English 10 1Q Reviewer PDF

**PERSUASIVE TEXT** - - - - - - - - - - **PERSUASION TECHNIQUES** **Rhetorical questions** - question that does not expect and answer. It is simply asked to make a point or make people think - ex: What's the matter with you? Who cares? How should I know? How do...

**PERSUASIVE TEXT** - - - - - - - - - - **PERSUASION TECHNIQUES** **Rhetorical questions** - question that does not expect and answer. It is simply asked to make a point or make people think - ex: What's the matter with you? Who cares? How should I know? How do you sleep at night? **Emotive language** - positive emotive words: Joy, interest, serenity, hope, gratitude - negative emotive words: fear, anger, disgust, sadness, rage - value laden emotive words: vital, valuable, serious, innocent, guilty **Facts and statistics** - numbers and facts or information about said subject **Repetition** - Repetition of words creates emphasis - Ex: We must all try to write with purpose, write with feeling and write using techniques to persuade **Modal verbs** - May, should, might, can, need to **Real life examples, quotations, lists of three, bullet point lists, alliteration, pictures/ photographs, personal pronouns (directed at reader), graphs/table/charts** **Discourse markers** - Words or phrases that are used to connect, organize and manage sentences and paragraphs - Can be used at the start, middle or end of sentences and paragraphs. However, they are often used as sentence starters to link ideas and create fluency - To **add information**: and, too, also, moreover, furthermore, as well as - To **sequence events**: firstly, secondly, after, before, next, meanwhile - To **show similarities**: likewise, equally, also, similarly, in the same way - To **contract**: whereas, however, conversely, on the other hand, alternatively - To **emphasize**: especially, clearly, essentially, particularly, above all - To **show cause and effect**: because, hence, as a result, therefore, consequently - To **conclude**: in summary, overall, in conclusion, to sum up, finally - To **illustrate**: for example, such as, according to, including, for instance **SUMMARY:** - GOAL - to convince the reader - GENERAL TECHNIQUE - blends facts and opinions - VIEWPOINT - focus on a single-minded goal - AUDIENCE - "attacks" / influence the audience - ATTITUDE - more personal, more passionate, more emotional **TEXTUAL AIDS (LINEAR AND NON-LINEAR TEXTS)** **Textual aids** - Educational instruments, could be written texts, or printed texts and other ways of emphasizing the essential phrases, thoughts, graphs, and/ or images - Tools or materials that provide support and facilitate understanding of texts - Most of the time are graphical outlines or images that gives a general idea of a certain topic **LINEAR AND NON-LINEAR TEXTS** **Linear texts** - Traditional text that needs to be read from the beginning to the end - Reader makes sense of the text according to the arrangement and structure of words - Has an order or sequence called the reading path - Texts printed on paper are considered as linear - Needs to be read from beginning to the end - Only one reading path, which is decided by the author - May take time to find information readers are searching for - Novels, poems, letters, textbooks, newspaper articles - Includes printed texts **Non-linear text** - Non-linear and non-sequential. Reader do not have to go through the text in sequential manner in order to make sense of the text - Has many reading paths since it's the readers who decide the sequence of reading - Texts with visuals and graphs along with it are good examples of non-linear text - **Fishbone diagram** -- cause and effect relationship - **Flow chart** -- sequence or steps/procedures - **Venn diagram** -- categorize similarities and differences - **Graphic organizers** -- concepts and ideas - Text that does not need to be read from the beginning to the end - Multiple reading paths. They are determined by the reader - Includes digital texts - Allows readers to find information more efficiently - Flowcharts, knowledge maps, and encyclopedia **EXAMPLES OF TEXTUAL AIDS**: Titles **Cause & effect diagram** -- emphasizes the connection between the different concepts. Called the most beneficial organizer, since it can be applied to all subject ideas **Flow diagram** -- sequence chart that shows series of events in order. If you have a concept that has steps or has a certain order or sequence, then it can be showed this kind or textual aid organizer **Venn diagram** -- used to identify, classify, categorize and recognize similarities and differences of two or more subjects, ideas, thoughts, and/ or concept/ most commonly used textual aid. This is an instructional tool that can be found in hand-outs, textbooks, and even on standardized examinations. This can be found to in some teacher resource materials **Graphic organizers** -- have key content information. Provide learners with structure for abstract concepts. Usually created and designed for those who have trouble organizing information and thoughts. Meant to help those students to visualize ideas that are organized  **Concept map** -- general organizer or textual aids that can show the central thought with its matching characteristics. Actually helpful and excellent for brainstorming, refreshing stock knowledge, and/ or generating alternative expressions. Can be also used to show or rank the hierarchical relationships as the most significant concept or concepts should be placed at the top **Summary Linear vs Non-linear text** - difference between linear and nonlinear texts mainly depends on their reading paths. Since linear texts have a sequential order they have only one reading path. However, nonlinear texts have multiple reading paths since they are non-sequential **Transcoding linear to nonlinear text and vice-versa** 1\. Read the text and get the main idea. 2\. Extract necessary information for the visual presentation. 