons (& sometimes warrants)

Analyzing Rhetorical Situations

i. Whenever you write you are writing in the context of a specific situation with its own unique
demands & opportunities.

ii. Successful writers know that they must consider the situations in which they write; they can’t rely on
formulas or blind luck when they compose.

I. Learn to Analyze Your Rhetorical Situation

i. Use Your Rhetorical Analysis to Guide Your Writing

-Effective writers draw on their commonsense rhetorical sensitivity to determine the most
effective ways to communicate with readers

ii. Set Preliminary Goals

-Write a brief analysis of your rhetorical situation before beginning a major writing project

II. Using Aristotle’s Three Appeals :

 i. Logos - The appeal to reason

ii. Pathos - The appeal to emotion, values, & beliefs

iii. Ethos - The appeal to the credibility of the speaker or writer

III. Analyze Textual Conventions

- Whether reading or writing, you draw on your previous experiences to make judgments about a
text’s purpose, subject matter, & form

i. See Textual Conventions in Use

ii. Compare & Contrast Textual Conventions

IV. Understanding the Conventions of Academic Writing

i. Using textual conventions

Guidelines for Developing an Arguable Claim :

-Choose an issue that has no easily identifiable solution & that has something significant at stake

-Choose an issue or problem that readers might have varying perspectives on

-Attempt to persuade readers to believe or do something

Guidelines for Using Visuals in Academic Writing :

-Consider both the conventions of the discipline & your specific assignment

-Use charts, graphs, tables, & illustrations to organize information

-Use photographs & illustrations to bring a text to life or to portray experiences that are difficult to
imagine

-Avoid using visuals as decorations

Guidelines for Conducting Interviews :

-Request an interview in advance

-Bring a list of written questions, but be flexible

-If you wish to tape-record the interview, remember to ask permission first

-Take notes during the interview, even if you use a tape recorder
Guidelines for Designing & Using Questionnaires :

-Determine the purpose of the questionnaire

-Decide who will receive the questionnaire

-Decide how you will distribute the questionnaire & obtain responses

-Consider whether you need any “personal characteristics” questions

-Write questions that are clean & to the point

-Show a draft of your questionnaire to some friends before copying & distributing it

-Give respondents a deadline for returning the questionnaire

-Analyze the questionnaire results carefully

Questions for Evaluating Sources :

-Is the source useful to you & appropriate for your audience?

-Who is the author?

-Who is the publisher or sponsor?

-What is the source’s purpose?

-Can you tell if the source is accurate & up-to-date?

Guidelines for Evaluating Online Sources

-Check the credibility of the sponsor

-Look at the URL

-Check the credibility of the author

-Evaluate the writing & design of the site

-Determine the site’s audience & purpose

-Check the timeliness of the information

Guidelines for Determining When to Quote, Paraphrase, or Summarize

Quote

-Directly when the exact wording in a source is crucial

Paraphrase

-When you want to convey information in your own words

Summarize

-When you want to present only the main idea of a long passage

Guidelines for Analyzing Your Own Values and Beliefs

-Use informal invention methods to explore your values and beliefs about a subject
 -Avoid writing about certain subjects if you hold such strong views that you will have difficulty viewing it from
multiple perspectives.

-Pay attention to links between a claim and its support

-Analyze your rhetorical situation to determine which values and beliefs you need to acknowledge and justify in your
arguments and which you can assume as warrants

-Imagine a “devil’s advocate” who holds different values and beliefs

Guidelines for Analyzing Your Composing Process

1. What is your general attitude toward writing. How do you think this attitude affects your writing?

2. Which of the composing styles described in this chapter matches the way you compose? If none seems to fit you,
how do you compose?

3. How do you know when you are ready to begin writing? Do you have a “start-up” method or ritual?

4. How long do you typically work on your writing at any one time? Are you more likely to write an essay in a single
sitting, or do you prefer to work over a number of days (or weeks)?

5. Do you have writing habits & rituals? What are they? Which ones are productive & supportive? Which ones interfere
with your writing process?

