| A | B |
|---|
| conflict | a problem or a struggle |
| internal conflict | takes places inside the character’s body or mind |
| external conflict | takes place outside of the character’s body |
| narrative writing | the author’s purpose is to entertain or tell a story |
| theme | the lesson the author is trying to teach you |
| topic | the general subject of a piece of writing |
| tone | the author’s attitude towards the writing |
| mood | the general atmosphere created by the author’s word (how literature makes the reader feel) |
| exposition | the warm-up (introduction to the characters and the setting) |
| initiating event | when the main conflict starts |
| rising action | events focus on the problem (how the conflict builds and grows) |
| climax | the turning point;point of greatest tension; focus switches from problem to solution |
| falling action | after the conflict changes; focus is on solving the problem |
| resolution | when the conflict is solved (or determined unsolvable |
| plot | how the main problem starts, grows, changes, and ends |
| setting | the time and place a story happens |
| character development | when the author shows what a character does, says, how they act, how they change, and how other characters respond to that character |
| internal conflict | problem or a struggle that happens inside the body/mind |
| external conflict | problem or a struggle that happens outside the body/mind |
| man vs. self | an internal struggle (fear, emotions, anxiety, emotional damage) |
| man vs. man | a struggle between two characters |
| man vs. nature | character struggles with a natural force (animal, weather, disease) |
| man vs. technology | struggle with some form of technology |
| man vs. society | character struggles with unjust element of government or culture |
| man vs. supernatural | struggle between humans and characters with special powers |
| Inference/Infer | To read between the lines. Use clues from the text to guess more than what is actually stated |
| Explicit | What is actually stated. Example: The woman was angry |
| Implicit | Something that is implied or not actually stated. Example: The woman slammed the door, threw her bag on the floor, and started shouting. (explicit meaning - she was angry. |
| Prediction | The next logical step based on what is happening in a story |
| Summary | A short retelling of the story. Can be done by restating as: Somebody _________ wanted ________ but _______ so ________ |
| Conclusion | The ending of a story |
| context clues | Using other words in a story to help determine the meaning of an unknown word |
| Chronological/ Sequential Order | Information that is listed step-by-step. Explains a Process how to do something or how something happens. Ex. First I wake up. Then I get dressed. Signal Words: first, second, before, finally, then, next, earlier, while, later |
| Compare and Contrast | Tells how two things are similar and different. Ex. Apples and oranges are both fruit, but oranges have more juice. Signal Words: different from, same as, alike, similar to, unlike, but, as well as, yet, either...or, compared to, in contrast, while, although, unless, however, both, on the other hand |
| Cause and Effect | An action and its results are explained. Ex. Students did not learn the material. Therefore, they performed poorly on the test. Signal Words: so that, because of, thus, unless, since, as a result, then, reasons for, consequently, explanation for, nevertheless, accordingly, effect |
| Problem/Solution | The writer presents a problem and offers a solution. Ex. I missed the bus. The answer was to call mom. Signal words for Problem: difficulty, struggle, uncertainty, worry, threat, and trouble Signal words for Solution: possibility, hope, bright spot, answer, and future |
| Position/ Reason | An author’s purpose is to persuade and inform The reader must pay close attention to the author’s details to decide if they are fact or opinion. The more facts used to support a position, the more believable it is considered. |
| Description/ Categorization | Texts organized using this structure will list, group or categorize various types of things according to a specific relationship. These things may have common qualities. Example: We have three school/ class rules. One of our rules in Language Arts is being Ready. For example, students need to come to class with the materials they need each day. Signal Words: is, for example, involves, can be, defined, an example, such as, for instance, in fact, also, contain |
| Listing/Enumeration | A technique used in various text structures used to identify a list of items or events. These lists can be identified by either bulleted list (order does not matter) or an enumerated list. (numbered list - order does matter) |
