Parallel Structure Review: Words, Phrases, and Clauses

1. Parallel Structure Review • Parallel Structure - Words, phrases, and clauses should all be the same (parallel) when linked together in a list or connected with coordinating conjunctions (FANBOYS) or in a comparison. • Incorrect: The employer valued respect, honesty, and being on time in a worker. • Correct (list): The employer valued respect, honesty, and promptness in a worker. • Incorrect: James enjoys reading more than to write. • Correct (comparison): James enjoys reading more than writing. • Incorrect: I am allergic to the dog’s hair and how it smells. • Correct (conjunction): I am allergic to the dog’s hair and its smell.

2. Practice • An actor knows how to memorize his lines and getting into character. • Tell me where you were, what you were doing, and your reasons for doing it. • To donate money to the homeless shelter is the same as helping people stay warm in the winter. • The dictionary can be used to find these: word meanings, pronunciations, correct spellings, and looking up irregular verbs. • She told Jake to take out the trash, to mow the lawn, and be listening for the phone call

3. Practice (cont.) • We were dirty, hungry, and without a penny. • My roommate liked to repair things around the house and his own cooking. • During the day, we went on long hikes, rowed around the lake, or just leisure time. • She returned to pay the rent and because she had left some of her things. • Two things that I found hard to learn as a freshman were to get enough sleep and trimming expenses.

4. Parallelism (in Poetry) • Refers to the repetition of sentence structure or word order to achieve a rhythmical effect. • Thoughts expressed are either repeated or contrasted. Ex: The lazy and sluggish snake Bit the merry and cheery little girl, Making her all sad and mournful Ex: What the hammer? What the chain? In what furnace was thy brain? What the anvil? What dread grasp Dare its deadly terrors clasp?

5. NCFE Review

6. Figurative Language • Descriptive writing using various literary devices. • Metaphor: comparison not using like or as • Life IS a box of chocolates. • Extended metaphor: continues throughout story/poem. • Simile: comparison using like or as. • Life is LIKE a box of chocolates.

7. Extended Metaphor: “Mother to Son” by Langston Hughes Well, son, I'll tell you:Life for me ain't been no crystal stair.It's had tacks in it,And splinters,And boards torn up,And places with no carpet on the floor—Bare. But all the time I'se been a-climbin' on,And reachin' landin's,And turnin' corners,And sometimes goin' in the darkWhere there ain't been no light. So, boy, don't you turn back.Don't you set down on the steps.'Cause you finds it's kinder hard.Don't you fall now—For I'se still goin', honey,I'se still climbin',And life for me ain't been no crystal stair.

8. Figurative Language (cont.) • Personification: giving human-like qualities to inhuman things • Ex: The mean chair threw me out of it. • Onomatopoeia: words that represent actual sounds. • Ex: Snap! Bang! Pow! • Hyperbole: exaggeration to make a point. • Ex: I’m so hungry I could eat a horse. • Sensory Language: writing that uses the five senses in order to write descriptively. • Ex: My mouth salivated at the scent of melting chocolate wafting from the kitchen.

9. Constructed Response • Sample Prompts: • Identify the author’s point of view in the selection and analyze how the author uses rhetoric to advance her point of view. Include one example from the text to support your answer. • How does the poet’s use of figurative language in lines 9-14 impact the meaning of the poem? Include two examples from the text to support your answer.

10. Constructed Response • 1 Example • Topic Sentence (address and answer prompt) • Lead-in • Concrete Detail • Commentary

11. 1 Example Identify the author’s point of view in the selection and analyze how the author uses rhetoric to advance her point of view. Include one example from the text to support your answer. Throughout his speech, Martin Luther King Jr. effectively uses the rhetorical device of pathos to advance his point-of-view that all people should be equal. For example, as he calls people to unrelenting pursuit of justice, he states, “We must not be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as our children are stripped of their adulthood and robbed of their dignity by signs stating “For Whites Only.’” Here, King is explicitly describing specific inequalities that inhibit the rights of African Americans to live full human lives. By talking about their poor living conditions and the way in which children are deprived of their humanity through segregation, King is effectively appealing to the emotions of his audience by drawing out how racial oppression affects even the most innocent of people—children.

12. Constructed Response • 2 Examples • Topic Sentence (address and answer prompt) • Lead-in • Concrete Detail • Commentary • Lead-in • Concrete Detail • Commentary

13. 2 Examples Esperanza wants to have more power over her own life than the women around her seem to have.For example, when Esperanza is talking about her great grandmother, she says, “She looked out the window her whole life, the way so many women sit their sadness on an elbow… I don’t want to inherit her place by the window.” Esperanza dislikes the fact that her grandmother did not do anything to improve her life. She does not want to follow in her mother’s footsteps; instead, she wants to be in charge of her own life. In addition, when Esperanza is talking about the woman in the movie who is beautiful and cruel, she says: “She is the one who drives them men crazy and laughs them all away. Her power is her own.” Esperanza wants to take her own path to happiness, and she hopes to be more like the woman in the movies than those in her own neighborhood. She wants to be independent and not let men control her life. Esperanza wants to be different from the women around her, who are submissive and give up their power to men.

14. An Old Man’s Winter Night • All out-of-doors looked darkly in at him Through the thin frost, almost in separate stars, That gathers on the pane in empty rooms. What kept his eyes from giving back the gaze Was the lamp tilted near them in his hand. What kept him from remembering what it was That brought him to that creaking room was age. He stood with barrels round him—at a loss. And having scared the cellar under him In clomping there, he scared it once again In clomping off;—and scared the outer night, Which has its sounds, familiar, like the roar Of trees and crack of branches, common things, But nothing so like beating on a box. A light he was to no one but himself Where now he sat, concerned with he knew what, A quiet light, and then not even that. He consigned to the moon—such as she was, So late-arising—to the broken moon As better than the sun in any case For such a charge, his snow upon the roof, His icicles along the wall to keep; And slept. The log that shifted with a jolt Once in the stove, disturbed him and he shifted, And eased his heavy breathing, but still slept. One aged man—one man—can’t keep a house, A farm, a countryside, or if he can, It’s thus he does it of a winter night.

15. NCFE Poem Practice • Read poem & mark the rhyme scheme. • Annotate it! • Complete the multiple choice. • Answer the short answer question in the same format we used on your in-class essay: • Topic Sentence • Lead-in • Concrete Detail • Commentary