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9th Grade ELA vocab
9th Grade Ela Domain-Specific Vocab
| Term | Definition |
|---|---|
| Analyze | to look closely at the small parts of a text to see how they work together and affect the whole. Analyzing informational text can involve focusing on how the author develops a central idea or argument, how the author advances his or her point of view, or |
| Central idea | the central idea is the main opinion, premise, or idea that guides the organization of the text and the reasons and details support |
| development | refers to the process by which the central idea is explored and revealed throughout the text using reasons, evidence, and details |
| emerge | in informational text, refers to when the central idea of a text becomes apparent or better known as the reader progresses through the text. |
| evidence | specific detail in an informational text are the identified evidence the author uses it support his or her central ideas and reasons |
| objective summary | an overview of a passage that captures the main points but does not give every detail and does not include opinions |
| unfold | refers to when information, details, and evidence are revealed to support the central idea of a text |
| structure | refers to the way in which a passage is organized. each sentence, paragraph, or chapter fits into the overall structure of a passage and contributes to the development of ideas |
| organizational structure | includes chronological order, cause and effect, problem and solution, or compare and contrast |
| chronological order | the order in which a series of events happened. a passage that is arranged in order of time from the beginning to the end |
| cause and effect | a relationship where one thing causes another thing to happen |
| problem and solution | Identifies a problem and proposes one or more solutions. An author may use problem and solution to try to persuade readers about a certain topic or course of action |
| compare and contrast | analyzes the relationships between ideas in a passage. Comparing analyzes the similarities, while contrasting analyzes the differences. |
| text structures | informational texts are often structured in the way that will best communicate the author's central idea, reasons, and details to prove a point. Authors may divide the text into sections (groups or paragraphs) or use headings to label sections, so readers |
| claim | the primary message or controlling idea of a piece of writing. sometimes authors state the claim very clearly, while sometimes they imply it. understanding the claim is crucial to understanding the passage. it is difficult to udnerstand an essay without r |
| author's purpose | the author has a specific reason for writing the text. often it is not directly stated in the text and you must determine the reason for the text. Sometimes the author states this |
| author's point of view | all authors have their own unique view on a topic. authors often reveal their personal views through word choice and what evidence they choose to include. |
| rhetoric | refers to language choices and techniques that writers use to communicate perspective and to modify the perspective of others |
| appeals | in persuasive passages, there are 3 main types of this that a writer may use to strengthen his or her argument. each type of appeal attempts to persuade the audience but in a different way |
| theme | the deeper message or central idea. refers to a universal statement about life/society that can be discerned from the reading of a text. often the meaning one takes from it |
| character development (characterization) | an author may reveal a character through the character's thoughts, words, appearance, and actions or through what other characters say or think |
| direct characterization | occurs when the reader is told what a character is like or a speaker or narrator describes what he or she thinks about a character |
| indirect characterization | occurs when a reader must infer what a character is like. in this case, the text provides clues through the character's words, thoughts or actions or through other characters' words, thoughts, or actions, but there is no evaluation or explanation from a n |
| complex characters | characters who often present conflicting or shifting thoughts, actions, and motivations are considered complex characters. are often referred to as being dynamic or round. in contrast, characters who do not have conflicting motivations, thoughts or action |
| multiple/conflicting motivations | complex characters often have more than one reason or motivation to complete or avoid an action. those motivations can cause characters to both want to do something and not want to do it. for example, a son may want to help his mother clean the house, but |
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pepo.the.pepsi
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