Advanced Placement LanguageStudent Appendix

rhetoric[ret-er-ik] noun 1. (in writing or speech) the undue use of exaggeration or display; bombast. 2. the art or science of all specialized literary uses of language in prose or verse, including the figures of speech. 3. the study of the effective use of language. 4. the ability to use language effectively. 5. the art of prose in general as opposed to verse. 6. the art of making persuasive speeches; oratory.

7. (in classical oratory) the art of influencing the thought and conduct of an audience.

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Table of Contents

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Table of Contents..................................................................................................................................................................

THE BLUE SHEET...................................................................................2

SOAPSTone, a Reading Strategy...........................................................3

SOAPSTone, a Writing Strategy............................................................4

Rhetorical Analysis Chart.....................................................................5

Purpose Categories..............................................................................6

Rhetorical Precis...................................................................................7

Modes of Development.......................................................................8

Logic Terms..........................................................................................9

Induction..............................................................................................9

Deduction.............................................................................................9

Applying Syllogistic Reasoning...........................................................11

Formal Logic in an Essay: The Classical Structure..............................11

Developing Body Paragraphs: Toulmin Model...................................12

AP English Language Multiple Choice Question Stems.......................13

Diction Vocabulary.............................................................................13

Syntax Analysis...................................................................................13

The Synthesis Essay............................................................................13

Dialogue Templates for Class Discussions..........................................13

Dialogue Templates for Written Responses.......................................13

Sentence Templates for Introductions...............................................13

Sentence Templates for Body Paragraphs..........................................13

Sentence Templates for Conclusions Paragraphs...............................13

TONE CHART......................................................................................13

MLA Citation Handbook.....................................................................13

Schemes.............................................................................................13

Tropes – Artful Diction.......................................................................13

Academic Vocabulary.........................................................................13

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THE BLUE SHEET

Seven Steps for Success

This handout walks you through the study steps for a close reading passage. If you are faithful to the process, your close reading skills will improve, which will translate into higher scores on AP-style multiple choice close reading passages.

When you are assigned close reading passages for homework or in class, follow each step. Do all the work on the passage itself, NOT on a separate piece of paper and NOT on Post-it notes. At times you will be using your annotated texts on tests and at other times you will be given a clean copy.

1. Before you read, create a triad and identify what you know about the text before you read. Elaborate on these parts during and after reading.

2. As you read, summarize the passage by idea divisions; write these summaries in the margins. These idea divisions will help you identify the rhetorical organization of the piece. Use text breaks as a tool; do not rely heavily on paragraph breaks.

3. Circle unfamiliar words, then make their definitions part of your annotations.

4. Annotate for tone, making sure to link these annotations with your idea divisions.

5. Annotate for the function of each section and/or significant lines.

6. Annotate for significant tropes and schemes and link to function of section.

7. Revisit triad and create purpose statement (The author’s purpose is to ________________in order to ________________; ultimately the author hopes to _______).

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SOAPSTone, a Reading Strategy

SpeakerThe 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.

AudienceThe 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.

PurposeThe 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?”

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

ToneThe 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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SOAPSTone, a Writing Strategy

Speaker Who is the Speaker? (Who are you? What details will you reveal? Why is it important that the audience know who you are?)

Occasion What is the Occasion?(How does your knowledge of the larger occasion and the immediate occasion affect what you are writing about?)

Audience

Who is the Audience?(What are the characteristics of this group? How are they related to you? Why are you addressing them?)

Purpose What is the Purpose?(Explain to yourself what you hope to accomplish by this expression of opinion. How would you like your audience to respond?)

Subject What is the Subject?(Just a few words. What are you talking about?)

Tone What is the Tone?)(What attitude[s] do you want your audience to feel? How will your attitude[s] enhance the effectiveness of your piece? Choose a few words or phrases that will reflect a particular attitude.)

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Now, before you begin to write your persuasive essay, whether it be a letter or an editorial, look back at your responses to the SOAPSTone questions. Starting with Speaker and continuing in order to Tone, write a statement that contains all of these responses, beginning with I am…

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Rhetorical Analysis Chart

QuestionWhat is the key question the author attempts to answer in this text?

ConclusionWhat are the main conclusions the author comes to and presents in this text?

SupportWhat is the key support (facts, data, experiences, etc.) the author uses to prove his or her conclusions?

Key conceptsWhat are the important ideas/ theories you have to know in order to understand the author’s line of reasoning?

AssumptionsWhat is the author taking for granted that might be questioned? What does he or she assume is true? *often unstated.

ImplicationsIf we take the author seriously, the implications are…

If we fail to take the author seriously, the implications are…

POV What is the author looking at, and how is he/she seeing it?

PurposeWhat is the author’s purpose for writing/creating this text? What is the author trying to accomplish?

Rhetorically Accurate Verb Chart

Author is neutral

Author implies or suggests

Author argues claims

Author is uneasy or disagrees

Author agrees

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comments, describes, explains, illustrates, notes, observes, points out, records, relates, reports, says, sees, thinks, writes

analyzes, asks, assesses, concludes, finds, predicts, proposes, reveals, shows, speculates, suggests, supposes

contends, defends, disagrees, holds, insists, maintains

disparages, belittles, bemoans, complains, condemns, deplores, deprecates, derides, laments, warns

admits, agrees, concedes, concurs, grants

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Purpose CategoriesPurpose statement template:

The purpose of the text is to ________________________in order to _______________ the audience to _________________________.

Example

The purpose of the text is to explore the effects of difficult economic times on Americans’ perceptions of the American Dream in order to suggest to the reader that the dream represents abstract values rather than materialistic goals.

Para=PersuasiveIf the text addresses the issue in a more crisis-driven manner—arguing that the reader must abandon his or her perspective on the issue and adopt the author’s position—then the purpose of the text may be persuasive in nature. Persuasive texts have a greater sense of urgency, often demanding that the author’s position is the only valid position, and/or urging the reader to take some sort of action.

M=MeditateIf the text primarily reflects carefully and thoughtfully about a topic at length, then the initial purpose may be to meditate on an issue in order to arrive at a deeper and fuller personal understanding of the topic.

E=ExploreIf the text investigates many different sides of the topic, then the author’s initial purpose may be to explore the complexities of a situation or possible solutions to a problem in order to broaden the discussion surrounding an issue or arrive at some sort of a conclusion about the topic.

D=DecideIf the text proposes then accepts or rejects possible courses of actions, then the initial purpose of the text may be to arrive at some sort of a decision about an issue in order to propel an action.

