| Term | Definition |
|---|
| pat | purpose, audience, topic |
| thesis statement | identifies the focus for your academic essays |
| thesis formula | specific topic + a particular feature, feeling, or stand |
| illustration | writing w/ thesis statement, and follows w/ reasons, examples, and facts |
| opening paragraph | introduce your topic, gain readers attention, identify thesis |
| 2-3 | How many methods of support to use? |
| developing middle | explain, narrate, define, and compare |
| closing paragraph | wrap up essay, rewrite thesis |
| adding, deleting, reordering, and reworking | 4 ways to improve writing |
| informal english | personal tone, shorter sentences, relaxed |
| formal english | serious tone, long sentences, and worded carefully |
| nouns | gerunds function as ______. |
| -ing | gerunds end in -______. |
| always | gerunds ______ have the same ending. |
| gerund phrase | the gerund and the words that go with it |
| cannot | gerunds and gerund phrases _____ be taken out of the sentence. |
| subject, direct object, indirect object, subject compliment, object of the preposition, and predicate nominative | list the uses for a gerund/ gerund phrase (S,D,I,SC,O,P) |
| adjectives | participles act as _______. |
| which one, what kind, how many | participles tell ____ ____, ____ ____, and ____ ____. |
| can | participles ___ be left out of a sentence. |
| nouns, and pronouns | participles modify ____ and _____. |
| infinitive | begin with to, and followed by a -ver |
| infinitive phrases | include infinitive and words that go with it |
| nouns, adjectives, or adverbs | what do infinitives and infinitive phrases function as? |
| nouns | when infinitives are used asProxy-Connection: keep-alive Cache-Control: max-age=0 _____ they act as either subjects, direct objects, subject complements, predicate nominative, or object of the preposition. |
| adjectives | when infinitives are used as _____ they modify nouns or pronouns. |
| which one, what kind, how many | infinitives functioning as adjectives tell ____ ____,____ ___, or ____ ____. |
| adverbs | when infinitives are used as _____ they modify verbs, adjectives, or other adverbs. |
| where, when, how, why, to what extent | infinitives functioning as adverbs tell___, _____, ____,______, and ____ ___ ___Pr |
| Anne | She is smart, stubborn, seems confidant, but she says she isn't, popular but still sad and lonely |
| the concentration camp Anne was sent to | Bergen- Belsen |
| first one to die first out of Anne and Margot | Margot |
| the only survivor | Mr. Frank (Otto) |
| Mr. Frank's nickname | Pim |
| The relationship with Anne and her mom | Anne doesn't think her mom is very motherly. Anne feels that she has to mother herself, so she blocks her mom off when her mom tries to be loving. This blocking off causes Mrs. Frank much pain because she knows that Anne will never love her. Later though, Anne tries to put herself in her mom's shoes. Anne tries harder to get a better relationship with her mom. |
| The name of Anne's diary | Kitty |
| reason for Kitty | Kitty is to be Anne's friend that she can open up to and shares secrets with because she feels she can't do that with her other friends |
| Anne's birthplace | Frankfurt, Germany |
| ___________ got called up | Margot Frank |
| three things that Jews had to do or weren't allowed to do | Wear Star of David, couldn't ride bikes or streetcars, and had to stay in the house at certain times. |
| the last person to come to the "secret annexe" | Mr. Dussel |
| Mr. Dussel's job | He was a dentist |
| Anne's dream job | Become a writer |
| Where Anne lives | Amsterdam, Netherlands |
| the other stubborn lady in the annexe | Mrs. Van Daan |
| birthday Anne got her diary | 13th birthday |
| per | through |
| fero, ferre, tuli, latum | to bring, to carry |
| tendo, tendere, tetendi, tensum | to bring, to bear, to carry |
| contend | to engage in a quarrel, a struggle, or rivalry; to assert; to put forward in argument |
| dilatory | tending to delay or to postpone |
| infer | to use available evidence to form a conclusion; to guess |
| percussion | the sharp striking of one thing against another; instruments that make sound when struck |
| permeate | to penetrate through spaces; to spread throughout |
| sub | under |
| torqueo, torquere, torsi, tortum | to twist, to bend, to turn around |
| verso, versare, versavi, versatum | to turn, to turn around |
| adversity | hardship; misfortune |
| avert | to turn away (one's eyes); to prevent |
| distort | to change something to make it false; to twist (something) out of its natural shape |
| prose | ordinary speech or writing without rhyme or meter (without verse); referring to speech or writing other than verse |
| retort | to reply quickly and sharply, often as if to reply in an accusation; a quick, witty reply, sometimes biting reply |
