Syndetic

1. Syndetic

2. Syndetic Syndetic means a list that’s connected by a conjunction. There were fireworks, music, cake and balloons. This listing technique may often draw attention to the last item. Think about this. Listing is often used to build description and create images or emphasise emotions. Not always though- it may just be a generic list that it isn’t necessary to comment on (as above)!

3. Asyndetic

4. Asyndetic Asyndetic means without a conjunction, using a comma instead. I came, I saw, I conquered. This listing technique is used to give equal emphasis to each item on the list. Consider the significance of any you wish to comment on.

5. Compound sentence

6. A compound sentence • This consists of two independent clauses joined together by a conjunction and/ or punctuation. • Joe likes chocolate and he likes toffee • In the morning, I put the bins out and get on the bus. • It’s very unlikely that you’ll need to comment on these at all. • One useful way would be if the conjunction is used to connect two contradictory clauses.

7. Complex sentence

8. A complex sentence • This consists of an independent clause and a dependent clause. A dependent clause gives more information about the independent clause and it begins with a conjunction like when, because, if, or although. The sentence will only have 1 independent clause, but may have more than 1 dependent clauses. • Sam went for a walk, although it was raining. • In the morning, I put the bins out and get on the bus because it is time for college. • These kinds of sentences may often be used to expand a description and provide additional information about a particularly important aspect.

9. Minor sentence

10. A minor sentence • This is one that does not necessarily have a main verb in it, but which can be understood as a complete unit of meaning. • 'What time are you leaving?''Three.' • Here, Three is a minor sentence; it has no verb, but the listener will understand that the person means I am leaving at three o'clock. • These are often extremely effective and useful to comment on- think about their effect and what feeling/ emotion they’re conveying.

11. Simple sentence

12. A simple sentence • This contains a subject and a verb and expresses a complete thought. • The ballerina danced all night. • Annie watched the television. • There will be lots of these- only comment on the ones that • contain a significant message. • They can increase pace if there are a lot in a row.

13. Declarative sentence

14. Declarative sentences • A declarative sentence states a fact. In addition to making a statement or sharing a fact, declaratives always end with a full stop. • The bus arrived late. • My pink sweater needs to be washed. • The book, while thought-provoking, was challenging to read because of its advanced vocabulary. • Most sentences will be declaratives so don’t mention them for the sake of it! • Consider the facts being expressed- are they of particular significance?

15. Interrogative sentence

16. Interrogative Sentences • Interrogative sentences always end with a question mark and ask a question/ request info. • Where are you going today? • Will you hand me the red paintbrush, please? • I don't know, which train do you think we should take? • There will probably be a lot of interrogatory questions in a text. • Consider whether they’re rhetorical. • Think about how they might be revealing a character’s/ narrator’s state of mind.

17. Imperative sentence

18. Imperative Sentences • Imperative sentences also end with a full stop. Imperative sentences give a command or ask someone to do so something. • Shut the door. • Clear the table. • Stop driving this instant. • Imperative sentences may appear to lack a subject. It is common for imperative sentences to have an implied subject. In all three examples of imperative sentences above, the implied subject is "you." • There will probably be very few of these. If you notice any though- what command is being communicated?

19. Exclamatory sentence

20. Exclamatory Sentences • Exclamatory sentences always end with an exclamation mark. • I'm so angry! • Get away from me! • It's so beautiful, I love it! • It is important to note that simply placing an exclamation mark at the end of a sentence does not automatically create an exclamatory sentence. An exclamatory sentence must also convey strong emotion(s). • Consider what strong emotions are conveyedin the examples you find.

21. Conjunction

22. Conjunction A joining word (shouldn’t be used at the start of a sentence but an author may use one for added emphasis). Subordinating- one part of the sentence is dependent on the other: I did my reading because I knew it would improve my work Coordinating- each part of the sentence could stand alone: I like Shakespeare AND Chaucer Consider how they’ve been used to vary sentence structures. Have they been used at the start of sentences for emphasis?