I=InformIf the text focuses primarily on presenting information about a topic, perhaps by characterizing what is or is not valid about the topic, then the initial purpose of the text may be to inform the reader in order to clear up any misunderstandings or avert any negative action.

C=ConvinceIf the text focuses primarily on advancing the author’s position on a topic or issue, then the initial purpose of the text may be to convince the reader that the author’s perspective is valid in order to encourage the reader to broaden his or her own perspective on the issue .

Categories are drawn from Lunsford, Ruszkiewicz, and Walters’ Everything’s an Argument.

-strategy created by Susan L. Henson

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Rhetorical PrecisThe rhetorical précis form is a highly structured four-sentence paragraph that records the essential rhetorical elements of a unit of spoken or written discourse, including the name of the speaker/writer, the context of the delivery, the major assertion, the mode of development and/or support, the stated and/or apparent purpose, and the relationship established between the speaker/writer and the audience.

The Form

Name of author; category and title or work; date in parentheses; a rhetorically accurate verb (see verb table); and a that clause containing the major assertion (thesis statement or “promise” sentence) of the work.

An explanation of how the author develops and/or supports the thesis, usually in chronological order.

A statement of the author’s apparent purpose, followed by an “in order to” phrase. A description of intended audience and/or the relationship the author establishes

with the audience.

The purpose of the précis is to give as much information about the written work as possible in four sentences. The precis answers the basic who, what, where, when, how, why, and to whom about the rhetorical situation of the discourse.

EXAMPLEIn her The New York Times article “What Happens to the American Dream in a

Recession?” (2009), Katharine Q. Seelye reports that Americans still believe strongly in the concept, but they have redefined it more as regarding freedom and opportunity than material success. She cites statistical evidence concerning the percent of Americans who still believe in the idea, offers an expert’s analysis of the changing American Dream, describes the increase in percentage of Americans who attach it to abstract values, gives the expert’s view on the enduring belief in possibilities held by Americans, and concludes with quoting the man who coined the term “American Dream.” Seelye explores the effects of difficult economic times on the American Dream in order to support the notion that it represents abstract values. Given its relevance to all Americans, Seelye intends to address those residing in the United States via an informal relationship.

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Modes of Development

1. Example or Exemplification (generalization) – generalization supported by examples

A. Florida has several unique attractions.B. My friend has irritating habits.

2. Cause/Effect – topic was caused by...or topic resulted in...A. A series of events undermined President Clinton’s reputation. B. Watching cartoons has a negative effect on children.

3. Process Analysis – instructions to accomplish somethingA. Building a campfire requires three basic steps. B. Baking a cake from scratch is a complex process.

4. Definition – topic is... or topic belongs to a class.A. Newt Gingrich, a senator, is a conservative. B. Good manners is the art of making people feel at ease.

5. Compare/contrast – One item or topic compared (similarities) or contrasted (differences)to another.

A. Life is often likened to a voyage.B. Ice skating differs from roller skating.

6. Classification – Topic is broken into distinct categories.A. The United States government has three major branches.B. The flags used during a NACAR race convey different messages.

7. Analysis – Topic = constituent parts.A. Tourism and agriculture are both essential elements of Florida’s economy.B. The president’s four recommendations might be effective for lowering taxes.

8. Persuasion or argument – Topic is defended or recommended.A. College tuition should be waived for those who maintain a 4.0 average. B. There should be a national law against texting while driving.

9. Description (spatial sequence) – Objective or subjective description (person, place, thing)

A. The Indian River has a special beauty. B. My room is a special place.

10. Narration – Writer relates a story or anecdote.A. I will never forget my first day of college.B. Getting my driver’s license was a frustrating experience.

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Logic Terms

Context – occasion or the time and place it was written or spoken

Purpose – goal the speaker/writer wants to achieve

Bias – prejudice or predisposition toward one side of a subject or issue

Thesis – The central idea in a work to which all parts of the work refer.

Claim – An assertion, usually supported by evidence.

Assertion – An emphatic statement; declaration. .An assertion supported by evidence becomes an argument.

Tone – the speaker’s attitude toward a subject or audience.

Assumption – a belief or statement taken for granted without proof.

Counterargument – a challenge to a position; an opposing argument.

Concession-A reluctant acknowledgement or yielding.

Refute- To discredit an argument, particularly a counterargument.

Qualifies- to limit the prompt to certain instances. Tells where the speaker is correct and in what instances the speaker is incorrect.

Waffles- vacillate, flip-flop, change, equivocate

InductionArguments typically start with inductive reasoning. This is the basic process that all people use to make sense of the world. For example, a small child tastes several cookies from a jar and discovers that they are sweet. The child then induces that all of the cookies in the jar are sweet based on one or two samples. Thus, induction is the process of moving from direct observation about several members of a group (cookie A and cookie B) to drawing a conclusion about all members of the group (all cookies in the jar).

The process of drawing a conclusion or making a generalization is called the inductive leap. This type of logic is not without flaws for it often leads to prejudices and stereotypes. If, for example, a child’s first encounter with a dog is frightening, then he or she may include that all dogs are aggressive when that is obviously not the case. Since a person cannot know all members of a particular class or group, the inductive leap may not always be true.

It is important to understand that induction is more than just simple observations such as “Tom is an AP student and wears tennis shoes. Sherrie is an AP student and wears tennis shoes. John is an AP student and wears tennis shoes.” Induction requires that the observer draw a conclusion such as “All AP students wear tennis shoes;” in this case, the statement is a poor induction that would not hold up under additional observation.

DeductionThe generalizations or conclusions formed through induction often become the starting point for a deductive argument. Deductive logic stated formally is a three-step process known as a syllogism. Syllogisms come in two main forms: the categorical syllogism and

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the hypothetical syllogism.

The Categorical SyllogismA categorical syllogism is made up of three parts: A major premise that states a generalization, a minor premise that states a particular case, and a conclusion that follows from these two statements.

Major premise: All men are mortal.Minor premise: Socrates is a man.Conclusion: Therefore, Socrates is mortal.

Unlike inductive logic, which focuses on the known, deductive logic applies a generalization to a particular case that is not known. Thus, deduction is the process of generating new knowledge not based on direct observation. The basic assumption is that whatever is true of a particular class is also true of each of its members.

A syllogism can be stated as follows:

(All) A’s are B’s

C is an A

Therefore, C is also B

In the above example, two positive premises yield a positive conclusion; however, if one of the premises is negative, the conclusion will be negative:

Major premise: No A’s are B.

