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1 | Term | Definition | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | Unit and Topic | |
2 | abstract | A summary of an article often written by the author and reviewed by the editor of the article. The abstract provides an overview of the contents of the reading, including its main arguments, results, and evidence, allowing you to compare it to other sources without requiring an in-depth review. | 6 - Understanding Reading and Writing Differences Across Disciplines | 10 - Relating Different Viewpoints | |||||||||||||||||||||||||||||||||||||||||||
3 | academic essay | A formal writing that the author composes using research, a strong thesis, and supporting details in order to advance an idea or demonstrate understanding of a topic. | 1 - Author, Audience, Purpose | 3 - Developing an Implied Thesis Statement and Topic Sentences | 4 - Adjectives and Adverbs | ||||||||||||||||||||||||||||||||||||||||||
4 | academic journal | A scholarly periodical that publishes peer-reviewed research in a particular area of study. | 10 - Finding and Evaluating Sources | ||||||||||||||||||||||||||||||||||||||||||||
5 | acronym | A word that is an abbreviated form of a phrase, term, or organization that is made up of the first letter of each word in the item. Example: NASA is the acronym for National Aeronautics and Space Administration. | 10 - Capitalizing Words and Punctuating Titles | ||||||||||||||||||||||||||||||||||||||||||||
6 | action | A thing that is done, or the process of doing it. | 8 - Writing an Essay Showing Cause and Effect Pattern | 8 - Creating an Outline for a Cause and Effect Essay | |||||||||||||||||||||||||||||||||||||||||||
7 | action verb | A word that tells the reader what the subject of a sentence is doing. Example: Martha washed the dishes. In this sentence, washed is what Martha was doing, so it is the action verb. | 1 - Subjects and Verbs | ||||||||||||||||||||||||||||||||||||||||||||
8 | active voice | One of two styles of writing that compares the relationship between the subject and the verb in a sentence. In the active voice, the action described by the verb is done by the subject. These sentences have a clear subject taking a clear action. Example of the active voice: The girl broke the plate. | 6 - Understanding Reading and Writing Differences Across Disciplines | 7 - Active and Passive Voice | 9 - Writing Concise Sentences | ||||||||||||||||||||||||||||||||||||||||||
9 | adjective | Words that modify and describe a noun. Examples: old,tall, leafy. | 4 - Adjectives and Adverbs | 9 - Recognizing the Main Idea and Source Bias in a Complex Reading | |||||||||||||||||||||||||||||||||||||||||||
10 | adverb | Words that modify and describe a verb, adjective, or other adverb. Examples: quickly, awkwardly, lovingly. | 4 - Commas with Transitions | 4 - Adjectives and Adverbs | 6 - Apostrophes | 9 - Writing Concise Sentences | 9 - Recognizing the Main Idea and Source Bias in a Complex Reading | ||||||||||||||||||||||||||||||||||||||||
11 | alphanumerical outline | An outline that uses Roman numerals, letters, and Arabic numerals to signify different levels of organization. | 10 - Relating Different Viewpoints | ||||||||||||||||||||||||||||||||||||||||||||
12 | American Psychological Association - APA Style | A set of guidelines for citing sources used in literary and academic writing. APA style is most commonly used in the social sciences. | 8 - Numbers | 9 - Blending Source Material into an Essay | 9 - MLA Citation Styles | 9 - APA Citation Styles | 9 - Writing a Multi-page Critical Analysis Essay | 9 - Using Effective Evidentiary Support | 9 - Evaluating Credible Sources Used Within a Reading | 10 - Formatting a College Essay - APA Style | 10 - Formatting a College Essay - MLA Style | 10 - Avoiding Plagiarism | 10 - Writing a Persuasion Essay Using Evidence | ||||||||||||||||||||||||||||||||||
13 | analogy | A comparison of two things based on similarity. | 4 - Commas with Transitions | ||||||||||||||||||||||||||||||||||||||||||||
14 | analysis | To analyze is to make a thoughtful and detailed study of something. An analysis is the end result of analyzing. | 6 - Creating an Effective Conclusion for a Multi-paragraph Essay | 6 - Creating an Outline for an Analysis Essay | 6 - Developing Support in an Analysis Essay | 6 - Understanding Reading and Writing Differences Across Disciplines | 7 - Developing an Outline for a Compare and Contrast Essay | 7 - Writing a Compare and Contrast Essay | 7 - Developing a Thesis for a Compare and Contrast Essay | 7 - Paraphrasing Reading Passages | 8 - Logical Fallacies and Causal Relationships | 8 - Writing an Essay Showing Cause and Effect Pattern | 9 - Writing a Multi-page Critical Analysis Essay | 9 - Using Effective Evidentiary Support | 9 - Paraphrasing vs. Direct Quotations | 9 - Creating a Thesis and an Outline for a Critical Analysis Essay | 9 - Recognizing the Main Idea and Source Bias in a Complex Reading | 10 - Developing a Thesis and Outline for a Persuasion Essay | 10 - Evidentiary Support | 10 - Finding and Evaluating Sources | 10 - Relating Different Viewpoints | ||||||||||||||||||||||||||
