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The repeated sentences or clauses provide emphasis to a central theme or idea the author is trying to convey. [1] Parallelism is the mark of a mature language speaker. [2] In language, syntax is the structure of a sentence, thus parallel syntax can also be called parallel sentence structure. This rhetorical tool improves the flow of a sentence ...
The second example pairs a gerund with a regular noun. Parallelism can be achieved by converting both terms to gerunds or to infinitives. The final phrase of the third example does not include a definite location, such as "across the yard" or "over the fence"; rewriting to add one completes the sentence's parallelism.
Repetition is the simple repeating of a word, within a short space of words (including in a poem), with no particular placement of the words to secure emphasis.It is a multilinguistic written or spoken device, frequently used in English and several other languages, such as Hindi and Chinese, and so rarely termed a figure of speech.
In rhetoric, epizeuxis, also known as palilogia, is the repetition of a word or phrase in immediate succession, typically within the same sentence, for vehemence or emphasis. [ 1 ] [ 2 ] A closely related rhetorical device is diacope , which involves word repetition that is broken up by a single intervening word, or a small number of ...
A famous example for lexical ambiguity is the following sentence: "Wenn hinter Fliegen Fliegen fliegen, fliegen Fliegen Fliegen hinterher.", meaning "When flies fly behind flies, then flies fly in pursuit of flies." [40] [circular reference] It takes advantage of some German nouns and corresponding verbs being homonymous. While not noticeable ...
The garden-path sentence effect occurs when the sentence has a phrase or word with an ambiguous meaning that the reader interprets in a certain way and, when they read the whole sentence, there is a difference in what has been read and what was expected. The reader must then read and evaluate the sentence again to understand its meaning.
Task Description A. Reading Test takers read printed, numbered sentences. The sentences are relatively simple in structure and vocabulary, so they can be read easily and in a fluent manner by literate speakers of the target language. B. Repeats Test takers repeat sentences verbatim. Sentences are presented in order of increasing difficulty.
Through repetition of phrases and sentences, a dialogue is learned by the first whole class, then smaller groups and finally individual learners. Reading and writing are introduced in the next stage. The oral lesson learned in previous class is the reading material to establish a relationship between speech and writing.