Minor premise: C is an A

Conclusion: Therefore, C is not a B

Hypothetical SyllogismThe hypothetical syllogism is closely related to the topic of cause and effect. It is the formal statement of sequential events that follow one another, characterized primarily by the words if, then, or provided that. The antecedent identifies the cause and states the effect that will follow from the cause; the consequent simply affirms or denies that the antecedent exists.

For example: If school teachers are not adequately paid, then teachers will leave the profession. Teachers are not adequately paid; therefore, they will leave the profession.

The necessary condition, the antecedent, is the “if” clause and comes before the consequent, the “then” clause.

The minor premise either affirms the antecedent or denies the consequent.

Major premise: If school teachers are not adequately paid, then they will leave the profession.

Minor premise: School teachers are adequately paid.Conclusion: Therefore they will not leave the profession.

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Applying Syllogistic ReasoningIdeally, any persuasive piece will contain logical appeal although it is rarely formally stated in the form of a syllogism. Restating an argument in the form of a syllogism is a useful way to demonstrate errors in arguments. Consider the following example:

“No matter,” said Mr. O’Connell, “under what specious term it may disguise itself, slavery is still hideous. It has a natural, an inevitable tendency to brutalize every noble faculty of man. An American sailor, who was cast away on the shore of Africa, where he was kept in slavery for three years was, at the expiration of that period, found to be imbruted and stultified-he had lost all reasoning power; and having forgotten his native language, could only utter some savage gibberish between Arabic and English, which nobody could understand, and which he himself found difficulty in pronouncing. So much for the humanizing influence of the domestic institution! Admitting this to have been an extraordinary case of mental deterioration, it proves at least that the white slave can sink as low in the scale of humanity as the black one.

--preface from Narrative of the Life of Frederick Douglass

The argument may be formally stated inductively or deductively:Inductive: An American sailor was reduced to brutishness when in slavery. Africans are reduced to brutishness when in slavery. Therefore, men can be reduced to brutishness when in slavery.

DeductiveMajor premise: Slavery will reduce all men to brutesMinor premise: American sailor is enslavedConclusion: American sailor will be reduced to a brute

Generalizations must be used with caution. Human behavior rarely lends itself to exclusive statements. Words such as all/none, everybody/nobody, and always/never usually lessen the strength of a conclusion. Note that the major premise above states an absolute that could be argued against. Perhaps the audience knows of a particular slave who has not been reduced to brutishness. If so, the audience will reject the speaker’s argument outright.

Using absolute words allows for NO exceptions. If the writer knows of a single exception or thinks that there might be one, he should allow for that exception in the words he chooses. The statement “slavery will reduce all men to brutes” could be better stated as “slavery will reduce most men to brutes.”

Formal Logic in an Essay: The Classical StructureThe introduction captures your audience’s attention and urges them to consider your case.

The statement of background narrates the key facts and/or events leading up to your case.

The proposition states the position you are taking, based on the information you’ve already presented, and sets up the structure of the rest of your argument.

The proof discusses your reasons for your position and provides evidence to support each reason.

The refutation anticipates opposing viewpoints then demonstrates why your approach is

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the only acceptable one (i.e. better than your opponents’).

The conclusion summarizes your most important points and can include appeals to feelings or values (pathos).

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Developing Body Paragraphs: Toulmin ModelAnother approach to understanding logic is through the Toulmin Model, a type of informal logic. This model recognizes the most situations require us to qualify our thoughts (use words such as sometimes, mostly, usually, etc.), so it is not as airtight as formal reasoning, but it is more practical.

The model consists of these basic elements:

Claim the argument you wish to prove

Qualifiers any limits you place on your claim

Reason(s) support for your claim

Warrants underlying assumptions that support your claim

Backing evidence for warrant

Toulmin one-sentence outline:

My claim is true, to a qualified degree, because of the following reasons, which make sense if you consider the warrant, back by these additional reasons.

My claim that _______________ is _________ly true because ___________ and __________, which make sense if you consider ________________, backed by these additional reasons: ________ and ______________.

ClaimA claim answers the question So what’s your point? or Where do you stand on that?

Vegetarianism is (usually) the best choice of diet.

Notice that the author’s position has been qualified since exceptions to this argument can certainly be found. Most informal arguments require qualifiers (few, rarely, often, perhaps, usually, sometimes, most, typically, some, generally.

Reason(s)You can begin developing a claim by drawing up a list of reasons to support it or finding evidence that backs up the point.Vegetarianism is (usually) the best choice of diet because it reduces fat and increases fiber.Note: Claims and reasons can appear in any order.

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WarrantFor an argument to be strong, there must be a connection between the reason(s) and the claim. This connection is called the warrant. It answers the question How exactly do I get from the reason/evidence to the claim?

Vegetarianism is (usually) the best choice of diet because it reduces fat and increases fiber, and reducing fat and increasing fiber leads to better health.

Reason(s) So Claim

Since Warrant

Warrants can be based on the following:

ethos: source credibility, authority logos: reason-giving, induction, deduction pathos: emotional or motivational appeals shared values: free speech, right to know, fairness, etc.

BackingThe Toulmin triad is the outline of an argument; to develop the argument, the author must offer backing, evidence used to support the warrant(s). This evidence can take many forms.

Argument in brief:NASA should launch a human expedition to Mars because Americans now need a unifying national goal.

The American people are politically divided along lines of race, ethnicity, religion, gender and class (fact as evidence).

A common challenge or problem often unites people to accomplish great things (emotion appeal as evidence).

A success Mars mission would require the cooperation of the entire nation—and generate tens of thousands of jobs (logical appeal as evidence).

A human expedition to Mars would be a valuable scientific project for the nation to pursue (appeal to values as evidence).