6. How often do you import visuals & graphics into texts you are composing? How have you used Web & image-editing
programs such as Adobe Photoshop? Do you enjoy doing this? Find it a challenge? Take it for granted?

7. What planning & revising strategies do you use? How do you know when you have spent enough time planning &
revising?

8. How does knowing two or more languages influence your writing process? What language do you typically think in?
In what language do you free write, brainstorm, or make notes?

9. What role do exchanges with others (conversations, responses from peers or tutors) play in your writing?

10. How do you procrastinate?

11. Thinking in general about the writing you do, what do you find most rewarding & satisfying about writing? Most
difficult & frustrating? Why?

Questions for Analyzing Your Rhetorical Situation :

1. Why are you writing?

2. What do you hope your writing will accomplish? Do you want to convey information? Change the reader’s mind?
Entertain the reader? Move the reader to action?

3. How might your goals in this writing situation influence the eventual form, content, & medium of your text?

4. What role does this rhetorical situation invite you, the writer, to play? Is your role relatively fixed (as in an essay exam)?
Or is it flexible?
5. What image of yourself do you want to convey to your readers? What voice do you want readers to hear when they
read your writing? That of a serious student? A concerned citizen? How will you use the resources of language to
achieve this effect?

6. Who is your intended audience? Do you picture a specific audience (subscribers to a special-interest magazine, for
example)? Or a general audience with a wide range of interests? Or do you have a specific reader in mind, such as
your teacher?

7. What role do you want readers to adopt as they read your writing? What kinds of cues will you sue to signal this role to
readers?

8. If you are writing to a specific audience, do you need to consider demographic characteristics - such as age, gender,
religion, income, occupation, education, or political preference?

9. How will your writing appeal to your readers’ interests, values, & beliefs? Do you expect your readers to be interested in
the topic, or do you need to create & maintain their interest?

10. How might your readers’ needs & expectations influence the form, content, & style of your writing?

11. If you are responding to an assignment, does the assignment specify or restrict the form & content of your text? How
much freedom do you have?

12. Consider the genre your rhetorical situation requires. Are style & other conventions rigidly defined (as in lab reports)?
Or are they flexible?

13. Does the nature of your subject implicitly or explicitly require that you provide certain kinds of evidence or explore
certain issues?

14. Could you benefit by looking at examples of the kind of writing that your situation requires, including models of
document design?

15. If you are writing in response to an assignment, to what degree does the assignment specify or restrict the medium
you can use?

16. Does the kind of text you are composing suggest that some media might be more appropriate & effective than others?

17. What expectations might your audience have in terms of medium? Might they be more comfortable with some media
than with others? Might some media be more accessible to your audience than others?

18. Do you face practical constraints - such as time, expertise, & expense - when determining which medium to use?

Questions for a Rhetorical Analysis

1. What is the context?

a) Why was this text written or spoken at the particular time?

b) What else had been said or written previously about the subject?
 c) What was the purpose?

d) Can you identify social, economic, and cultural influences of the larger context?

2. Who is the audience?

a) What attitudes would the audience have about the subject?

b) What attitudes would the audience have about the author?

c) What did the author assume the audience knew or believed?

3. Who is the author?

a) How does the author represent himself/herself in the text?

b) How does the author establish a credible ethos?

c) What else did the author compose?

4. What is the medium and genre?

a) What is the medium: Print? Web Site? Handwriting? Voice recording?

b) What is the genre : Speech? Essay? Letter? Poem? Advertisement?

5. What is the subject?

a) Can you summarize the main idea?

b) How is the main idea supported?

c) How is the text organized?

d) How does the writer/speaker appeal to reason (logos) or to emotion (pathos)?

6. How would you describe the style?

a) Is the style formal? Informal? Academic?

b) Does the writer/speaker use humor or satire?

c) What metaphors are used?

d) Can you identify any patterns in the sentences?

e) How is the style related to the purpose?

f)

Questions for Critical Reading

1. What is the author’s purpose or agenda?

2. How much do you know about the author’s assumptions, beliefs, and experiences?

3. What are the author’s qualifications to discuss the topic?

4. What unstated assumptions or underlying values and commitments does the author seem to hold? How might these
influence his or her position?