3\. Remember to use keywords or phrases only. 4\. Classify information into categories. 5\. Make sure to use appropriate nonlinear text to present information **SENSORY IMAGES** - Appraise the unity of plot, setting, and characterization in a materials read/viewed to achieve the writer's purpose. - Express appreciation for sensory images used. - Literary device, writers employ to engage a reader's mind on multiple levels - explores the five human senses: sight, sound, taste, touch, and smell **Isabel huggan (Prize-winning Canadian author)** - Born in Kitchener, Ontario, in 1943 - worked as a copy editor, teacher, and newspaper reporter - Besides writing short stories, essays and reviews, over the years she led creative writing workshops in Canada, Switzerland, France, Australia and the Philippines - Wrote "Celia behind me" **What is imagery?** - Use of the vivid descriptions in order to explain a situation to a reader or listener. Way of building a picture or image in the mind so that the audience can gain a greater understanding of the situation which is being talked about - Used as both literary device and in figurative language. Great way for a speaker to express in a more colorful Creating sensory images is a strategy readers use to think more deeply about a text. It is when a reader combines their schema and the information in the text to create an image in their mind. This image can represent all of the five senses (visual, smell, taste, sound, touch or feeling). Creating sensory images also helps a reader draw on specific details in the text (e.g. a character's thoughts, words or actions; elements of tone, meaning or beauty of a text), creating an interaction between the reader and the text **TYPES OF IMAGERY** **Visual** - what you can see, and visual descriptions. Physical attributes including color, size, shape, lightness and darkness, shadows, and shade are all part of visual imagery - ex: The streets glistened like shiny ornaments after the rain **Gustatory** - what you can taste, and includes flavors. Include the five basic taste, sweet, salty, bitter, sour, and umami, as well as the texture and sensations tied to the act of eating **Tactile** - what you can feel, and includes textures and the many sensations a human being experiences when touching something. Differences in temperature is also a part of tactile imagery - ex: The prickly feathers of the bird stuck my neck **Auditory** - the way things sound. Literary devices such as onomatopoeia and alliteration can help create sounds in writing - ex: The wind swirled around our beach house whistling loudly to a terrible tune **Olfactory** - Simile is common in olfactory imagery, because it allows writers to compare a particular scent to common smells like dirt, grass, manure or roses - Ex: The baking cake filled the kitchen with the aroma of the vanilla **Kinesthetic** - Similar to tactile imagery but deals more with full-body sensations, such as those experienced during exercise - Ex: rushing water, flapping wings, and pounding hearts When readers make sensory images as they read, it helps them understand and enjoy the story more. It is as if you are experiencing the text as it is happening and it is hard to stop reading **Persuasive writing --** form of communication designed to convince or persuade an audience to adopt a particular point of view, take a specific action, or support a particular idea or cause. To effectively persuade, a piece of writing should incorporate various features and techniques **FEATURES OF PERSUASIVE WRITING** **Clear and strong thesis statemen**t - persuasive piece should begin with a clear and concise thesis statement that presents the writer\'s main argument or position. This statement serves as the central focus of the entire piece **Audience awareness** - Effective persuasive writing takes into account the needs, beliefs, values, and interests of the target audience - Writers should tailor their arguments to resonate with the intended readers **Strong supporting evidence** - Persuasive writing relies on credible evidence and facts to support the argument. This may include statistics, research findings, expert opinions, anecdotes, and examples **Logical reasoning** - Persuasive writing should employ sound logic and reasoning to connect evidence to the main argument. Avoid fallacies and ensure that the argument flows coherently **Emotional appeal** - Persuasive writing often includes emotional appeals to engage the reader\'s emotions and empathy. This can be done through storytelling, vivid language, and relatable anecdotes **Tone and voice** - tone of persuasive writing should be persuasive but respectful. Writers should establish themselves as trustworthy and knowledgeable while remaining approachable **Call to action** - A persuasive piece typically concludes with a clear call to action, urging the reader to take a specific step or support a particular cause **Organization and structure** - Persuasive writing should have a well-organized structure that guides the reader through the argument logically. Common structures include the introduction, body paragraphs with supporting evidence, and a conclusion **Use of visuals** - Visual aids such as graphs, charts, images, and diagrams can reinforce the persuasive message by providing visual evidence and making complex information more accessible