(Source: Everything’s an Argument by Andrea A. Lunsford, John J. Ruszkiewicz, and Keith Walters)

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AP English Language Multiple Choice Question StemsQuestions about Rhetorical devices1. The shift in point of view has the effect of … 2. The syntax of lines _____ to _____ serves to … 3. The author’s reference/allusion to “___” serves primarily to … 4. The second sentence is unified by metaphorical references to5. As lines _____ and _____ are constructed, "_____" is parallel to which of the following? 6. The antecedent for "_____" is … 7. The diction in the piece is best described as… 8. The syntax in the piece is best described as … 9. In paragraph __ the author employs which of the following rhetorical strategies … 10. One prominent stylistic characteristic of the piece is the use of… 11. The primary rhetorical function of lines--- “____” is to … 12. In the sentence “___” the speaker employs all of the following EXCEPT…

Questions about the Author's Meaning and Purpose 13. Which of the following best identifies the meaning of "_____"? 14. Which of the following best describes the author's purpose in the last sentence? 15. The author’s primary purpose is to… 16. The primary audience of the piece could be described as… 17. The authors uses (this certain image) for the purpose of… 18. The author emphasizes "_____" in order to … 19. The reason for the shift in tone in paragraph __ is due to … 20. The sympathy (or other word) referred to in line _____ is called "adjective" because it … 21. What is the function of _____ ? 22. The phrase, “__” functions primarily as …

Questions about the Main Idea 23. The theme of the second paragraph is … 24. The speaker's attitude is best described as one of … 25. The tone of the piece (or parts of it) is one of… 26. In context, the sentence "_____" is best interpreted as which of the following? 27. The atmosphere is one of … 28. Which of the following would the author be LEAST likely to encourage? 29. Which of the following best summarizes the main topic of the passage … 30. In the piece, the author makes all of the following assumptions about his/her readers EXCEPT…

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Questions about Organization and Structure

31. The quotation "_____" signals a shift from … 32. The tone of the passage shifts from one of___ to one of ___. 33. The speaker's mention of "_____" is appropriate to the development of her argument by … 34. The type of argument employed by the author is most similar to which of the following? 35. The author uses a pattern of organization best described as … 36. The relationship between _____ and _____ is explained primarily by the use of which of the following? 37. Which of the following best describes the function of the ____ paragraph in relation to the paragraphs that precede it …

Questions about Rhetorical Modes

38. The pattern of exposition exemplified in the passage can best be described as … 39. The author's use of description is appropriate because … 40. Which of the following best describes the author's method? 41. Because the author uses expository format, he is able to … 42. The speaker's rhetorical strategy is to … 43. The author contrasts ___ and ___ in order to …

Diction VocabularyHigh/Formal Diction- contains language that creates an elevated tone, free of slang,

idioms, colloquialisms, and contractions. Often has polysyllabic words, sophisticated syntax, and elegant word choice. (Dickens, Hawthorne)

Neutral Diction - standard languge and vocabulary w/o elaborate words and may include contractions. (Hemingway)

Informal/Low Diction - language of everyday use. Relaxed and conversational. Common and simple words, idioms, slang, jargon, contractions.

Slang - recently coined words often used in informal situations. They come and go quickly, passing in and out of usage within months or years. (Bling)

Colloquial expressions - nonstandard, often regional, ways of using language appropriate to informal or conversational speech and writing. (y'all)

Jargon - words and expressions characteristic of a particular trade, profession, or pursuit.

Dialect - nonstandard subgroup of a language with its own vocabulary and grammatical features. Often used by writers to reveal economic or social class. (Twain - Huck Finn)

Concrete Diction- specific words that describe physical qualities or conditions.

Abstract Diction- language that denotes ideas, emotions, conditions, or concepts that are intangible. (Heart of Darkness - impenetrable, incredible, inscrutable, inconceivable, unfathomable)

Denotation - the exact, literal definition of any word, independent of any emotional association or secondary meaning.

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Connotation - the implicit meaning of the word, with suggestions, associations, emotional overtones.

Syntax AnalysisExamine the syntax chart below for patterns:

# First four words… Verb(s) Type Phrases # words

1 Freedom now appeared to appeared inversion appeared/to disappear

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2 It was heard in was parallelism heard in every sound/seen in every thing

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3 It was ever present was parallelism, anaphora ever present 13

4 I saw nothing, without saw parallelism, repetition saw nothingheard nothingfelt nothing

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Sentences are from The Narrative of the Life and Times of Frederick Douglass, An American Slave

AnalysisIn this section, Douglass manipulates his syntax to emphasize the overwhelming despair he feels at this point in his captivity. He repeats “freedom/it” at the beginning of the first three sentences to support his claim that “freedom appeared everywhere” and then reinforces this idea by repeating forms of the word “every” in sentences two and three. He then contrasts the parallel phrases such as “seen in everything” in these sentences with “saw nothing” and “heard nothing” in the fourth sentence to illustrate how he has now become “captured” by the desire for freedom. For Douglass, the idea of living as a free man has become a mental anguish even greater than the physical pain of his captivity.

Rhetorical descriptions of a sentence.

Loose / cumulative - makes sense if brought to a close before the actual ending. Example: "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."

Balanced - the phrases or clauses balance each other by virtue of their likeness of structure, meaning, or length. Example: "He maketh me to lie down in green pastures; he leadeth me beside the still waters."

Periodic - makes sense fully only when the end of the sentence is reached. Example: That morning, after a turbulent flight and some exciting experiences, we readched Edmonton.

Natural Order: involves constructing a sentence so the subject comes before the predicate. Ex: Oranges grow in California.

Inverted Order - ( inversion) involves constructing a sentence so the predicate comes before the subject. Used to create emphasis or rhythmic effect. Ex: In California grow the oranges.

Juxtaposition: normally unassociated ideas, words, or phrases are placed next to one another for contrast. Often creates an effect of surprise and wit.

Parallel Structure: a grammatical or structure similarity between sentences or parts of a sentence. It involves an arrangement of words, phrases, sentences, and paragraphs so that elements of equal importance are equally developed and similarly phrased. Ex: He loved swimming, running, and playing tennis.

Repetition: words, sounds, and ideas are used more than once to enhance rhythm and to create emphasis.

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Rhetorical question: a question that requires no answer. Used to draw attention to a point and is generally stronger than a direct statement.

Rhetorical fragment: sentence fragment used deliberately for a persuasive purpose or to create a desired effect.

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The Synthesis EssayThe Synthesis Essay: Taking an Educated PositionThe synthesis question provides students with a number of relatively brief sources on a topic or an issue -- texts of no longer than one page, plus at least one source that is a graphic, a visual, a picture, or a cartoon. The prompt calls upon students to write a composition that develops a position on the issue and that synthesizes and incorporates perspectives from at least three of the provided sources. Students may, of course, draw upon whatever they know about the issue as well, but they must make use of at least three of the provided sources to earn an upper-half score.

What moves should a writer make to accomplish this task? Essentially, there are six: read, analyze, generalize, converse, finesse, and argue.

Read Closely and AnalyzeFirst, the writer must read the sources carefully. There will be an extra 15 minutes of time allotted to the free-response section to do so. The student will be permitted to read and write on the cover sheet to the synthesis question, which will contain some introductory material, the prompt itself, and a list of the sources. The students will also be permitted to read and annotate the sources themselves. The student will not be permitted to open his or her test booklet and actually begin writing the composition until after the 15 minutes has elapsed.