| ex | from, out of |
| pono, ponere, posui, positum | to place, to put |
| excerpt | a passage selected from a book, play, piece of music, etc.; to take a passage from a book, etc.; to quote |
| exhilarate | to cheer; to stimulate; to enliven |
| exonerate | to free from blame; to relieve of task |
| expound | to set forth an explanation or view of something in detail(usually used with on) |
| proponent | one who argues in support of something |
| extra | on the outside |
| medius | middle |
| sequor, sequi, secutum | to follow |
| extraneous | coming from outside; foreign; not essential or vital |
| mediocrity | the condition of being commonplace or ordinary, somewhere in the middle between high and low,; a very ordinary person |
| non sequitur | a statement that does not follow logically from evidence |
| sequester | to go into hiding; to seek solitude; to isolate |
| subsequent | coming after or later |
| cum | with, together with |
| teneo, tenere, tenui, tentum | to hold, to keep |
| condone | to forgive; to disregard an offense |
| contrite | thoroughly remorseful and repentant of one's sins |
| impertinent | impudent; rude |
| pertinacious | holding firmly, even stubbornly, to a belief |
| tenacity | hanging on to something persistently or stubbornly |
| apo, apere, epi, aptum | to fasten, to attach |
| aptitude | a natural talent or ability; quickness in learning |
| inept | without skill, inappropriate or out of place; foolish or absurd |
| juncture | a serious state of affairs; the condition or point of being joined |
| stringo, stringere, strinxi, strictum | to dram together tightly, to tie |
| strait | a narrow passage of water connecting two large bodies of water; a difficulty or bad position(usually plural) |
| stringent | severe; constricted; tight; pertaining to scarcity of money |
| ab | away from |
| cerno, cernere, crevi, cretum | to separate, to sift, to decide |
| frango, frangere, fregi, fractum | to break |
| abound | to exist in great quantities or numbers; to be fully supplied or filled |
| abscond | to leave quickly and secretly and hide oneself |
| discern | to perceive; to detect differences |
| discreet | showing tact, respect, and restraint in speech or behavior |
| infringe | to go beyond set limits(used with on or upon) |
| super | above |
| caedo, caedere, cecidi, caesum | to cut |
| luein, lutos | to loosen, to untie; capable of being untied |
| solvo, solvere, solvi, solutum | to loosen, to untie |
| absolve | to relieve of blame or obligation; to pardon a sin |
| analyze | to look at something carefully by attention to its parts |
| concise | saying or writing much in few words |
| resolve | to make a firm decision about; to find a solution |
| superfluous | beyond what is required; extra |
| re | back, again |
| ostendo, ostendere, ostendi, ostensum | to exhibit |
| video, videre, vidi, visum | to see |
| improvise | to make up something without preparation; to make or provide from materials on hand |
| ostentatious | showy; intended to impress people |
| reiterate | to say over again |
| repertoire | to stock o plays, stories, songs, or other pieces that a player or company is prepared to perform; the skills or accomplishments of a particular person or group |
| reticent | of a silent nature; reserved in manner |
| specto, spectare, spectavi, spectatum | to look at |
| vigilo, virgilare, vigilavi, vigilatum | to watch |
| auspicious | showing signs that promise success |
| introspection | examination of one's own thoughts and feelings |
| retrospect | a survey of past times or events |
| spectrum | the distribution of characteristics of a physical system, especially bands of colors seen as a rainbow or bands of differing sound waves; a wide range of related qualities or ideas |
| vigilant | watchful; on the look |
| cause and effect organizer | used to collect and organize details for cause and effect essays |
| problem and solution web | used to map out problem and solution essays |
| time line | used for personal narratives to list actions or events in the order they occurred |
| evaluation collection grid | used to collect supporting details for essays of evaluation |
| Venn diagram | used to collect details to compare and contrast two topics |
| 5 w's chart | used to collect the WHO? WHAT? WHEN? WHERE? and WHY? details for personal narratives and news stories |
| line diagram | used to collect and organize details for academic essays |
| definition diagram | used to gather information for extended definition essays |
| process diagram | used to collect details for science-related writing, such as how a process or cycle works |
| sensory chart | used to collect details for descriptive essays and observation reports |
| Jem | Scout's Brother |
