What Others are Saying About A to Z Learning
"A to Z Learning: WRITING makes a great reference handbook for students to use through high school and college. As a journalism, English, and literature teacher for 25 years, I know that students with a head start will be better able to adjust to the demanding academic standards of high school. This book belongs on your child's summer reading list.
--Pam O'Reilly, high school teacher
"Two thumbs up! I am going to encourage all our middle schools to use this handbook.
--Lori Heiges, high school English teacher
"Honestly, I wish I could have read this book before I came to high school. I know I would have been much better prepared for what was ahead of me.
--Wesley Stevens, high school senior
A to Z Learning: WRITING
Terminology and Advice
for the Student Preparing for High School
By Suzanne Booth Kaiser
Copyright 2012 Suzanne Booth Kaiser
Smashwords Edition
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Smashwords Edition, License Note
This ebook is licensed for your personal enjoyment only. This ebook may not be re-sold or given away to other people. If you would like to share this book with another person, please purchase an additional copy for each recipient. If you're reading this book and did not purchase it, or it was not purchased for your use only, then please return to Smashwords.com and purchase your own copy. Thank you for respecting the hard work of this author.
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Introduction
Making the academic transition from middle school to high school can be intimidating. But starting with some basic terminology under your belt can be great for both your confidence and your success. The information provided in this series of books is written by high school teachers with many years of experience teaching in their specialized field. These teachers know what you NEED to know as you enter those very important high school years. This series is written in plain, easy to understand language that will make the transition from middle school to high school much easier for you.
These books are not intended to be all-inclusive. Of course at your high school your teacher will have so much more for you to learn. But if you have a familiarity with and an understanding of these terms and concepts and can make them a part of your academic vocabulary, you will put yourself a step ahead of most other students, impress your teachers, and be one step closer to becoming an outstanding, successful high school student!
Each entry includes an easy to understand definition followed by the teacher’s discussion and explanation of the term, and concludes with an example sentence to demonstrate how the word is properly used.
Also, for the sake of clarity, in this WRITING edition, the words writer and speaker can be used (and are used) interchangeably. The same often applies to audience and reader.
Table of Contents
Active Voice
Anecdote
Appeals
Argument
Audience
Body
Call to Action
Cite
Claim
Colloquial
Complex Sentence
Compound Sentence
Compound-Complex Sentence
Conclusion
Connotation
Counterargument
Declarative Sentence
Denotation
Diction
Ethos
Exclamatory Sentence
Fallacy
Figurative Language
Framing
Grammar
Hook
Hyperbole
Imperative Sentence
Interrogative Sentence
Jargon
Juxtaposition
Logos
Mechanics
Occasion
Parallelism
Passive Voice
Pathos
Purpose
Quotation Marks
Qualifier
Rhetorical Question
Rhetorical Triangle
Simple Sentence
Speaker
Style
Syntax
Tone
Understatement
Whom
You
Active Voice—a sentence structured so the subject is performing the action of the verb
A writer’s goal is to present the strongest writing she is capable of. This strength is determined in a number of ways—diction (see definition), tone (see definition), and syntax (see definition). Active voice—as opposed to passive voice (see definition)—is a syntactical choice. Writing is all about choices and every choice a writer makes contributes to her developing style.
In most cases, active voice is the method of choice. It creates a sentence with a strong (active) verb and avoids the use of the helping (auxiliary) "be" verb.
My friend borrowed my sweater.
This is an example of a sentence with an active voice. The subject (my friend) performs the action of the verb (borrowed). The sentence could be written in the passive voice:
My sweater was borrowed by my friend.
Yes, the same idea is presented, but the roles have changed (new subject) and the verb is weakened (the addition of the auxiliary verb). There are situations when a writer will choose to use the passive voice (see definition), but under typical circumstances, active voice is the mode of choice.
Sentence—My teacher insists that we write all of our essays using the active voice.
Anecdote—a term which means “a brief story”
You will encounter the term anecdote often in your discussion of the works of other writers and also as you are contemplating your choices as a writer. Anecdote is just another term for story. Writers use anecdotes in their work often. For example, say your teacher has assigned you to write a paper on whether or not corporal punishment should be used in schools. You may begin your essay with a brief anecdote about a child who received this type of punishment in school. By beginning with this anecdote your have created an interesting hook (see definition) for your reader. You may have also laid the groundwork for framing (see definition) your essay. In an argument, this type of anecdote can also be used as an appeal to pathos (see definition). Of course, you will have to guard against over using anecdotes in a work. One or two well placed anecdotes can be very effective—overuse will lose the effect. It is also important to remember to keep the anecdote short. The anecdote itself is used as supplementary support for your topic—do not overwhelm your work by making the anecdote too long.
Sentence—I enjoyed the author’s use of anecdotes from his childhood.
Appeals—in an argument, the appeal is the type of support the speaker chooses to use for the argument; i.e., the strategy used to persuade the audience
Although there are many types of appeals, they tend to fall into one of three categories: ethos, logos, and pathos (see individual definitions). Strong arguments will often incorporate all three types—often in the order I just listed them. The purpose of the use of appeals is to make your work credible and effective. Credibility comes with logic and strong evidence. This will be found with the use of ethos and logos. Effectiveness means you are able to persuade your audience to agree with you. Your use of appeals will determine both your credibility and your effectiveness.
You will determine what type of appeals to use by taking a close look at your subject and your audience members. You may choose to appeal to their sense of patriotism or religion if that is what you believe will be most persuasive to that particular audience. Every situation will be different and as a writer, you will have to make the best choices to achieve your purpose.
Sentence—Tony’s argument was weak since he lacked quality and variety in his appeals.
Argument—persuasive writing; intended to convince your audience to agree with you or be moved to action, using appeals and support
As soon as I tell my students we are going to write an argument, their faces light up—“I love to argue”, “I argue with my sister all the time”, “I am the best arguer ever!” Unfortunately, the type of arguing they are speaking of and the type I am speaking of typical don’t have much in common. A true argument is comprised of many well planned parts, strategies, and support. In a written argument, first a claim (see definition) is stated. The rest of the argument consists of support for that claim. Support comes from a variety of types—usually the strongest arguments have multiple examples of support stemming from a variety of types of appeals. Many well structured arguments will also include counterarguments (see definition) and, sometimes, a call to action (see definition).
Sentence—When it comes to the need for a statewide smoking ban, a strong argument can be made on either side.
Audience—the people/person to whom a written piece of work is addressed