Mastering English Language Arts: Grammar, Writing & Literary Analysis
Essential Grammar & Writing Terms with Examples
| # | Key Term | Quick Meaning | Example |
|---|---|---|---|
| 1 | Subject | The noun or pronoun performing the action. | She runs fast. |
| 2 | Verb | A word describing an action or state of being. | She runs. |
| 3 | Auxiliary Verbs | Verbs that assist the main verb. | She is running. |
| 4 | Predicate | The verb and all information related to the subject. | The dog barked loudly. |
| 5 | Subject-Verb Agreement | The verb must match the subject in number (singular/plural). | He walks, they walk. |
| 6 | Simple Sentence | A single complete thought (Independent Clause). | I love pizza. |
| 7 | Capital Letters | Used to begin sentences and proper nouns. | Toronto is in Canada. |
| 8 | Fragment | An incomplete sentence. | Because I was late. (Fix needed) |
| 9 | Run-on Sentence | Two or more sentences joined without proper punctuation. | I ate lunch I went out. |
| 10 | Comma Splice | Two independent clauses joined only by a comma. Fix with a coordinating conjunction (FANBOYS), semicolon, or period. | I was tired, I stayed up. |
| 11 | Compound Sentence | Two independent clauses joined by a coordinating conjunction (FANBOYS). | I studied, and I passed. |
| 12 | Independent Clause | A complete sentence that can stand alone. | I went home. |
| 13 | Coordinating Conjunction | Connects independent clauses (FANBOYS). | I ran, but I was late. |
| 14 | Semi-colon | Connects two closely related independent clauses. | I was late; I missed the bus. |
| 15 | Conjunctive Adverb | A transition word used with a semicolon to join independent clauses. | I was late; however, I got in. |
| 16 | Complex Sentence | An independent clause combined with a dependent clause. | I left because it was late. |
| 17 | Subordinating Conjunction | Introduces a dependent clause (e.g., because, although, if). | Although it rained, we went out. |
| 18 | Complex Sentence Types | Dependent clause followed by an independent clause, or vice versa. | Because I’m tired, I’ll nap. |
| 19 | Comma Rules | Used after a dependent clause, for items in a list, or after introductory phrases. | If hungry, eat. |
| 20 | Paragraphs | A group of sentences focused on a single topic. | [Used in essays] |
| 21 | Tense Consistency | Maintain the same verb tense throughout a passage. | He ran, then he sat. |
| 22 | Direct Speech Punctuation | Use commas and quotation marks. | She said, “I’m coming.” |
| 23 | Dash | Adds emphasis or additional information. | He ran—fast! |
| 24 | Parentheses | Adds supplementary information. | He won (easily). |
| 25 | Appositive | A noun or phrase that renames another noun right beside it. | My teacher, Mr. Lee, is funny. |
| 26 | Apostrophe (Contraction) | Indicates missing letters in a contraction. | Can’t = cannot. |
| 27 | Apostrophe (Possession) | Indicates possession or ownership. | Afrin’s pen. |
| 28 | Preposition | Shows relationships of time, place, or direction. | In class, under bed. |
| 29 | Prepositional Phrase | A phrase beginning with a preposition. | On the table, beside the tree. |
Key Terms for Short Story Writing & Analysis
| # | Key Term | Quick Meaning |
| 1 | Short Story | A concise work of fictional narrative. |
| 2 | Protagonist | The central character in a story. |
| 3 | Antagonist | The character or force opposing the protagonist. |
| 4 | Stereotypes | Oversimplified and widely held ideas about people or groups. |
| 5 | How to Write Quotations | Properly use quotation marks, commas, and dialogue tags. |
| 6 | Inference | A conclusion reached on the basis of evidence and reasoning. |
| 7 | Show-not-Tell | Convey information through actions, senses, and emotions rather than direct statements. |
| 8 | Mise-en-scène | The arrangement of everything that appears in a scene. |
| 9 | Idiom | A phrase whose meaning cannot be understood from the ordinary meaning of its words. |
| 10 | Irony | A literary device where the actual meaning is different from the literal meaning. |
| 11 | Apostrophe of Possession | Indicates ownership or possession. |
| 12 | Referring to Same Noun | Maintain consistent subjects to avoid confusion. |
| 13 | Dialogue Punctuation | Apply correct punctuation when writing dialogue. |
| 14 | Dialogue Tag + Participle | A dialogue tag that includes a present participle verb (e.g., “Laughing, he said”). |
| 15 | Interrupted Dialogue | Dialogue that is interrupted by an action or another speaker. |
| 16 | Sherlock Holmes | Example of a logical detective character. |
| 17 | Showing Character | Character traits revealed through actions, dialogue, and thoughts. |
| 18 | Its vs It’s | Its indicates possession; It’s is a contraction for ‘it is’ or ‘it has’. |
| 19 | Writing Action | Employ strong, vivid verbs to describe actions (e.g., “He sprinted”). |
| 20 | In Medias Res | Starting a narrative in the middle of the action. |
| 21 | Serialisation | A story published or broadcast in a series of separate parts. |
| 22 | Universal Fears | Fears that are common across cultures and time (e.g., death, the unknown). |
| 23 | Red Herring | A misleading clue intended to divert the reader’s attention. |
| 24 | Locked Room Mystery | A mystery where a crime is committed in a seemingly impossible setting. |