5. What does the author want readers to do as a result of reading this text? Assent to the argument? Act on it? Gain a
richer understanding of an issue or problem? Does this purpose seem appropriate to the issues involved? How might
this purpose influence the form and content of the author’s argument?

6. What reasons does the author offer in support of his/her ideas? Are they good reasons?

7. What kinds of sources does the author rely on? How current and reliable are they? Are any perspectives left out?
8. What objections might be raised to this argument?

9. Does this argument include images, graphics, or media? How do they appeal to readers or listeners? Does their appeal
seem appropriate or questionable?

10. How open to persuasion are you with this particular topic? How willing are you to listen to another point of view? If
you agree with the author, can you maintain a critical distance so that you can examine the claims and support that
the writer provides?

Questions for Analyzing Writing in the Disciplines

1. How would you characterize the overall style of writing in this discipline? Somewhat formal? Very formal?

2. What documentation style (MLA, APA, CBE, CHICAGO) is used?

3. What constitutes appropriate and valid evidence in this discipline?

4. What role do quantitative and qualitative data play in this discipline?

5. What role does textual interpretation or other forms of interpretation (music or art) play in this discipline?

6. How does the writing use visual elements such as images, graphs, tables, charts, and maps? What role do headings and
other elements of formatting play?

7. What types of texts do professionals in this discipline typically write?

8. What types of texts do students in this discipline typically write?

Organizing Visuals

1. Organization in verbal texts

2. Organization in visual texts

3. Point of View in verbal texts

4. Point of View in visual texts

5. Focus & Frame in verbal texts

6. Focus & Frame in visual texts

7. Interest in verbal texts

8. Interest in visual texts

I. Planning & Drafting

Establish Your Goals

-Look carefully at your assignment

 Analyze

 Compare & Contrast

  Define

 Describe

 Evaluate

 Propose

-Find a topic you care about

 Benefits of weight training

 Wordplay in marx brothers movies

 History of hairstyles

 Pros & cons of charging computers fees

 Should my university have a foreign language requirement

 Affirmative action admissions policies

 Helmet laws for people who ride bicycles & motorcycles

 Bilingual education programs

 More bike lanes to encourage more people to ride bicycles

 Better public transportation

 Advertising aimed at preschool children

 Censorship of the Internet

 Genetically altered crops

 Setting aside the laws that govern police searches, in the effort to stop terrorism

Explore Your Topic

-Ask questions

 Who is doing it?

 What is happening or at issue?

 Where is it happening?

 When is it happening?

 Why is it happening?

 How is it happening?

-Freewrite

-Brainstorm

-Use Subject Directories

-Make an idea map

-Make a storyboard

-Read about your topic & take notes

-Keep a journal

-Talk & listen

Active vs Passive Voice

-In the active voice, the subject of the sentence is the actor.

-In the passive voice, the subject is being acted upon. The passive is created with a form of be and the past participle
of the main verb

-Use passive sentences when:

 You want to keep the focus on the person or thing being acted on

 You don’t know the actor

 You and your readers know the actor’s identity

Write a Working Thesis

-Use questions to focus a broad topic

 Ask questions that will break the big topic into smaller topics

-Consider other angles to exp& a narrow topic

 Narrow focuses may overlook other factors or information pertinent to your writing

 If you cannot find enough information on your topic to construct an argument, your topic may be
too narrow

-Turn your topic or question into a thesis statement

 Thesis states main idea, usually near the beginning in the last sentence of the first paragraph.

 Thesis should be closely tied to your purpose

-Evaluate Your Working Thesis

 Is it specific?

 Is it manageable in the length & time you have?

 Is it interesting to your intended readers?