Second, the writer must analyze the argument each source is making. What claim is the source making about the issue? What data or evidence does the source offer in support of that claim? What are the assumptions or beliefs (explicit or unspoken) that warrant using this evidence or data to support the claim? Note that students will need to learn how to perform such analyses of non-textual sources: graphs, charts, pictures, cartoons, and so on.

After Analysis: Finding and Establishing a PositionThird, the writer needs to generalize about his or her own potential stands on the issue. The writer should ask, "What are two or three (or more) possible positions on this issue that I could take? Which of those positions do I really want to take? Why?" It's vital at this point for the writer to keep an open mind. A stronger, more mature, more persuasive essay will result if the writer resists the temptation to oversimplify the issue, to hone in immediately on an obvious thesis. All of the synthesis essay prompts will be based on issues that invite careful, critical thinking. The best student responses will be those in which the thesis and development suggest clearly that the writer has given some thought to the nuances, the complexities of the assigned topic.

Fourth -- and this is the most challenging move -- the writer needs to converse about the topic by presenting each of his or her best positions on the issue to each of the authors of the provided sources. Role-playing the author or creator of each source, the student needs to create an imaginary conversation between himself or herself and the author/creator of the source. Would the author/creator agree with the writer's position? Why? Disagree? Why? Want to qualify it in some way? Why and how?

Fifth, on the basis of this imagined conversation, the student needs to finesse, to refine, the point that he or she would like to make about the issue so that it can serve as a central

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proposition, a thesis -- as complicated and robust as the topic demands -- for his or her composition. This proposition or thesis should probably appear relatively quickly in the composition, after a sentence or two that contextualizes the topic or issue for the reader.

Sixth, the student needs to argue his or her position. The writer must develop the case for the position by incorporating within his or her own thinking the conversations he or she has had with the authors/creators of the primary sources. The student should feel free to say things like, "Source A takes a position similar to mine," or "Source C would oppose my position, but here's why I still maintain its validity," or "Source E offers a slightly different perspective, one that I would alter a bit."

A Skill for CollegeIn short, on the synthesis question the successful writer is going to be able to show readers how he or she has thought through the topic at hand by considering the sources critically and creating a composition that draws conversations with the sources into his or her own thinking. It is a task that the college-bound student should willingly take up.

(from the Advanced Place Language and Composition page of The College Board Website)

Dialogue Templates for Class DiscussionsRule #1: Frame your comments as a response to something that has already been said.

AgreementI really liked the point that X made earlier when he said... I agree because…

DisagreementI understand your point X that ….Still, ….

RedirectSo far we have been talking about…But, isn’t the real issue here…?

Rule #2: Limit yourself to one point and one point only.

Rule #3: Use metacommentary to highlight key points.

In other words, what I’m trying to get at here is…

My point, though, is not … but ….

This distinction is important for several reasons…

(templates adapted from Graff and Birkinstein’s They Say/I Say: The Moves that Matter in Academic Writing)

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Dialogue Templates for Written Responses Basic paragraph level

“They Say”The general argument made by author X in her/his work ____(title)_______ is that _____. More specifically, X argues that _______________. She/he writes, “________.” In this passage, X is suggesting that _____________. In conclusion, X’s belief is that ________.

“I Say”In my view, X is wrong/right/partially right because ____________. More specifically, I believe that _____________. For example, ________________. Although X might object that _______________, I maintain that ______________________. Therefore, I conclude that ______________.

(from Gerald Graff, Clueless in Academe)

Sentence Templates for Introductions

Introducing standard views

Americans today tend to believe that…

Most people assume that…

Conventional wisdom has it that…

Comment sense seems to dictate that..

Introducing your views

I’ve always believed that…

When I was a child, I used to think that…

At the same time I believe…, I also believe…

Introducing an ongoing debate

In discussions of X, one controversial issue has been___.

On the one hand, X argues _____. On the other hand, Y contends _____. Others

even maintain ______.

My own view is __________.

(all templates adapted from Graff and Birkinstein’s They Say/I Say: The Moves that Matter in Academic Writing)

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Sentence Templates for Body ParagraphsDisagreeing-with reasons

I think X is wrong because she overlooks…

X’s claim that…rests upon the questionable assumption that…

I disagree with X’s view that…because, as recent research as shown, …

By focusing on…, X overlooks the deeper problem of…

Agreeing with a difference

I agree that…because my experience…confirms it.

X is surely right that…, because, as she might not be aware, recent studies have proven

that…

I agree that…, a point that needs emphasizing, since so many people

believe that…

If group X is right, as I believe they are, then we need to reassess the

popular assumption that…

Agreeing and disagreeing simultaneously

Although I agree with X up to a point, I cannot accept his overall conclusion

that..

Although I disagree with much that X says, I fully endorse his final conclusion that…

X is right that…, but she seems on more dubious ground when she claims

that…

Making concessions while still standing your ground

Although I grant that…, I still maintain that…

Proponents of X are right to argue that…But they exaggerate the situation when they

claim that…

While it is true that…, it does not necessarily follow that…

Sentence Templates for Conclusions ParagraphsAddressing the “so what?” question

X matters/is important because…

Ultimately, what is at stake here is …

Although X may seem of concern to only a small group of …, it should in fact concern

anyone who cares about…

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TONE CHARTPOSITIVE NEGATIVEPositive awe--solemn wonder

compassionate--kind, humane, sympatheticcomic--amusing, funnycontemplative--studying, thinking, reflecting on an issueecstatic--joyful, rapturousearnest--intense, a sincere state of minderudite--learned, polished, scholarlyfanciful--using the imaginationimpassioned--fiery, ardentjovial--happylyrical-expressing a poet’s inner feelings; emotional; full of images; song-likeoptimistic--hopeful, cheerfulquizzical--odd, eccentric, amusingreverent--treating a subject with honor and respectreflective--illustrating innermost thoughts and emotionsrighteous--acting in a just, upright mannersincere--without deceit or pretense; genuinesanguine--optimistic, cheerful

whimsical--odd, strange, fantastic; fun

Otherabsurd--so unreasonable as to be ridiculousfrustrated--disappointed, defeatedhyperbolic--purposely exaggeratedimploring--begging, earnestly askingjaded--tired, worn out; dulled or satiatedmalicious--purposely hurtfulobsequious--polite and obedient in order to gain something