15 | analysis essay | A written evaluation of a topic, such as an article, piece of art, person’s life, etc. An analysis essay may include a summary of the subject, but is mostly used to evaluate and discuss: Is it good? Is it bad? Is it poorly written? Was the author misguided or very accurate? | 6 - Creating an Effective Conclusion for a Multi-paragraph Essay | 6 - Creating an Outline for an Analysis Essay | 6 - Developing Support in an Analysis Essay | 6 - Writing a Multi-paragraph Analysis Essay | 8 - Responding Effectively to Essay Assignments | 9 - Logical Fallacies and Analysis | 9 - Writing a Multi-page Critical Analysis Essay | ||||||||||||||||||||||||||||||||||||||
16 | analyze | To make a thoughtful and detailed study of something. | 7 - Writing a Compare and Contrast Essay | 9 - Logical Fallacies and Analysis | 9 - Writing a Multi-page Critical Analysis Essay | 9 - Logical Fallacies and Analysis | |||||||||||||||||||||||||||||||||||||||||
17 | anecdote | A brief, interesting story that writers often use to demonstrate a point within a work. | 2 - Supporting Details | 5 - Creating an Effective Introductory Paragraph for an Essay | 5 - Writing and Revising a Multi-paragraph Definition Essay | 5 - Identifying Types of Definitions | 8 - Writing an Essay Showing Cause and Effect Pattern | 10 - Evidentiary Support | |||||||||||||||||||||||||||||||||||||||
18 | anecdotal evidence | A brief, interesting story that supports a claim in a critical analysis or persuasion essay. | 9 - Creating a Thesis and an Outline for a Critical Analysis Essay | 9 - Recognizing the Main Idea and Source Bias in a Complex Reading | 9 - Evaluating Credible Sources Used Within a Reading | 10 - Finding and Evaluating Sources | 10 - Relating Different Viewpoints | ||||||||||||||||||||||||||||||||||||||||
19 | annotate | Making notes within the text of a reading. | 2 - Annotating a Reading | ||||||||||||||||||||||||||||||||||||||||||||
20 | antonym | A word or phrase that has the opposite meaning from another word. Example: huge is an antonym for small. | 1 - Using Context Clues | 3 - Coherence | 5 - Identifying Denotation and Connotation | 5 - Identifying Types of Definitions | |||||||||||||||||||||||||||||||||||||||||
21 | apostrophe | A punctuation mark that has two uses. Apostrophes show where letters are taken out to make a contraction, as in shortening cannot to can't. Apostrophes also show possessive relationships between people or things. For example, the apostrophe in the phrase Emily's book means the book belongs to Emily. | 6 - Apostrophes | ||||||||||||||||||||||||||||||||||||||||||||
22 | Arabic numerals | Arabic numerals are the ten digits: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9. | 8 - Numbers | ||||||||||||||||||||||||||||||||||||||||||||
23 | archaic | Old and outdated. | 6 - Understanding Reading and Writing Differences Across Disciplines | ||||||||||||||||||||||||||||||||||||||||||||
24 | argument | A set of statements or reasons making a case for or against something. | 8 - Logical Fallacies and Causal Relationships | 9 - Logical Fallacies and Analysis | 9 - Writing a Multi-page Critical Analysis Essay | 9 - Using Effective Evidentiary Support | 9 - Recognizing the Main Idea and Source Bias in a Complex Reading | 9 - Logical Fallacies and Analysis | 10 - Formatting a College Essay - APA Style | 10 - Formatting a College Essay - MLA Style | 10 - Evidentiary Support | 10 - Finding and Evaluating Sources | 10 - Finding and Evaluating Sources | ||||||||||||||||||||||||||||||||||
25 | argument essay | A writing that takes a position for or against something and tries to convince the reader to accept the same view. Also called a persuasion essay. | 10 - Writing a Persuasion Essay Using Evidence | ||||||||||||||||||||||||||||||||||||||||||||
26 | article | In grammar, there are three articles in English: a, an, and the. These words define the specificity of a noun. For example, contrast the meanings of the following sentences: Get in the car. Get in a car. | 10 - Capitalizing Words and Punctuating Titles | 10 - Relating Different Viewpoints | |||||||||||||||||||||||||||||||||||||||||||