Plan a Strategy

-Consider making an outline

Compose a Draft

 Introduction - 1 paragraph

 Body - 3 or more paragraphs

 Conclusion - 1 paragraph

-Use Drafting Strategies to Overcome Writer’s Block

Write As a Member of a Team

Stay Organized
II. Composing Paragraphs

Focus Your Paragraphs

-When to Use Explicit Topic Sentences

 Topic sentences can be placed anywhere in paragraph; they don’t have to be in first sentence

 When a paragraph builds to make a particular point, the topic sentence is more effective at the end
of the paragraph

-When to Use Implicit Topic Sentences

Organize Your Paragraphs

-Description (informative & narrative writing)

-Narration or Process (when temporal order of ideas or events is essential to logic, like in how-to writing

-Comparison & Contrast (assessing one subject in terms of its relation to others & analyzing
differences between things)

-Definition (persuasive writing)

-Examples & Illustrations (opening & concluding paragraphs; prove a point or bring an issue to life)

-Cause & Effect (insightful analysis)

-Classification & Division (analyzing & explaining topic)

Make Your Paragraphs Coherent

-Reiterate Key Terms & Phrases

 When you repeat key terms & phrases, your reader will be able to trace major ideas & stay situated
in your argument.

-Signal Relationships With Transitional Terms

 To enumerate

 To generalize

 To offer an example

 To situate in time

 To situate in space

 To conclude

 To contrast

 To compare

 To signal cause or effect

 To sum up

 To concede a point

Consider Paragraph Length (paragraph breaks can signal various kinds of shifts) :

 A new concept

 The next step in an argument

 The end of the introduction

  The beginning of the conclusion

 A new speaker in dialogue

 A shift in time or place

 A logical pause that gives the reader a breather

Link Across Paragraphs

 Transitions at the beginning and end of a paragraph guide readers and explains why a paragraph
follows from the previous one

-Write Strong Transitions

Write Effective Beginning and Ending Paragraphs

-Understand What Beginning Paragraphs Do

 Convince reader to read on

 Capture reader’s interest and set tone for the piece

-Start Beginning Paragraphs With a Bang

-Understand What Ending Paragraphs Do

 Remind readers where they’ve been and invite them to carry your ideas forward

-Conclude With Strength

III. Rewriting, Editing, and Proofreading

Switch From Writer to Reader

Learn Strategies For Rewriting

Respond to Other Writers’ Drafts

Edit For Particular Goals

Proofread Carefully

Learn to Edit the Writing of Others

IV. Critical Reading and Viewing

-Two Kinds of Reading and Viewing

 Ordinary reading : reading to read; not interpreting anything; one time through is enough

 Critical reading : Looking for meaning; no same point of view; interpreting almost everything

 Previewing

 Summarizing

 Analyzing

 Responding

-Critical Viewing

V. Analyzing Verbal and Visual Texts

-The Aim of Analysis

  Analysis - a more specific process in which those critical reading and viewing skills are applied to
particular subjects; involves dividing a whole into parts that can be studied both as individual
entities and as parts of the whole

 Rhetorical Analysis - a kind of analysis that divides a whole into parts to understand how an act of
speaking or writing conveys meaning; goal is to understand how a particular act of writing or
speaking influenced particular people at a particular time; also called critical analysis or textual
analysis

-Analyze the Context and the Text

-Develop and Organize a Rhetorical Analysis

 Choosing Details

 Identify

 Analyze

 Demonstrate

 Evaluate

 Justify

 Organizing Your Ideas

-Analyze Images and Other Kinds of Visual Texts

VI. Writing to Reflect

Find a Reflective Topic

-Reflecting On Experience

-Discovering a Reflective Topic

Identify a Focus (an aim to communicate a main idea to an audience)

Develop a Response

-Choosing Details

-Organizing Your Ideas

-Beginning and Ending

-Thinking About Your Voice

VII. Writing to Inform

 Informative writing has 4 primary functions :