Neutraldidactic--author attempts to educate or instruct the readercontemplative--thoughtfulconventional--lacking spontaneity, originality, and individualityforthright--directly frank without hesitationincredulous--showing doubt or disbeliefinformative--giving information, instructive intimate--very familiarmatter-of-fact--accepting of conditions; not fanciful or emotionalmodest--shy or reserved objective--an unbiased view-able to leave personal judgments asidephilosophical--reflective, rational, given to thoughtresigned--quiet, docile, unresisting, subservientunassuming--not forward, modest

Angeraccusatory--charging of wrong doingbelligerent--warlike, ready to fight or quarrelbitter--exhibiting strong animosity as a result of pain or griefcholeric--hot-tempered, easily angeredincendiary/incensed--extremely angryindignant--marked by anger; aroused by injusticesulking--resentful, petulant

Contemptarrogant--full of pride, haughtycallous--unfeeling, insensitive to feelings of otherscondescending--patronizing, disdainful, superiorcritical--finding faultcontemptuous--showing or feeling that something is worthless or lacks respectdisapproving--dislike, deplore, criticizedisdainful--scornfulhaughty--proud and vain to the point of arroganceself-righteous--regarding oneself as being morally superior to others; smug

Ridicule/Sarcasmcaustic--intense use of sarcasm; stinging, bitingcynical--questions the basic sincerity and goodness of peoplederisive--ridiculing, mockingdisparaging--belittling, discreditingjudgmental--authoritative and often having critical opinionsmocking--treating with contempt or ridiculepatronizing--air of condescensionridiculing--slightly contemptuous banter; making fun ofsarcastic--sneering, causticsardonic--scornfully and bitterly sarcasticsatiric--ridiculing to show weakness in order to make a point, teachSadnessdistressed- painful, miserablegloomy-darkness, sadness, rejectionmorose-gloomy, sullen, surly, despondentpensive- reflective, often in a melancholy waypessimistic-seeing the worst side of things; no hoperibald-offensive in speech or gesturesolemn-deeply earnest, tending toward sad reflectiontragic--disastrous, fatalapathetic--indifferent due to lack of energy or concern

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Tone Quiz #1 Tone Quiz #2 Tone Quiz #3awe--solemn wondercompassionate--kind, humane, sympathetic comic--amusing, funnycontemplative--studying, thinking, reflecting on an issueecstatic--joyful, rapturoussanguine--optimistic, cheerfulwhimsical--odd, strange, fantastic; fun

accusatory—charging of wrong doingbelligerent—warlike, ready tofight or quarrel

arrogant--full of pride, haughtycritical--finding faultcondescending--patronizing, disdainful, superior

caustic--intense use of sarcasm, stinging, bitingcynical--questions the basic sincerity and goodness of peoplederisive--ridiculing, mockingsatiric--ridiculing to show weakness in order to make a point, teach

distressed--painful, miserablegloomy--darkness, sadness, rejectionpensive--reflective, often in a melancholy way

absurd--so unreasonable as to be ridiculousfrustrated--disappointed, defeated

didactic--author attempts to educate or instruct the readercontemplative--thoughtfulconventional--lacking spontaneity, originality, and individualityobjective--an unbiased view-able to leave personal judgments asidephilosophical--reflective, rational, given to thought

earnest--intense, a sincere state of minderudite--learned, polished, scholarlyfanciful--using the imaginationimpassioned--fiery, ardentjovial—happyoptimistic--hopeful, cheerfulrighteous--acting in a just, upright mannersincere--without deceit or pretense; genuine

bitter--exhibiting strong animosity as a result of pain or griefcholeric--hot-tempered, easily angered

callous--unfeeling, insensitive to feelings of otherscontemptuous--showing or feeling that something is worthless or lacks respectdisapproving--dislike, deplore, criticize

disparaging--belittling, discreditingjudgmental--authoritative and often having critical opinionsmocking--treating with contempt or ridiculepatronizing--air of condescensionsarcastic--sneering, caustic

morose--gloomy, sullen, surly, despondentpessimistic--seeing the worst side of things; no hoperibald--offensive in speech or gesture

hyperbolic--purposely exaggeratedimploring--begging, earnestly askingjaded--tired, worn out; dulled or satiatedmalicious--purposely hurtful

lyrical-expressing a poet’s inner feelings; emotional; full of imagesquizzical--odd, eccentric, amusingreverent--treating a subject with honor and respectreflective--illustrating innermost thoughts and emotions

incendiary/incensed--extremely angryindignant--marked by anger; aroused by injusticesulking--resentful, petulant

disdainful--scornfulhaughty--proud and vain to the point of arroganceself-righteous--regarding oneself as being morally superior to others

ridiculing--slightly contemptuous banter; making fun ofsardonic--scornfully and bitterly sarcastic

solemn-deeply earnest, tending toward sad reflectiontragic--disastrous, fatalapathetic--indifferent due to lack of energy or concern

forthright--directly frank without hesitationincredulous--showing doubt or disbeliefinformative--giving information, instructive intimate--very familiarmatter-of-fact--accepting of conditions; not fanciful or emotionalmodest--shy or reserved resigned--quiet, docile, unresisting, subservientunassuming--not forward, modestobsequious--polite and obedient in order to gain something

MLA Citation HandbookBasic FormatThe author’s name or a book with a single author's name appears in last name, first name format. The basic form for a book citation is:

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Last name, First name. Title of Book. Publisher, Publication Date.

Book with One AuthorLast Name, First Name. Title of Book. Publisher, Publication Date.

Henley, Patricia. The Hummingbird House. MacMurray, 1999.

AnthologyLast name, First name. "Title of Essay." Title of Collection, edited by Editor's Name(s), Publisher, Year,

Page range of entry.

Harris, Muriel. "Talk to Me: Engaging Reluctant Writers." A Tutor's Guide: Helping Writers One to

One, edited by Ben Rafoth, Heinemann, 2000, pp. 24-34.

An Article in a Scholarly JournalAuthor(s). "Title of Article." Title of Journal, Volume, Issue, Year, pages.

Bagchi, Alaknanda. "Conflicting Nationalisms: The Voice of the Subaltern in Mahasweta Devi's Bashai

Tudu." Tulsa Studies in Women's Literature, vol. 15, no. 1, 1996, pp. 41-50.

Citing an Entire Web Site

It is a good idea to list your date of access because web postings are often updated, and information available on one date may no longer be available later. When using the URL, be sure to include the complete address for the site except for the https://.