27 | article | A non-fiction, often informative writing that forms a part of a publication, such as a magazine or newspaper. | 1 - Author, Audience, Purpose | 1 - Responding to a Reading | 1 - Using Context Clues | 2 - Writing a Summary-Response | 2 - Stated Main Ideas | 2 - Writing a Summary | 3 - Author's Point of View and Cultural Context | 3 - Major and Minor Supporting Details | 6 - Creating an Outline for an Analysis Essay | 6 - Creating an Effective Conclusion for a Multi-paragraph Essay | 6 - Understanding Reading and Writing Differences Across Disciplines | 7 - Identifying a Comparison Made in a Reading | 7 - Paraphrasing Reading Passages | 9 - Blending Source Material into an Essay | 9 - Creating a Thesis and an Outline for a Critical Analysis Essay | 9 - Recognizing the Main Idea and Source Bias in a Complex Reading | 9 - Evaluating Credible Sources Used Within a Reading | 10 - Finding and Evaluating Sources | 10 - Writing a Persuasion Essay Using Evidence | ||||||||||||||||||||||||||
28 | Associated Press - AP Style | A punctuation and grammar guide used mainly in journalism, public relations, and advertising. | 8 - Numbers | ||||||||||||||||||||||||||||||||||||||||||||
29 | assume | To take for granted that something is true. | 8 - Logical Fallacies and Causal Relationships | ||||||||||||||||||||||||||||||||||||||||||||
30 | attributive phrase | A short introduction to source material that identifies the author and often the title of a work that will be quoted or discussed in an essay or research paper. | 9 - Blending Source Material into an Essay | 9 - MLA Citation Styles | 9 - APA Citation Styles | 9 - Writing a Multi-page Critical Analysis Essay | 9 - Using Effective Evidentiary Support | 9 - Evaluating Credible Sources Used Within a Reading | 10 - Formatting a College Essay - APA Style | 10 - Formatting a College Essay - MLA Style | 10 - Avoiding Plagiarism | 10 - Capitalizing Words and Punctuating Titles | 10 - Writing a Persuasion Essay Using Evidence | ||||||||||||||||||||||||||||||||||
31 | audience | The group of people a writer expects to read a text. Writers use specific language, details, and examples to speak directly to their intended audience. For example, you would write and organize your work differently if your audience was a group of experts in the field of your work than if it was a group of undergraduate students being introduced to the topic. | 1 - Revising, Editing, Proofreading | 1 - Author, Audience, Purpose | 1 - Responding to a Reading | 1 - Fact and Opinion | 4 - Writing a Multi-Paragraph Essay | 9 - Using Effective Evidentiary Support | 10 - Finding and Evaluating Sources | ||||||||||||||||||||||||||||||||||||||
32 | author | A person who wrote a text. | 1 - Responding to a Reading (appears as "author's") | 1 - Topic Sentences (appears as "author's") | 1 - Fact and Opinion (appears as "author's") | 1 - Author, Audience, Purpose | 2 - Stated Main Ideas | 2 - Writing a Summary-Response (appears as "author's") | 2 - Writing a Summary | 3 - Implied Main Ideas | 3 - Developing an Implied Thesis Statement and Topic Sentences | 3 - Major and Minor Supporting Details | 3 - Author's Point of View and Cultural Context | 4 - Making Inferences and Drawing Conclusions | 5 - First-, Second-, and Third-Person Pronouns | 6 - Creating an Outline for an Analysis Essay | 7 - Developing an Outline for a Compare and Contrast Essay | 7 - Paraphrasing Reading Passages | 9 - Writing a Multi-page Critical Analysis Essay | 9 - Creating a Thesis and an Outline for a Critical Analysis Essay | 10 - Avoiding Plagiarism | 10 - Evidentiary Support | |||||||||||||||||||||||||
33 | autobiography | A form of writing where the author writes a story about his or her own life and experiences. | 3 - Author's Point of View and Cultural Context (appears as "autobiographical") | ||||||||||||||||||||||||||||||||||||||||||||
34 | background | Information that describes the history or circumstances of a topic. | 6 - Creating an Outline for an Analysis Essay | 6 - Writing a Multi-paragraph Analysis Essay | 7 - Developing an Outline for a Compare and Contrast Essay | 7 - Writing a Compare and Contrast Essay | 7 - Identifying a Comparison Made in a Reading | 8 - Writing an Essay Showing Cause and Effect Pattern | 9 - Writing a Multi-page Critical Analysis Essay | 9 - Creating a Thesis and an Outline for a Critical Analysis Essay | 10 - Developing a Thesis and Outline for a Persuasion Essay | 10 - Finding and Evaluating Sources | 10 - Writing a Persuasion Essay Using Evidence | ||||||||||||||||||||||||||||||||||
35 | bias | In writing, bias indicates a writer's personal prejudice for or against an idea, person, activity, or object. Being objective, or displaying no tendency toward a preference, is the opposite of showing bias. | 1 - Fact and Opinion | 1 - Author, Audience, Purpose | 6 - Understanding Reading and Writing Differences Across Disciplines | 7 - Developing a Thesis for a Compare and Contrast Essay | 9 - Writing a Multi-page Critical Analysis Essay | 9 - Evaluating Credible Sources Used Within a Reading | 10 - Finding and Evaluating Sources | ||||||||||||||||||||||||||||||||||||||