| Scout's Real Name | Jean Luise Finch |
| Aunt Alexandra | The Aunt that wants Scout to be more feminine |
| Miss Caroline | Scout's School Teacher |
| Atticus | Defendent of Tom Robinson |
| Tom Robinson | Black man accused of rape against Mayella Ewell |
| Boo Radley | Kills Bob Ewell |
| Boo Radley | Has Mental disorder and Stays in his house |
| Arthur Radley | Boo Radley's Actual Name |
| Bob Ewell | Rapes Mayella |
| Dill | Visits Every Summer |
| Charles Baker Harris | Dill's Actual Name |
| Miss Maudie Atkinsin | Finch's Neighboor |
| Miss Maudie Atkinsin | House Burns Down |
| Calpurnia | Finch's Cook |
| Mrs. Dubose | Morphine Addict |
| Mrs. Dubose | Has Jem read to this person and dies |
| Mayella Ewell | Raped by her Father |
| the verdict in the Tom Robinson case | Guilty |
| house burns down | Miss Maudie Atkinsin |
| editor of the local newspaper | Mr. Raymond |
| insists that Bob Ewell's death is an accident | Heck Tate |
| Boo's real first name | Arthur |
| Scout's first find in the knot-hole | Gum |
| what Dill found in Dolphus Raymond's bottle | Coca-Cola |
| Atticus admires Mrs. Dubose because... | she has courage |
| founded Finch's Landing | Simon Finch |
| how Miss Caroline learnt her educational techniques | From college |
| president of the United States at the time that the events of the story occur | Franklin D. Roosevelt |
| Where Dill lives during the school year | Mississippi |
| Harper Lee based Dill on ... | Truman Capote |
| tucks Scout in at the end of the novel | Atticus |
| beat Mayella Ewell | Bob Ewell |
| this person's actions lead Mr. Cunningham to disperse the lynch mob | Scout |
| Jem and Scout shocked to discover what about Atticus | he is the best shot in maycomb county |
| takes the children to the black church | Calpurnia |
| Boo leave presents for Scout and Jem here | The knot hole in the oak tree |
| mends Jem's pants | Boo Radley |
| runs away from home | Dill |
| Uncle Jack reprimands Scout on Christmas Eve for | cursing |
| pat | purpose, audience, topic |
| thesis statement | identifies the focus for your academic essays |
| thesis formula | specific topic + a particular feature, feeling, or stand |
| illustration | writing w/ thesis statement, and follows w/ reasons, examples, and facts |
| opening paragraph | introduce your topic, gain readers attention, identify thesis |
| 2-3 | How many methods of support to use? |
| developing middle | explain, narrate, define, and compare |
| closing paragraph | wrap up essay, rewrite thesis |
| adding, deleting, reordering, and reworking | 4 ways to improve writing |
| informal english | personal tone, shorter sentences, relaxed |
| formal english | serious tone, long sentences, and worded carefully |
| opening paragraph | introduce your topic, gain your reader's attention, identify the thesis |
| nouns | gerunds function as ______. |
| -ing | gerunds end in -______. |
| always | gerunds ______ have the same ending. |
| gerund phrase | the gerund and the words that go with it |
| cannot | gerunds and gerund phrases _____ be taken out of the sentence. |
| subject, direct object, indirect object, subject compliment, object of the preposition, and predicate nominative | list the uses for a gerund/ gerund phrase (S,D,I,SC,O,P) |
| adjectives | participles act as _______. |
| which one, what kind, how many | participles tell ____ ____, ____ ____, and ____ ____. |
| can | participles ___ be left out of a sentence. |
| nouns, and pronouns | participles modify ____ and _____. |
| infinitves | begin with to, and followed by a ver |
| infinitve phrases | include infinitve and words that go with it |
| nouns, adjectives, or adverbs | what do infinitves and infinitive phrases function as? |
| nouns | when infinitives are used as ______ they act as either subjects, direct objects, subject complements, predicate nominative, or object of the preposition. |
| adjectives | when infinitives are used as _____ they modify nouns or pronouns. |
| which one, what kind, how many | infinitives functioning as adjectives tell ____ ____,____ ___, or ____ ____. |
| adverbs | when infinitives are used as _____ they modify verbs, adjectives, or other adverbs. |
| where, when, how, why, to what extent | infinitives functioning as adverbs tell ____, _____, ____,______, and ____ ___ ____. |
| 13 years old | How old is Anne when she first starts to write in her diary? |
| 15 years old | How old was Anne when she stopped writing her diary and was killed? |
| Mouschi | What was Peter's cats name? |
| 15 years old | How old was Peter when he arrived at the secret annex? |
| 16 years old | How old was Margot when she arrived at the secret annex? |
| Mrs. Van Daan | _______ was flirty and annoying throughout the book. |
| Pim | What was Daddy's nickname? |
