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| the intentional use of language patterns intended for a specific end |
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| rhetorical devices can be broken down into three categories: those that work at the word level, ____ level, and __ level |
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- sentence level
- more than the sentence level |
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| the most commonly recognized use of the language as a “play with words”; are created by using one word to suggest two different meanings, both of which in some way seem appropriate in the context of a sentence or paragraph, even though the meanings they suggest may be very different or even opposite |
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| a kind of pun that suggests two meanings, one of which is risque, or highly suggestive in a sexual sense |
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| a variation on the pun; it refers not to a play on meanings so much as a play on the sound of words; this rhetorical device is the use of words whose sound somehow echoes, imitates, or indicates its meaning |
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| the use of like or as to compare two different ideas or things and to express some way that they’re similar or share a certain quality |
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| an implied comparison; it doesn’t use the words like or as |
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| an implicit comparison that sets up a proportional relationship between two sets of ideas, with each set consisting of at least two different qualities or elements, so that the different qualities of each set of ideas can be compared or equated to each other |
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| when we use human qualities to describe abstract ideas, animals, or inanimate objects, we’re using the rhetorical device of _______ |
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| a specific kind of implicit comparison, like metaphor, where the inanimate or non-human object is characterized by some quality or action we normally associate with human behavior- either physical or mental actions as well as emotional reactions |
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| extended comparisons (beyond a sentence): a set of abstract ideas (or some philosophical statement or argument) is personified through human characters and specific events in which they engage |
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| short allegorical stories that point out a lesson or moral; the characters in fables are usually animals with human qualities (in other words, the animals are personified) |
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| in the case of ____, abstract and complex processes are referred to by means of a single concrete part typically associated with the more complex processes; a rhetorical device that reduces abstractions to concrete particulars |
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| in the case of ____, a concrete, complex entity is represented by a single part; a device that uses one part to refer to a more complex concrete whole |
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| ____ also includes an opposite technique-using a word that refers to a whole or complex entity when only a specific entity is meant (a whole is substituted for a part) |
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| the rhetorical device of ____ refers to the placing a word or phrase immediately following another word or phrase to add more detailed information about the idea suggested by the first word or to limit or modify the meaning of the first word; renames a noun in more specific or concrete terms |
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| an ___ is the use of a single-word adjective linked to a person or thing to describe a specific quality associated with it, such as the well-known reference to the ancient king of Greece as “Alexander the Great" |
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| an important distinguishing figure of an ___, which sets it apart from mere use of an adjective, is that is expresses some _____ associated with the noun it modifies, some quality that sets the thing apart from others like it |
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| epithet; distinctive quality |
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| the use of language to overstate or exaggerate an idea to its furthest extreme |
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| ____ and ____ tend to play down the magnitude of an idea |
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| understatement and euphemism |
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| a special form of understatement used in contexts where a more graphic or direct reference to an idea might be offensive to the audience (example: often we say, “I need to use the restroom,” rather than the more graphic “I need to urinate”) |
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| euphemism tends to be a ____ of expressing an idea compared to other forms of expression |
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| the expression of an apparent contradiction, where opposing ideas are nevertheless on some level true; a way to make an illogical statement seem logical |
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| tends to challenge the traditional notion of logical consistency, which assumes that for a statement to be logical, either one idea or its opposite must be true, but not both simultaneously |
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| a paradox created by linking together two apparently contradictory words in a single phrase or clause (eg. “bittersweet emotion,” “cheerful pessimist,” and “cruel kindness”) |
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| the repetition within a sentence (or several sentences within the same paragraph) of the same type of grammatical forms- either the same part of speech, such as a noun, adjective, or verb, or the same type of grammatical unit, such as a phrase or clause |
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| the omission of a word or phrase that is implied by the context; usually the missing word of phrase is easy to recognize because the wording of the context relies on parallelism of grammatical form to indicate which of the words or phrases is meant to be repeated (eg. “Some like their hamburgers with ketchup, some with mustard.”) |
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| a specific use of parallelism: grammatical forms or parts of speech are repeated in a sentence (or series of sentences in a paragraph) and are used to express opposing or contrary meanings |
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| a type of interruption in which the speaker or writer stops a sentence mid-way and addresses an individual who may or may not be present |
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| a type of interruption of a sentence before it has been completed in order to insert some word, phrase, or clause that launches a new idea |
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