36 | block quotation | A copy of a long section of a text or speech, set off from the rest of a text. Block quotations, like direct quotations, are exact repeats of wording, but because of their length they are indented or printed in a different font rather than placed inside quotation marks. | 8 - Semicolons, Colons, and Commas | 9 - MLA Citation Styles | 9 - APA Citation Styles | 10 - Formatting a College Essay - APA Style | 10 - Formatting a College Essay - MLA Style | ||||||||||||||||||||||||||||||||||||||||
37 | blog | A website that hosts a series of articles, photos, and other postings, sometimes by a single writer (blogger) or by a community of contributors. | 2 - Stated Main Ideas | 2 - Writing a Summary-Response | 2 - Writing a Summary | 4 - Adjectives and Adverbs | 5 - Creating an Effective Introductory Paragraph for an Essay | 9 - Writing a Multi-page Critical Analysis Essay | 10 - Finding and Evaluating Sources | 10 - Writing a Persuasion Essay Using Evidence | |||||||||||||||||||||||||||||||||||||
38 | body | The main portion of a writing that contains the main ideas and supporting details of the writing. This is where the author's purpose and thesis statement are supported and/or developed. | 2 - Writing a Summary-Response | 2 - Developing a Thesis Statement and Supporting Ideas | 3 - Major and Minor Supporting Details | 4 - Writing a Multi-Paragraph Essay | 5 - Writing and Revising a Multi-paragraph Definition Essay | 6 - Creating an Effective Conclusion for a Multi-paragraph Essay | 6 - Writing a Multi-paragraph Analysis Essay | 7 - Writing a Compare and Contrast Essay | 9 - Writing a Multi-page Critical Analysis Essay | 10 - Developing a Thesis and Outline for a Persuasion Essay | |||||||||||||||||||||||||||||||||||
39 | body paragraphs | The part of an essay that comes after the introduction and before the conclusion. Body paragraphs lay out the main ideas of an argument and provide the support for the thesis. All body paragraphs should include these elements: a topic sentence, major and minor details, and a concluding statement. Each body paragraph should stand on its own but also fit into the context of the entire essay, as well as support the thesis and work with the other supporting paragraphs. | 6 - Creating an Outline for an Analysis Essay | 6 - Developing Support in an Analysis Essay | 6 - Creating an Effective Conclusion for a Multi-paragraph Essay | 6 - Understanding Reading and Writing Differences Across Disciplines | 6 - Writing a Multi-paragraph Analysis Essay | 7 - Developing an Outline for a Compare and Contrast Essay | 7 - Writing a Compare and Contrast Essay | 7 - Identifying a Comparison Made in a Reading | 8 - Writing an Essay Showing Cause and Effect Pattern | 8 - Creating an Outline for a Cause and Effect Essay | 9 - Writing a Multi-page Critical Analysis Essay | 9 - Creating a Thesis and an Outline for a Critical Analysis Essay | 10 - Developing a Thesis and Outline for a Persuasion Essay | 10 - Evidentiary Support | 10 - Relating Different Viewpoints | 10 - Writing a Persuasion Essay Using Evidence | |||||||||||||||||||||||||||||
40 | brainstorm | A prewriting technique where the author lists multiple ideas as he or she thinks of them, not considering one more than another until all ideas are captured. The objective is to create one great idea, or many ideas, on which to base a writing. | 3 - Developing an Implied Thesis Statement and Topic Sentences | 4 - Writing a Multi-Paragraph Essay | 6 - Writing a Multi-paragraph Analysis Essay | 7 - Developing an Outline for a Compare and Contrast Essay | 7 - Writing a Compare and Contrast Essay | 8 - Writing an Essay Showing Cause and Effect Pattern | 10 - Avoiding Plagiarism | ||||||||||||||||||||||||||||||||||||||
41 | capitalize | To use capital letters. | 8 - Semicolons, Colons, and Commas | 10 - Quotation Marks | 10 - Capitalizing Words and Punctuating Titles | 10 - Quotation Marks | |||||||||||||||||||||||||||||||||||||||||
42 | causal | Describing or suggesting a cause. | 8 - Logical Fallacies and Causal Relationships | ||||||||||||||||||||||||||||||||||||||||||||
43 | causal chain | A series of events, each triggered by the one before. Causal chains have three parts: the initial cause, the final consequence, and all the steps that link the cause to the effect. Also called "the domino effect." | 8 - Creating an Outline for a Cause and Effect Essay | 8 - Listing Causes and Effects in a Reading | 8 - Writing an Essay Showing Cause and Effect Pattern | ||||||||||||||||||||||||||||||||||||||||||
44 | cause and effect | An examination of the relationship between why and/or how something happened. Causes, which are usually events or actions, lead to effects, or the consequences of those causes. | 4 - Using Transitional Words | ||||||||||||||||||||||||||||||||||||||||||||
45 | cause and effect essay | An essay that covers why and/or how something happened. This type of essay requires that an event or action led to one or more consequences. | 8 - Responding Effectively to Essay Assignments | 8 - Responding Effectively to Essay Assignments | 8 - Listing Causes and Effects in a Reading | 8 - Writing an Essay Showing Cause and Effect Pattern | |||||||||||||||||||||||||||||||||||||||||