| did not | Anne ____ ____ get along with her mother. |
| writer | Anne wanted to be a ______ when she grew up. |
| mulitple | Anne had ______ boy friends and girl friends. |
| Peter Wessel | Anne's childhood crush before she fell in love with Peter (from the secret annex) was _____ ____. |
| Harry | _____ was the boy friend Anne used to make Peter Wessel jealous. |
| work camp | Margot, Anne's sister was asked to go to a _____ _____. This is the reason the Frank's prepared themselves to leave. |
| talkative | Anne was very ______ in school, which annoyed her teachers greatly. |
| round | Anne is a _____ character. (character trait) |
| Who does Anne write to? | Kitty |
| Where does Dussel sleep? | In Anne's room |
| What was Dussel's job? | He was a dentist |
| Who survived? | Mr. Frank |
| What disease did Anne die from? | Typhoid |
| Where was the secret annexe? | In Mr. Frank's office building |
| Anne | She is smart, stubborn, seems confidant, but she says she isn't, popular but still sad and lonely |
| the concentration camp Anne was sent to | Bergen- Belsen |
| first one to die first out of Anne and Margot | Margot |
| the only survivor | Mr. Frank (Otto) |
| Mr. Frank's nickname | Pim |
| The relationship with Anne and her mom | Anne doesn't think her mom is very motherly. Anne feels that she has to mother herself, so she blocks her mom off when her mom tries to be loving. This blocking off causes Mrs. Frank much pain because she knows that Anne will never love her. LAter though, Anne tries to put herself in her mom's shoes. Anne tries harder to get a better relationship with her mom. |
| Anne's feelings towards Peter and why she can confide in him | Yes, Anne is in love with Peter in my opinion. I think she feels she can open up to him because she knows he won't tell her secrets. Also, she thinks he won't care about the fact that she is insecure because he is also some what insecure. |
| The name of Anne's diary | Kitty |
| reason for Kitty | Kitty is to be Anne's friend that she can open up to and shares secrets with because she feels she can't do that with her other friends |
| Anne's birthplace | Frankfurt, Germany |
| ___________ got called up | Margot Frank |
| three things that Jews had to do or weren't allowed to do | Wear Star of David, couldn't ride bikes or streetcars, and had to stay in the house at certain times. |
| the last person to come to the "secret annexe" | Mr. Dussel |
| Mr. Dussel's job | He was a dentist |
| Anne's dream job | Become a writer |
| Where Anne lives | Amsterdam, Netherlands |
| the other stubborn lady in the annexe | Mrs. Van Daan |
| Van Daan- real or fake | No, Anne changed a couple of the names for the sake of them not being caught |
| birthday Anne got her diary | 13th birthday |
| vigilant | watchful, on the lookout for danger |
| to watch | ***vigilo, vigilare, vigilavi, vilatum*** |
| spectrum | the distribution of characteristics of a physical system, especially bands of colors seen as a rainbow or bands of differing sound waves; a wide range of related qualities or ideas |
| retrospect | a survey of past times or events |
| introspection | examination of one's own thoughts and feelings |
| auspicious | showing signs that promise success |
| to look at | ***specto, spectare, spectavi, spectatum*** |
| improvise | to make up something without preparation |
| to see | ***video, videre, vidi, visum*** |
| ostentatious | showy, intended to impress people |
| to exhibit | ***ostendo, ostendere, ostendi, ostensum*** |
| reticent | of a silent nature, reserved in manner |
| repertoire | the stock of plays, stories, songs, or other pieces that a player or compnay is prepared to perform; the skills or accomplishment of a particular person or group |
| reiterate | to say over again |
| back, again | ***re*** |
| resolve | to make a firm decision about; to find a solution |
| absolve | to relieve of blame or obligatoin, to pardon a sin |
| to loosen, to untie | ***solvo, solvere, solvi, solutum*** |
| analyze | to look at something carefully by attention to its parts |
| capable of being untied | ***lutos*** |
| to loosen, to untie | ***lutein*** |
| concise | saying or writing much in few words |
| to cut | ***caedo, caedere, cecidi, caesum*** |
| superfluous | beyond what is required, extra |
| infringe | to go beyond set limits (used w/ on or upon) |
| to break | ***frango, frangere, fregi, fractum*** |
| discern | to perceive, to detect differences |
| discreet | showing tact, respect, and restraint in speech or behavior |
| to seperate, to sift, to decide | ***cerno, cernere, crevi, cretum*** |
| abscond | to leave quickly and secretly and hide oneself |
| abound | to exist in great quantities or numbers; to be fully supplied or filled |
| away from | ***ab*** |