23. Verb

24. Verb An action OR a being word- it can be in different tenses: PRESENT: I am/ You are/ He is/ They are/ We are PAST: I was/ You were/ He was/ They were/ We were FUTURE: I will be/ You will be/ He will be/ They will be/ We will be Do the tenses change- within a section? At the end of one? Consider what the tense reveals about the narrator’s/ a character’s feelings. How might they reflect the narrator’s or a character’s perspective on a particular incident/ event?

25. Noun

26. Noun A thing/ person/ place Proper: name of a person/ place(capital letter required) Naomi/ Gateshead / Davison Solicitors Common: name of a person/ place/ thing that can be counted classroom/ table/ female Abstract: love/ fear/ humour/ wisdom Collective: team/ flight/ pride/ class Think about where the nouns have been used. How do they add to a description? What is the relevance/ symbolism of a particular noun? Have nouns been used in an unexpected/ unusual place?

27. Pronoun

28. Pronoun Instead of using names (note what kind of pronouns are used by the author) Alex goes to college, HE likes IT there. There are many different kinds of pronouns but the possessive ones (my, your, his, her, its, our and their) and reflexive ones (myself, yourself, herself, himself, itself, ourselves, yourselves and themselves) can tell us the most about our characters. Consider how they’ve been used to indicate the narrator’s/ a character’s feelings. Consider quantities and types.

29. Adjective

30. Adjective This describes a Noun (thing/ person/ place) large/ friendly/ beautiful Think about how the adjectives have been used. How many have been used? What are they and what do they connote? Have they been applied unexpectedly to certain nouns?

31. Adverb

32. Adverb Describes a verb HOW? He ran quickly WHEN? I left early for work WHERE? I was waiting outside when you arrived Think about how the adverbs have been used. How many have been used? What are they and what do they connote? Have they been applied unexpectedly to certain verbs? Have they been used alongside adjectives to build a description?

33. Syntax

34. Syntax The way words are combined to create sentences. Just use this word occasionally if examining sentence structures in general.

35. Word classes

36. Word classes Different types of words (nouns, verbs, adjectives...) You probably won’t have to use this phrase but at least you know what it is now!

37. Vocabulary

38. Vocabulary This is a synonym for ‘words’ but is much more academic. You could consider formalities of words and their connotations.

39. Figurative language

40. Figurative Language This is to reference any language that creates images: metaphors/ symbolism/ similes/ personification/ pathetic fallacy. It is not enough to use this term on its own. You’d be expected to demonstrate knowledge of more specific elements(those named above).

41. Connotations

42. Connotations These are the underlying meanings of words. It’s what a single word/ phrase is able to infer. Snake- it denotes a scaly animal, possibly venomous. It connotes evil, danger, fear... Obviously only consider these when a word has more than one meaning- past the obvious one! This can be a useful exploration as it demonstrates to the examiner that you can conduct close analysis.

43. Semantic field

44. Semantic fields Vocabulary can be grouped according to their relation and connection to one another. Cat, feline, moggy, puss, kitten, tom, queen and miaow This will occur quite frequently as it is a common technique the author can use to draw attention to a specific theme or create a particular tone.

45. Metaphor

46. Metaphor A way of describing something that it is something else, to create a vivid image. His eyes were deep, black, oily pools. Consider where these have been used and what image is created. What is the author trying to get the reader to think about?

47. Simile

48. Simile A way of describing something by comparing it to something else, usually by using the words like/ as. He was as pale as the moon/ Her hair was like a bird’s nest Consider where these have been used and what image is created. What is the author trying to get the reader to think about?

49. Personification

50. Personification A special kind of metaphor where you write about something as if it’s a person with thoughts and feelings. The sea growled hungrily. Consider where this has been used and what image is created. What is the author trying to get the reader to think about? What feeling is being hinted at?