46 | central point | The main issue on which an author focuses a writing. | 3 - Implied Main Ideas | ||||||||||||||||||||||||||||||||||||||||||||
47 | century | A period of one hundred years. Example: the twentieth century includes the years from 1901 to 2000. | 8 - Numbers | ||||||||||||||||||||||||||||||||||||||||||||
48 | cite | To give credit to the source of ideas or information. | 7 - Paraphrasing Reading Passages | 9 - MLA Citation Styles | 9 - APA Citation Styles | 9 - Writing a Multi-page Critical Analysis Essay | 9 - Using Effective Evidentiary Support | 10 - Avoiding Plagiarism | 10 - Capitalizing Words and Punctuating Titles | 10 - Writing a Persuasion Essay Using Evidence | |||||||||||||||||||||||||||||||||||||
49 | citation | A reference within a text to an outside source of ideas, quotes, or information. Citations can be placed within sentences or in a separate works cited or reference section, as specified by the style guide in use. | 1 - Revising, Editing, Proofreading | 7 - Paraphrasing Reading Passages | 8 - Responding Effectively to Essay Assignments | 9 - MLA Citation Styles | 9 - APA Citation Styles | 9 - Writing a Multi-page Critical Analysis Essay | 9 - Evaluating Credible Sources Used Within a Reading | 10 - Avoiding Plagiarism | 10 - Capitalizing Words and Punctuating Titles | ||||||||||||||||||||||||||||||||||||
50 | claim | A statement that something is true, such as the thesis of an essay. A successful writer must present evidence to prove his/her claim. | 6 - Developing Support in an Analysis Essay | 9 - Creating a Thesis and an Outline for a Critical Analysis Essay | 9 - Writing a Multi-page Critical Analysis Essay | 9 - Using Effective Evidentiary Support | 9 - Paraphrasing vs. Direct Quotations | 9 - Creating a Thesis and an Outline for a Critical Analysis Essay | 9 - Recognizing the Main Idea and Source Bias in a Complex Reading | 9 - Evaluating Credible Sources Used Within a Reading | 10 - Avoiding Plagiarism | 10 - Developing a Thesis and Outline for a Persuasion Essay | 10 - Evidentiary Support | 10 - Finding and Evaluating Sources | 10 - Writing a Persuasion Essay Using Evidence | ||||||||||||||||||||||||||||||||
51 | clause | A group of words in a sentence that contains a subject and a predicate. | 2 - Sentence Fragments | 2 - Run-on Sentences (appears as "clauses") | 3 - Past, Present, and Future Tense | 3 - Subject-Verb Agreement | 4 - Faulty Parallel Structure | 4 - Commas with Introductory Phrases | 4 - Commas with Transitions | 6 - Commas with Relative Pronouns | 7 - Mistakes with Modifiers | 7 - Parenthetical Expressions | |||||||||||||||||||||||||||||||||||
52 | cliché | A word, phrase, or situation that has been used so often that it has become dull and meaningless. | 7 - Figurative Language | 9 - Writing Concise Sentences | |||||||||||||||||||||||||||||||||||||||||||
53 | clustering | A prewriting technique where the author creates an informal visual layout of possible ideas, grouping them together. The objective is to create visual clusters of information on which to base a writing. | 3 - Developing an Implied Thesis Statement and Topic Sentences | 5 - Writing and Revising a Multi-paragraph Definition Essay | 6 - Writing a Multi-paragraph Analysis Essay | 8 - Writing an Essay Showing Cause and Effect Pattern | |||||||||||||||||||||||||||||||||||||||||
54 | coherence | The quality of a writing that is well-organized and where events make sense. Coherence occurs when the ideas in a passage or in an entire piece “stick together,” allowing the reader to make sense of the information. | 3 - Coherence | 3 - Past, Present, and Future Tense | 3 - Subject-Verb Agreement | ||||||||||||||||||||||||||||||||||||||||||
55 | cohesive | In writing, ideas and evidence that work together to create a unified statement. | 4 - Using Transitional Words and Phrases | 5 - First-, Second- and Third-Person Pronouns | 6 - Developing Support in an Analysis Essay | ||||||||||||||||||||||||||||||||||||||||||
56 | colloquial | Informal language. | 10 - Finding and Evaluating Sources | ||||||||||||||||||||||||||||||||||||||||||||
57 | colon | (:) A punctuation mark that is used in three common cases: before a series of items; between an independent clause and an explanation, rule, or example; and before a quote. | 8 - Semicolons, Colons, and Commas | 9 - Blending Source Material into an Essay | |||||||||||||||||||||||||||||||||||||||||||
58 | comma | (,) A punctuation mark used to group and separate information in sentences. | 2 - Comma Splices | 4 - Commas with Introductory Phrases | 4 - Commas with Transitions | 5 - Comma Use in a Series | 5 - Understanding the Four Sentence Types | 6 - Coordinating and Subordinating Conjunctions | 6 - Commas with Relative Pronouns | 7 - Parenthetical Expressions | 8 - Semicolons, Colons, and Commas | 9 - Blending Source Material into an Essay | 10 - Quotation Marks | ||||||||||||||||||||||||||||||||||