| stringent | severe, constricted, tight; pertaining to scarcity of money |
| strait | a narrow passage of water connecting two large bodies of water |
| to draw together tightly, to tie | *** stringo, stringere, strinxi, strictum*** |
| juncture | a serious state of affairs; the condition or point of being joined |
| to join | *** jungo, jungere, junxi, junctum*** |
| inept | without skill; inappropriate or out of place, foolish or absurd |
| aptitude | a natural talent or ability, quickness in learning |
| to fasten, to attach | *** apo, apere, epi, aptum*** |
| tenacity | hanging on to something persistently or stubbornly |
| pertinacious | holding firmly, even stubbornly to a belief |
| impertinent | impudent, rude; irrelevant |
| to hold, to keep | ***teneo, tenere, tenui, tentum*** |
| contrite | thoroughly remorseful and repentant of one's sins |
| condone | to forgive, to disregard an offense |
| with, together with | ***cum*** |
| sequester | to go into hiding, to seek solitude; to isolate |
| subsequent | coming after or later |
| non sequitur | a statement that does not follow logically from evidence |
| to follow | ***sequor, sequi, secutum*** |
| mediocrity | the condition of being commonplace or ordinary, somewhere in the middle between high and low, a very ordinary person |
| middle | ***medius*** |
| extraneous | coming from outside, foreign; not essential or vital (E.T.) |
| on the outside | ***extra*** |
| proponent | one who argues in suppor of something |
| expound | to set forth an explanation or view of something in detail (usually used w/ on) |
| to place, to put | ***pono, ponere, posui, positum*** |
| exonerate | to free from blame; to relieve of a task |
| exhilarate | to cheer, to stimulate, to enliven |
| excerpt | a passage selected from a book, play, piece of music, etc.; to take a passage from a book |
| from, out of | ***ex*** |
| prose | ordinary speech or writing without rhyme or meter; referring to speech or writing other than verse |
| avert | to turn away; to prevent |
| adversity | hardship, misfortune |
| to turn, to turn around | ***verso, versare, versavi, versatum*** |
| retort | to reply quickly and sharply, often as if in reply to an accusation |
| distort | to change something to make it false; to twist (something)out of its natural shape |
| to twist, to bend, to turn around | ***torqueo, torquere, torsi, tortum*** |
| contend | to engage in a quarrel, a struggle, or rivalry |
| to stretch | ***tendo, tendere, tetendi, tensum*** |
| infer | to use available evidence to form a conclusion; to guess |
| dilatory | tending to delay or to postpone |
| to bring, to bear, to carry | ***fero, ferre, tuli, latum*** |
| permeate | to penetrate through spaces, to spread throughout |
| percussion | the sharp striking of one thing against another; instruments that make a sound when struck |
| through | ***per*** |
| cause and effect organizer | used to collect and organize details for cause and effect essays |
| problem and solution web | used to map out problem and solution essays |
| time line | used for personal narratives to list actions or events in the order they occurerd |
| evaluation collection grid | used to collect supporting details for essays of evaluation |
| venn diagram | used to collect details to compare and contrast two topics |
| 5 w's chart | used to collect the WHO? WHAT? WHEN? WHERE? and WHY? details for personal narratives and news stories |
| line diagram | used to collect and organize details for academic essays |
| definition diagram | used to gather information for extended definition essays |
| process diagram | used to collect details for science-related writing, such as how a process or cycle works |
| sensory chart | used to collect details for descriptive essays and observation reports |
| facts | detatils that can be proven facts remain constant, regardless of the type of paragraph writen |
| statistics | present significant numerical information about a chosen topic |
| examples | individual samples that illustrated information about a chosen topic |
| anecdotes | brief stories or "slices of life" that help you make your point, can illustrate a point more personally than a matter-of-fact listing of details |
| quotations | words from another person that you repeat exactly in writing, quotations can provide powerful supporting evidence |
| definitions | provide the meanings of unfamiliar terms |
| reasons | justify ideas or actions, expand motives, and answer the "why" question |
| explanations | make things clearer and answer the "how" question |
| summaries | a shorter version of something said, written, or done |
| comparisons | show how two topics are similar and/or different |
| analyses | break down a complex whole into its major parts |
Combine with other sets
Share on Facebook
Share on MySpace
!