| 25 | Preposition | A word showing the relationship of a noun or pronoun to other words (e.g., time, place, position). |
| 26 | Prepositional Phrase | A phrase consisting of a preposition, its object, and any modifiers (e.g., “on the roof”). |
| 27 | Slow Motion | A narrative technique where time is extended to emphasize details. |
| 28 | Withholding Information | Deliberately holding back information to build suspense. |
Poetry & Essay Writing: Essential Literary Terms
| # | Key Term | Quick Meaning |
| 1 | Poem and Poet | A poet is an author who writes a poem (a form of creative writing). |
| 2 | Annotations | Explanatory notes added to a text to provide context or meaning. |
| 3 | Rhyme Scheme | The ordered pattern of rhymes at the ends of lines of a poem (e.g., ABAB). |
| 4 | Rhyming Couplet | Two consecutive lines of poetry that rhyme. |
| 5 | Rhythm | The measured flow of words and phrases in verse or prose. |
| 6 | Metaphor | A direct comparison between two unlike things without using ‘like’ or ‘as’ (e.g., “Time is money”). |
| 7 | Cyclical Structure | A narrative or poem that begins and ends in the same way or with the same idea. |
| 8 | Anaphora | The repetition of a word or phrase at the beginning of successive clauses or sentences. |
| 9 | Quotation | An exact passage or line taken from a text. |
| 10 | Opinion Essay: Introduction | Begins with a hook, provides background, and states the thesis/opinion. |
| 11 | Different Reasons | Each body paragraph should present a distinct reason supporting the thesis. |
| 12 | Opinion Essay: Body | Each paragraph includes a reason, explanation, and supporting example. |
| 13 | Specific Evidence | Concrete facts, direct quotations, or verifiable proof. |
| 14 | Opinion Essay: Conclusion | Restates the thesis in new words and summarizes main points. |
| 15 | Literary Essay: Body Paragraph | Focuses on a literary technique, includes a supporting quote, and provides analysis. |
| 16 | Patriotism | Devotion and strong support for one’s country. |
| 17 | Dehumanization | The process of depriving a person or group of positive human qualities. |
| 18 | Writing a Metaphor | Crafting clear and imaginative comparisons between dissimilar things. |
| 19 | Clichéd Metaphors | Comparisons that have lost their originality due to overuse (should be avoided). |
| 20 | Imperative | A verb form used to give a command or instruction (e.g., “Stop.”). |
| 21 | Empathy | The ability to understand and share the feelings of another. |
| 22 | Creative Imitation | Adopting the structure or style of an existing work to create new content. |
Shakespeare’s Macbeth: Key Scenes, Quotes & Themes
Act 1, Scene 1: Setting the Mood
Establishes a supernatural atmosphere with thunder and lightning.
Sets an evil and twisted tone, exemplified by the paradox: “Fair is foul, and foul is fair.”
The chaotic weather reflects the play’s mood and moral disorder.
Act 1, Scene 2: Macbeth’s Initial Description
Described as brave, noble, and heroic.
Demonstrates loyalty to King Duncan.
Portrayed as a dominant and formidable warrior.
Act 1, Scene 3: The Witches’ Prophecy
Prophecy: Macbeth will become Thane of Cawdor and King.
Prophecy: Banquo will not be king, but his descendants will be.
Macbeth becomes obsessed with the prophecy, appearing humble but harboring private ambition.
Act 1, Scene 4: The Rise of Ambition
Macbeth’s soliloquy: “Stars, hide your fires…” reveals his desire to conceal his evil intentions.
He desires the throne but fears others discovering his true, dark thoughts.
Act 1, Scene 7: Macbeth’s Internal Conflict
Macbeth expresses deep worry about assassinating King Duncan.
He fears the consequences and the loss of his reputation.
Lady Macbeth manipulates him into committing the act.
Act 2: Post-Murder Guilt and Control
Macbeth is overwhelmed by guilt and shock.
Lady Macbeth takes control, managing the immediate aftermath.
Macbeth’s torment: “O, full of scorpions is my mind” signifies his severe mental anguish.
Act 3: Banquo’s Murder and Macbeth’s Paranoia
Macbeth fears Banquo’s lineage will fulfill the prophecy and take the crown.
He becomes increasingly paranoid and ruthless.
His “fruitless crown” highlights his lack of heirs to pass the throne to.
Key Quotes and Analysis
WITCHES: “Fair is foul, and foul is fair.” – This paradox establishes the theme that appearances are deceiving.
CAPTAIN: “Brave Macbeth…” – The description of his bloody execution highlights his savagery in battle.
MACBETH: “Stars, hide your fires; Let not light see my black and deep desires.” – Reveals his hidden, dark ambitions.
MACBETH: “O, full of scorpions is my mind, dear wife!” – Expresses his intense mental suffering and regret.
MACBETH: “Here lay Duncan, His silver skin laced with his golden blood.” – The metaphor of ‘golden blood’ emphasizes his perceived nobility and Macbeth’s regret.
Major Themes and Character Traits
Ambition: A powerful force that can lead to both greatness and destruction.
Macbeth: Initially brave and noble, he becomes ambitious, manipulated, and ultimately ruthless.
Lady Macbeth: Controlling, manipulative, and driven, she becomes distressed when her plans falter.
Guilt & Regret: Both Macbeth and Lady Macbeth suffer profound psychological torment.
Fate vs. Free Will: The prophecies influence their decisions, raising questions about destiny and personal choice.