59 | comma splice | Type of run-on sentence that occurs when two independent clauses (two complete sentences) are joined with a comma instead of a period, semicolon, or comma with a conjunction. | 2 - Comma Splices | 5 - Understanding the Four Sentence Types | 6 - Coordinating and Subordinating Conjunctions | ||||||||||||||||||||||||||||||||||||||||||
60 | common expression | A common word or phrase that is set apart from the rest of a sentence by commas, parentheses, or dashes and that does not contain essential information. Like all parenthetical expressions, common expressions can be removed without changing the meaning of sentences. Yeah, I guess, I think, you know, and of course are all examples of common expressions. Example: You know, I'd rather see a movie instead of going to the party. | 7 - Parenthetical Expressions | ||||||||||||||||||||||||||||||||||||||||||||
61 | compare | To draw similarities between people, objects, or concepts. | 4 - Faulty Parallel Structure | 4 - Using Transitional Words and Phrases (appears as "comparison") | 6 - Understanding Reading and Writing Differences Across Disciplines | 7 - Developing an Outline for a Compare and Contrast Essay | 7 - Figurative Language | ||||||||||||||||||||||||||||||||||||||||
62 | comparison | A discussion of two or more things based on the categories of characteristics they share. Written comparisons must include both the subjects being compared and the similarities and/or differences between the subjects. | 7 - Identifying a Comparison Made in a Reading | ||||||||||||||||||||||||||||||||||||||||||||
63 | compare and contrast essay | A written discussion of both the similarities and differences between people, objects, or ideas. This type of essay shows how things are alike in some ways (compare) as well as how they are different in other ways (contrast). | 7 - Developing an Outline for a Compare and Contrast Essay | 7 - Writing a Compare and Contrast Essay | 7 - Developing a Thesis for a Compare and Contrast Essay | 8 - Responding Effectively to Essay Assignments | |||||||||||||||||||||||||||||||||||||||||
64 | complex sentence | One of the four sentence types that is composed of an independent clause and a dependent clause. | 5 - Understanding the Four Sentence Types | 6 - Coordinating and Subordinating Conjunctions | |||||||||||||||||||||||||||||||||||||||||||
65 | compound subject | The subject of a sentence when two or more persons or items are joined by a conjunction such as and, or, nor, and but. For example, in the sentence Mike and Tom like to play basketball, the combination of the two boys, Mike and Tom, is a compound subject. | 3 - Subject-Verb Agreement | ||||||||||||||||||||||||||||||||||||||||||||
66 | compound sentence | One of the four sentence types that is composed of two or more independent clauses joined together using proper punctuation. | 5 - Understanding the Four Sentence Types | 6 - Coordinating and Subordinating Conjunctions | |||||||||||||||||||||||||||||||||||||||||||
67 | compound-complex sentence | One of the four sentence types in which one or both of the independent clauses has a subordinating clause, relative clause, or both. | 5 - Understanding the Four Sentence Types | ||||||||||||||||||||||||||||||||||||||||||||
68 | comprehension | The ability to understand a subject, reading, or idea. | 1 - Author, Audience, Purpose (appears as "comprehend") | 1 - Topic Sentences | 1 - Using Context Clues | 1 - End Punctuation | 7 - Figurative Language | ||||||||||||||||||||||||||||||||||||||||
69 | concept | The idea of how something works or exists. | 4 - Outlining a Reading | ||||||||||||||||||||||||||||||||||||||||||||
70 | concise | Describes writing that only uses words that are necessary for clarity, meaning, and interest. | 2 - Writing a Summary-Response | 2 - Writing a Summary | 8 - Responding Effectively to Essay Assignments | 9 - Writing Concise Sentences | 9 - Paraphrasing vs. Direct Quotations | ||||||||||||||||||||||||||||||||||||||||
71 | concluding paragraph | The end portion of a writing that contains a summary or synthesis of the ideas in the work. This includes a recap of key points and reminders of the author's purpose and thesis statement. | 2 - Writing a Summary-Response | 4 - Writing a Multi-Paragraph Essay | 6 - Creating an Effective Conclusion for a Multi-paragraph Essay | 6 - Developing Support in an Analysis Essay | 6 -Writing a Multi-paragraph Analysis Essay | 7 - Developing an Outline for a Compare and Contrast Essay | 7 - Writing a Compare and Contrast Essay | 7 - Identifying a Comparison Made in a Reading | 8 - Writing an Essay Showing Cause and Effect Pattern | 8 - Creating an Outline for a Cause and Effect Essay | 9 - Writing a Multi-page Critical Analysis Essay | 9 - Creating a Thesis and an Outline for a Critical Analysis Essay | 10 - Developing a Thesis and Outline for a Persuasion Essay | 10 - Relating Different Viewpoints | |||||||||||||||||||||||||||||||