Editor, author, or compiler name (if available). Name of Site. Version number, Name of institution/organization affiliated with the site (sponsor or publisher), date of resource creation (if available), URL, DOI or permalink. Date of access (if applicable).

The Purdue OWL Family of Sites. The Writing Lab and OWL at Purdue and Purdue U, 2008,

owl.english.purdue.edu/owl. Accessed 23 Apr. 2008.

Schemes of Words and Schemes of Construction (Balance, Unusual or Inverted Word Order, Omission, Repetition)

Schemes are the rhetorical forms of sentences.

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Alliteration repetition of initial or medial consonants in two or more adjacent words -

“A sable, silent, solemn forest stood.” (James Thomson)Anadiplosis repetition of the last word of one clause at the beginning of the

following clause – “The crime was common, common be the pain.”

(Alexander Pope)Anaphora repetition of the same word or group of words at the beginnings of

successive clauses - “We shall fight on the beaches, we shall fight on the landing-grounds, we shall fight in the fields and in the streets, we shall fight in the hills.”(Winston Churchill)

Anastrophe inversion of the natural or usual word order – “I got, so far as the immediate moment was concerned, away.” (Henry James)“The emotional isolation, the preoccupation with God and

themselves, thestruggles for freedom, which seem to have possessed many of my

friends at the same age, I knew almost nothing of.” (CP Snow)

Antimetabole repetition of words, in successive clauses, in reverse grammatical order –

“One should eat to live, not live to eat.” (Moliere)“Mankind must put an end to war – or war will put an end to

mankind.” (J.F.K.)Antithesis juxtaposition of contrasting ideas, often in parallel structure –

“Thoughstudious, he was popular; though argumentative, he was modest;

though inflexible, he was candid; and though metaphysical, yet orthodox.”

(Dr. SamuelJohnson)

Apposition placing side by side two co-ordinate elements, the second of which serves

as an explanation or modification of the first – “So we would have gone

together, the Orthodox and I.” (George Steiner)“Men of this kind – soldiers of fortune, pool-hall habitues, gigolos, Beachcombers – expend their talents on trivialities.” (Student

paper)Assonance repetition of similar vowel sounds, preceded and followed by

differentConsonants, in the stressed syllables of adjacent words – “ the dregs of their dull race, who flow /Through public scorn – mud from a muddy spring –“ (Shelley)“Whales in the wake like capes and Alps” (Dylan Thomas)

Asyndeton deliberate omission of conjunctions between a series of related clauses –

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“They may have it well-doing, they may have it in learning, they may have it

even in criticism.” (Matthew Arnold)“I came, I saw, I conquered.”

Chiasmus “the criss-cross” – reversal of grammatical structures in successivephrases or clauses – “By day, the frolic, and the dance by night.”

(Samuel Johnson)“His time a moment, and a point his space.” (Alexander Pope)

Climax arrangement of words, phrases, or clauses in an order of increasingimportance - “Let a man acknowledge obligations for his family, his

country,and his God.” (Student paper)“I think we’ve reached a point of great decision, not just for our

nation, not onlyfor all humanity, but for life upon the earth.” (George Wald)

Ellipsis deliberate omission of a word or of words which are readily implied by

the context – “As with religion, so with education. In colonial New England,

education was broad-based, but nevertheless elitist; and in its basic assumptions,

intellectualist.” (David Marquand)“Rape is the sexual sin of the mob, adultery of the bourgeoisie, and

incest ofthe aristocracy.” (John Updike)

Epanalepsis repetition at the end of a clause of the word that occurred at the beginning

of the clause – “Blood hath brought blood, and blows have answered blows: /

Strength match’d with strength, and power confronted power.” (Shakespeare)

“Possessing what we were still unpossessed by, / Possessed by what we now no

more possessed.” (Robert Frost)Epistrophe repetition of the same word or group of words at the ends of

successiveclauses – “Shylock: I’ll have my bond! Speak not against my

bond! / I havesworn an oath that I will have my bond!” (Shakespeare)“As long as the white man sent you to Korea, you bled. He sent

you to

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Germany, you bled. He sent you to the South Pacific to fight the Japanese, you

bled.” (Malcolm X) Hyperbaton unusual or inverted word order -“One ad does not a survey make.”

(Caption from ad for Peugeot automobiles)“Backward run the sentences, till reels the mind.” (from a parody of the style of Time magazine)

Isocolon when parallel elements are similar not only in structure but in length (same number of words, even the same number of syllables)“His purpose was to impress the ignorant, to perplex the dubious, and to confound the scrupulous.”

Parallelism similarity of structure in a pair or series of related words, phrases, or

clauses - “ . . . for the support of this declaration, with a firm reliance on the

protection of Divine Protection, we mutually pledge to each other our Lives,

our Fortunes, and our sacred Honor.” (Thomas Jefferson)“I am a simple citizen who wants to live in peace and not be taxed

out of existence or poisoned out of oxygen or sonically boomed out of my

sanity andmy home by all the things you do to help me, to defend me, to

better provide mespeed, electricity, national prestige, and freedom from bugs.”

(“Talk of the Town,” The New Yorker, November 26, 1966)

Parenthesis insertion of some verbal unit in a position that interrupts the normal

syntactical flow of the sentence – “But wherein any man is bold – I am speaking

foolishly – I also am bold . . . Are they ministers of Christ? I – to speak as a fool

-- am more.” (St. Paul)“There is even, and it is the achievement of this book, a curious

sense of Happiness running through its paragraphs.” (Norman Mailer)

Polyptoton repetition of words derived from the same root – “The Greeks are strong,

and skilful to their strength, /Fierce to their skill, and to their fierceness valiant;”

(Shakespeare)

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“But alas . . . the gate is narrow, the threshold high, few are chosen because

Few choose to be chosen.” (Aldous Huxley)Polysyndeton the deliberate use of many conjunctions – “And God said, ‘Let the

earthbring forth living creatures according to their kinds: cattle and

creeping thingsand beasts of the earth according to their kinds.’ And it was so.