 To report new or unfamiliar information

 To analyze for meaning, patterns, and connections

  To explain how to do something or how something works

 To explore questions and problems

Find An Informative Topic

-Reporting information

-Analyzing meaning, patterns, and connections

-Explaining how

-Exploring questions and problems

-Finding a topic

Narrow Your Topic and Write a Thesis

Develop and Organize Your Ideas

-Introducing Your Subject to Your Audience

-Organizing Your Information

An Informative Brochure

-Creating a brochure

VIII. Writing to Persuade

Find An Arguable Topic

-Position Arguments and Proposal Arguments

 In a position argument you make a claim about a controversial issue

 Define the issue

 Take a clear position

 Make a convincing argument

 Acknowledge opposing views

 In a proposal argument you propose a course of action in response to a recognizable problem

 Define the problem

 Propose a solution or solutions

 Explain why the solution will work and is feasible

-Topics That Are Not Easily Argued

 Statements of fact

 Personal taste

 Claims of belief

Make An Arguable Claim

-Slogans versus arguable claims

 The difference between slogan and arguable claim is the presence of a reason linked to the claim

-Supporting Claims With Reasons

-Claims Must Be Specific and Contestable

Develop and Organize Good Reasons

-Think About Your Audience

-Think About Possible Lines of Argument

 Can you argue by definition - from “the nature of the thing”?

 Can you argue from value?

 Can you compare or contrast?

 Can you argue from consequence?

 Can you counter objections to your position?

-Think About Your Organization (see compose a draft)

-Consider Opposing Views

A Persuasive Web Site

A Persuasive Letter of Application and Resume

Colloquialisms - characteristic of spoken or written communication that seeks to imitate informal speech. Everyday
language, everyday speech, common parlance, informal language, colloquial language, general parlance, or
vernacular

Slang - informal language consisting of words and expressions that are not considered appropriate for formal
occasions

Denotations - a translation of a sign to its meaning, precisely to its literal meaning, more or less like dictionaries try to
define it.

Connotations - a commonly understood cultural or emotional association that some word or phrase carries, in
addition to its explicit or literal meaning, which is its denotation.

Homonyms - are words which sound alike or are spelled alike, but have different meanings.

Synonyms - a word or phrase that means exactly or nearly the same as another word or phrase in the same language.

Antonyms - is commonly taken to be synonymous with opposite

Metaphor - a figure of speech that directly refers to one thing by mentioning another for rhetorical effect
  Tenor (ground) - the subject to which attributes are ascribed

 Vehicle (figure) - the object whose attributes are borrowed

 Cognitive metaphor - the association of object to an experience outside the object's environment

 Conceptual metaphor - an underlying association that is systematic in both language and thought

 Root metaphor - the underlying worldview that shapes an individual's understanding of a situation

 Nonlinguistic metaphor - an association between two nonlinguistic realms of experience

 Visual metaphor - uses an image to create the link between different ideas

 Allegory - a metaphor whose vehicle may be a character, place or event, representing real-world issues and
occurrences

 Antithesis - used in writing or speech either as a proposition that contrasts with or reverses some previously
mentioned proposition, or when two opposites are introduced together for contrasting effect

 Catachresis - originally meaning a semantic misuse or error, is also the name given to many different types of
figures of speech in which a word or phrase is being applied in a way that significantly departs from
conventional (or traditional) usage

 Hyperbole - the use of exaggeration as a rhetorical device or figure of speech.

 Metonymy - a figure of speech in which a thing or concept is referred to by the name of something closely
associated with that thing or concept

 Parable - a succinct, didactic story, in prose or verse that illustrates one or more instructive lessons or principles

 Pun - a form of wordplay that exploits multiple meanings of a term, or of similar-sounding words, for an
intended humorous or rhetorical effect.