72 | conclusion | The end portion of a writing that contains a summary or synthesis of the idea in the work. This includes a recap of key points and reminders of the author's purpose and thesis statement. | 9 - Creating a Thesis and an Outline for a Critical Analysis Essay | 9 - Recognizing the Main Idea and Source Bias in a Complex Reading | 10 - Writing a Persuasion Essay Using Evidence | ||||||||||||||||||||||||||||||||||||||||||
73 | conjugate | Listing the different forms of a verb, including number, tense, and person. For example, to run is conjugated as I run, you run, he or she runs, we run, they run. | 3 - Subject-Verb Agreement (appears as "conjugated") | ||||||||||||||||||||||||||||||||||||||||||||
74 | conjunction | Part of speech that joins two or more words, phrases, or clauses. Examples of conjunctions include: and, but, if, because | 2 - Comma Splices | 2 - Run-on Sentences | |||||||||||||||||||||||||||||||||||||||||||
75 | conjunctive adverb | A type of parenthetical expression; adverbs that join ideas together. Examples: also, first, however, next. | 4 - Commas with Transitions | 5 - Understanding the Four Sentence Types | 7 - Parenthetical Expressions | 8 - Semicolons, Colons, and Commas | |||||||||||||||||||||||||||||||||||||||||
76 | connotative | The meaning of a term that departs from the literal meaning. It conjures up other ideas based on how it is used. Connotations can be either negative or positive. | 5 - Identifying Denotation and Connotation | ||||||||||||||||||||||||||||||||||||||||||||
77 | content | The text in a writing that includes facts, thoughts, and ideas. The information that forms the body of the work. | 1 - Responding to a Reading | 2 - Annotating a Reading | 3 - Developing an Implied Thesis Statement and Topic Sentences | 4 - Adjectives and Adverbs | 4 - Outlining an Essay | 4 - Using Transitional Words and Phrases | 5 - Writing and Revising a Multi-paragraph Definition Essay | 6 - Creating an Outline for an Analysis Essay | 6 - Writing a Multi-paragraph Analysis Essay | 9 - Writing a Multi-page Critical Analysis Essay | 10 - Formatting a College Essay - APA Style | 10 - Formatting a College Essay - MLA Style | |||||||||||||||||||||||||||||||||
78 | context | The larger setting in which something happens; the "big picture." | 6 - Writing a Multi-paragraph Analysis Essay | 7 - Writing a Compare and Contrast Essay | 9 - Blending Source Material into an Essay | 9 - MLA Citation Styles | 9 - APA Citation Styles | 9 - Creating a Thesis and an Outline for a Critical Analysis Essay | 10 - Developing a Thesis and Outline for a Persuasion Essay | 10 - Relating Different Viewpoints | 10 - Writing a Persuasion Essay Using Evidence | ||||||||||||||||||||||||||||||||||||
79 | context clues | Hints that appear in a text that help readers discover the meaning of an unknown word, usually based on how it is used in a sentence or paragraph. | 1 - Using Context Clues | 1 - Identifying Word Parts | |||||||||||||||||||||||||||||||||||||||||||
80 | contraction | A word that is a shorter form of a longer word or group of words that is made by leaving out sounds and/or letters. Example: can't is a contraction for cannot. | 5 - Creating an Effective Introductory Paragraph for an Essay | 6 - Apostrophes | |||||||||||||||||||||||||||||||||||||||||||
81 | contrast | To identify what is different between people, objects, or concepts. | 4 - Faulty Parallel Structure | 4 - Using Transitional Words and Phrases | |||||||||||||||||||||||||||||||||||||||||||
82 | contrasting expression | Contrasting expressions are parenthetical expressions that tell the reader that you are referring to one thing and not another. Example: Funnel cake, not cotton candy, is my favorite food at the fair. | 7 - Parenthetical Expressions | ||||||||||||||||||||||||||||||||||||||||||||
83 | controlling idea | The specific idea that controls a paragraph, including the purpose, subject, and the writer's point of view. | 1 - Topic Sentences | 5 - Creating an Effective Introductory Paragraph for an Essay | |||||||||||||||||||||||||||||||||||||||||||
84 | coordinating conjunction | Part of speech that connects words, phrases, and independent clauses. The acronym FANBOYS—for, and, nor, but, or, yet, so—can help you remember coordinating conjunctions. | 2 - Comma Splices | 2 - Run-on Sentences | 5 - Understanding the Four Sentence Types | 6 - Coordinating and Subordinating Conjunctions | 10 - Capitalizing Words and Punctuating Titles | ||||||||||||||||||||||||||||||||||||||||
85 | counterargument | Ideas, data, or discussion in opposition to a viewpoint. | 10 - Developing a Thesis and Outline for a Persuasion Essay | 10 - Evidentiary Support | 10 - Writing a Persuasion Essay Using Evidence | ||||||||||||||||||||||||||||||||||||||||||