And God madethe beasts of the earth according to their kinds and the cattle

according to theirkinds and everything that creeps upon the ground according to its

kind. AndGod saw that it was good.” (Genesis, 1:24-25) -“I said, ‘Who killed him?’ and he said, ‘I don’t know who killed him but he’s dead all right.’ and it was dark and there was water standing in the street and no lights and windows broke and boats all up in the town and trees blown down and everything all blown and I got a skiff and went out and found my boat where I had her inside Mango Key and she was all right and only she was full of water.”(Ernest Hemingway)

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Tropes – Artful Diction Apostrophe - Turning one's speech from one audience to another. Most often, apostrophe

occurs when one addresses oneself to an abstraction, to an inanimate object, or to the absent. Used to begin a poem or make a dramatic break in thought. Antony addresses Caesar's corpse immediately following the assassination in Shakespeare's Julius Caesar: O, pardon me, thou bleeding piece of earth / That I am meek and gentle with these butchers! Thou art the ruins of the noblest man /That ever lived in the tide of times.—Shakespeare, Julius Caesar 3.1.254-25

Atanaclasis— word repeated with different meanings (wordplay).“Thou hast by moonlight at her window sung/ With feigning [soft or deceitful?] voice verses of feigning [longing?] love.” (Hamlet)

Hyperbole - “I've told you a million times not to exaggerate.”Irony - Speaking in a way as to imply the contrary of what one says, often for the

purpose of derision, mockery, or jest. Ex: When in Shakespeare's Much Ado About Nothing the constable Dogberry says "redemption" instead of "damnation" (itself a malapropism), the fact that he means precisely the opposite of what he so passionately exclaims makes this a comical use of irony: O villain! thou wilt be condemned into everlasting redemption for this.

Litotes - Deliberate understatement, especially when expressing a thought by denying its opposite. A means of expressing modesty (downplaying one's accomplishments) in order to gain the audience's favor (establishing ).Examples : It isn't very serious. I have this tiny little tumor on the brain. —J.D. Salinger, The Catcher in the Rye Running a marathon in under two hours is no small accomplishment.

Metaphor - A comparison made by referring to one thing as another. "No man is an island." John Donne

Metonymy - Reference to something or someone by naming one of its attributes. “The pen is mightier than the sword" "We await word from the crown" "I'm told he's gone so far as to give her a diamond ring."

Oxymoron - Placing two ordinarily opposing terms adjacent to one another. A compressed paradox. "...Yet from those flames/ No light, but rather darkness visible/ Served only to discover sights of woe." —Milton, Paradise Lost 1.62-64 "The Sounds of Silence"

Personification -References to abstractions or inanimate objects as though they had human qualities or abilities. "The insatiable hunger for imagination preys upon human life"—Samuel Johnson

Pun - A form of wit, no necessarily funny, involving a play on a word with two or more meanings. "Ask for me tomorrow, and you shall find me a grave man." Shakespeare, R&J

Rhetorical Question - Any question asked for a purpose other than to obtain the information the question asks. "Why me?" "Are you stupid?"

Simile - An explicit comparison involving like or as. "My love is like a red red rose." ~Robert Burns

Synechdoche - A whole is represented by naming one of its parts (genus named for species), or vice versa (species named for genus). "Listen, you've got to come take a look at my new set of wheels."

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Zeugma - A general term describing when one part of speech (most often the main verb, but sometimes a noun) governs two or more other parts of a sentence (often in a series).As Virgil guided Dante through Inferno, the Sibyl Aeneas Avernus. —Roger D. Scott Through zeugma, "guided" and "through" are inferred for Sibyl and Aeneas: "As Virgil guided Dante through Inferno, the Sibyl [guided] Aeneas [through] Avernus” “I ordered the shrimp; my mom, the chicken.”

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Academic VocabularyUnit 1 approbation assuagecoalition decadenceelicitexpostulatehackneyedhiatusinnuendointercedejadedluridmeritoriouspetulantprerogativeprovincialsimulatetranscendumbrageunctuous

Unit 2 ameliorateaplombbombasticcallowdrivelepitomeexhortex officioinfringeingratiateinterloperintrinsicinveighlassitudemillenniumoccult permeateprecipitatestringentsurmise

Unit 3: abominateacculturationadventitious ascribecircuitouscommiserateenjoinexpediteexpiatefermentinadvertentnominalnoncommittalpeculateproclivitysangfroidseditioustenuousvitriolicwheedle

Unit 4: affableaggrandizeamorphousauracontrabanderudite gossamerinferinscrutableinsularirrevocablepropensityquerulousremonstraterepudiateresilientreverberatescurrilousseduloussleazy

Unit 5amnestyautonomyaxiomaticblazoncaveatequitableextricatefilchfloutfractiouspreceptsalutaryscathingscourgesepulchralsoporificstraitlacedtransientunwieldyvapid

Unit 6anomalousaspersionbizarrebrusquecajolecastigatecontrivedemagoguedisabuseennuifetterheinousimmutableinsurgentmegalomaniasinecuresurreptitioustransgresstransmutevicarious

Unit 7austerebeneficentcadaverousconcoctcrassdebasedesecratedisconcertgrandioseinconsequentialinfractionmitigatepillagepratepunctiliousredoubtablereproverestitutionstalwartvulnerable

Unit 8acrimonious bovineconsternationcorpulentdisavowdispassionatedissensiondissipateexpurgategauntlethypotheticalignobleimpugnintemperateodiumperfidyrelegatesqueamishsubservientsusceptible

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Unit 9abateadulationanathemaastuteavariceculpabledilatoryegregiousequivocateevanescentirresolutenebulousnovicepenurypretentiousrecapitulateresuscitateslovenlysuppositiontorpid

Unit 10accrueannotationbedlamcovertdebonairdunefficaciousequanimityfortuitousgistgratuitousimperiousinvectivemotleymunificentprocrastinateprovocativereconditereprobatesedentary

Unit 11abstemiouscensurablecontingentcorroboratedenizendiscursive disseminatedowdyfloridfoistgaucheheresyinculcatepalpableperceptivepernicioussalientsatiatesearspecious

Unit 12absolvecaricatureclangorcontiguouscupiditydeleteriousenhanceenthrallextenuateimplicitincisiveostentatiousparagonparaphrasepoliticprosaicredundantsanctimoniousscintillatingwinsome

Unit 13abetaverblatantbroachbuttresscarousalcollateconnoisseurdisconsolateencumberfomentgrislyherculeanimpassiveinauspiciousincontrovertiblenonplussedopportuneprolificrejoinder

Unit 14amenableberatecarnagecredulouscriteriondepleteexpatiateextraneousinceptioninfirmityjejuneobduratepotpourriprecocioussadisticsententioussupplicatesurfeittortuousturgid

Unit 15adamantbrouhahabulwarkcholericcloycurtaildeferencedefinitivedemeanorenigmaticimpromptumawkishmollifyonuspresentimentprofligateremitrequisitesartorialthwart

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