A figure of speech or rhetorical figure[1] is figurative language in the form of a single word or phrase :

Classical rhetoricians classified figures of speech into four categories or quadripartita ratio:[2]

 addition (adiectio), also called repetition/expansion/superabundance

 omission (detractio), also called subtraction/abridgement/lack

 transposition (transmutatio), also called transferring

 permutation (immutatio), also called switching/interchange/substitution/transmutation

Simile - a figure of speech that directly compares two things. Although similes and metaphors are similar, similes
explicitly use connecting words (such as like, as, so, than, or various verbs such as resemble

Allusion - a figure of speech, in which one refers covertly or indirectly to an object or circumstance from an external
context

Ambiguity - a type of uncertainty of meaning in which several interpretations are plausible

Analogy - a cognitive process of transferring information or meaning from a particular subject - the analog or source,
to another - the target, or a linguistic expression corresponding to such a process

Cliche - an expression, idea, or element of an artistic work which has become overused to the point of losing its
original meaning or effect, even to the point of being trite or irritating, especially when at some earlier time it
was considered meaningful or novel

Double negative - a grammatical construction occurring when two forms of negation are used in the same sentence

Euphemism - a generally innocuous word or expression used in place of one that may be found offensive or suggest
something unpleasant

Exclamation - an emphatic utterance, the articulate expression of an affect

 Apostrophe - is an exclamatory figure of speech

Humour - the tendency of particular cognitive experiences to provoke laughter and

provide amusement

Hyperbole - the use of exaggeration as a rhetorical device or figure of speech

Innuendo - a hint, insinuation or intimation about a person or thing, especially of a

denigrating or a derogatory nature

Imperative mood - a grammatical mood that forms a command or request.

Irony - a rhetorical device, literary technique, or event in which what appears, on the

surface, to be the case, differs radically from what is actually the case

Oxymoron - a rhetorical device that uses an ostensible self-contradiction to illustrate a

rhetorical point or to reveal a paradox

Parable - a succinct, didactic story, in prose or verse that illustrates one or more

instructive lessons or principles

Fable - a literary genre: a succinct fictional story, in prose or verse, that features

animals, legendary creatures, plants, inanimate objects, or forces of nature that are
anthropomorphized (given human qualities, such as the ability to speak human language)
and that illustrates or leads to a particular moral lesson (a "moral"), which may at the
end be added explicitly as a pithy maxim

Paradox - a statement that, despite apparently sound reasoning from true premises,

leads to an apparently self-contradictory or logically unacceptable conclusion

Parody - a work created to imitate, make fun of, or comment on an original work—its

subject, author, style, or some other target—by means of satiric or ironic imitation

Fallacy - the use of invalid or otherwise faulty reasoning, or "wrong moves"[1] in the

construction of an argument

Anthropomorphism - the attribution of human traits, emotions, or intentions to

non-human entities. It is considered to be an innate tendency of human psychology

Personification - the related attribution of human form and characteristics to abstract

concepts such as nations, emotions and natural forces like seasons and the weather

Prothesis - the addition of a sound or syllable at the beginning of a word without

changing the word's meaning or the rest of its structure

 Proverb - a simple and concrete saying, popularly known and repeated, that expresses a

truth based on common sense or experience

Rhetorical question - a figure of speech in the form of a question that is asked to make a

point rather than to elicit an answer

Satire - a genre of literature, and sometimes graphic and performing arts, in which

vices, follies, abuses, and shortcomings are held up to ridicule, ideally with the intent of
shaming individuals, corporations, government, or society itself into improvement

Superlative -

Alliteration -

Anti-climax -

Climax -

Consonance -

Ellipsis -

Homophone -

Parallelism -

Parenthesis -

Rhythm -

Onomatopoeia -

Acronym -

Anagram -

Palindrome -

Pseudonym -

Idiom -

Synecdoche -

Metonymy -

Anecdote -

Parts of Speech -

 Noun

 Proper

 Common

 Pronoun

 Verb

 Main

 Auxiliary
  Regular

 Irregular

 Modals

 Verbals

 Adjectives

 Adverbs

 Prepositions

 Conjunctions

 Articles

 Definite

 Indefinite

Clauses

Sentence Types :

 Simple

 Compound

 Complex

 Compound-Complex

Antecedent

Gerund

Modifier

 Comparative

 Superlative

 Absolute

Point of View

 1st person

 2nd person

 3rd person

 Subjective

 Objective

 Omniscient

 Limited

 Dramatic

 Free/Indirect

 Alternating person

 Stream-of-Consciousness voice
 Character voice

 Epistolary voice