86 | cover letter | A letter that is sent along with a resume that provides context and more information for the reader. | 1 - Revising, Editing, Proofreading | 2 - Writing a Summary-Response | 4 - Outlining an Essay | 4 - Writing a Multi-Paragraph Essay | 4 - Faulty Parallel Structure | 5 - First-, Second-, and Third-Person Pronouns | 5 - Creating an Effective Introductory Paragraph for an Essay | 6 - Creating an Outline for an Analysis Essay | 8 - Numbers | 8 - Semicolons, Colons, and Commas | 9 - Writing Concise Sentences | 10 - Writing a Persuasion Essay Using Evidence | |||||||||||||||||||||||||||||||||
87 | cover page | A page that comes before an essay or article and contains basic information about the work, including its title and author. The format of a cover page (also called the title page) will vary depending on the style guide in use. | 10 - Formatting a College Essay - APA Style | 10 - Formatting a College Essay - MLA Style | |||||||||||||||||||||||||||||||||||||||||||
88 | credible | Describes a person who is trusted and able to be believed; reliable. | 1 - End Punctuation | 1 - Identifying Word Parts (appears as "credibility") | 5 - Recognizing Subjective and Objective Language | 7 - Figurative Language | 7 - Paraphrasing Reading Passages | 8 - Semicolons, Colons, and Commas | 9 - Using Effective Evidentiary Support | 9 - Evaluating Credible Sources Used Within a Reading | 10 - Evidentiary Support | 10 - Finding and Evaluating Sources | 10 - Writing a Persuasion Essay Using Evidence | ||||||||||||||||||||||||||||||||||
89 | criteria | The standards or rules used to decide or judge something. | 7 - Identifying a Comparison Made in a Reading | ||||||||||||||||||||||||||||||||||||||||||||
90 | critical analysis essay | A written evaluation of a topic, such as an article, piece of art, person’s life, etc. A critical analysis essay analyzes and evaluates the content or ideas of a work as well as how the author presents his or her ideas or arguments. | 9 - Writing a Multi-page Critical Analysis Essay | 9 - Creating a Thesis and an Outline for a Critical Analysis Essay | |||||||||||||||||||||||||||||||||||||||||||
91 | critical reading | A thorough examination of a text to understand and evaluate not just what it says but also its purpose, meaning, and effectiveness. In this context, critical means careful and thoughtful, not negative. | 6 - Understanding Reading and Writing Differences Across Disciplines | ||||||||||||||||||||||||||||||||||||||||||||
92 | cultural context | Information about the setting, time, place, community, customs, and beliefs that surround a writing. Thinking about the cultural context helps readers understand what is happening and why. | 3 - Author's Point of View and Cultural Context | ||||||||||||||||||||||||||||||||||||||||||||
93 | dangling modifier | A modifier gives extra information about a subject. A dangling modifier occurs when that subject is missing from a sentence. For example, in the sentence Driving home, the roads were slippery., the phrase driving home is left dangling and almost seems to suggest that the roads were behind the wheel of the car instead of a person. | 7 - Mistakes with Modifiers | ||||||||||||||||||||||||||||||||||||||||||||
94 | data | Facts, numbers, or information. | 8 - Logical Fallacies and Causal Relationships | 9 - Recognizing the Main Idea and Source Bias in a Complex Reading | |||||||||||||||||||||||||||||||||||||||||||
95 | debatable | Open to doubt and differing views. An argument or claim is debatable when reasonable people might disagree with it. | 10 - Developing a Thesis and Outline for a Persuasion Essay | ||||||||||||||||||||||||||||||||||||||||||||
96 | decade | A period of ten years. Example: the decade of the nineteen-nineties includes the years from 1990 to 1999. | 8 - Numbers | ||||||||||||||||||||||||||||||||||||||||||||
97 | decimal | A number that is written with a dot between the whole number and the part of the number that is less than one. Examples: 3.75 grade point average; 8.5 ounces. | 8 - Numbers | ||||||||||||||||||||||||||||||||||||||||||||
98 | decipher | To figure out something confusing or complicated. | 1 - Identifying Word Parts (appears as "deciphering") | 1 - End Punctuation | 8 - Responding Effectively to Essay Assignments | 8 - Writing an Essay Showing Cause and Effect Pattern | |||||||||||||||||||||||||||||||||||||||||
99 | deduce | To use logic to come to a conclusion about something unknown. | 1 - Identifying Word Parts | ||||||||||||||||||||||||||||||||||||||||||||
100 | definition essay | A writing that explains a term or concept using a variety of techniques such as research, statistics, historical and popular references, comparisons, abstractions, and other ideas. | 5 - Writing and Revising a Multi-paragraph Definition Essay |