MTTC English Post-Practice Test

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1. lexical A child's acquisition of words 18. reading and writing reading and writing instruction is most
development as a reciprocal effective when combined. Influences
process each other.
2. semantic A child's acquisition of meanings associated
development with words 19. Phonological Ability to hear the sounds of words
processing and convert them to letters on a page
3. mental lexicon collection of known words (mental
or to see letters on a page and be
dictionary)
able to convert them to the sounds
4. context-bound word use that is tied to particular contexts that make up that word
word use
20. performing helps develop higher order thinking
5. referential words whose use is not bound to one cognitively skills
words particular context demanding
6. referential vocab development where a child's early language tasks
language style lexicon is dominated by object labels 21. microculture individuals bound together by a
7. phonological function of short term memory responsible common language within the context
memory for temporary storage of the sound of a of a broader society
speech stimulus 22. speech community group of people who share a set of
8. speech mental process separating the speech linguistic norms and expectations
segmentation stream into several words regarding the use of langue. Common
language or dialect
9. semantic organization of meanings as expressed in a
organization language as distinct from cognitive 23. acculturation process of social, psychological, and
organization cultural change that stems from the
balancing of two cultures while
10. lexical way in which mental lexicon represents the
adapting to the prevailing culture of
organization relation between words and meanings
the society
11. elaboration adding more information to already known
24. if listeners appear give an example of what you're talking
information
to be confused or about
12. Constructivisim child constructs their own meaning/can't overwhelmed
"receive" knowledge
25. enjambment continuation of a sentence without a
13. Pre-linguistic Birth-11 mos: babbling stage. recognize and pause beyond the end of a line,
stage produce sounds. Lacks all features of couplet, or stanza
language except phonology
26. English virtue in outer beauty
14. one-word 11 mos-1.5 years: Small number of isolated Renaissance poets
(holophrastic) words. Many sounds. Overgeneralize, (Edmund Spenser,
stage Understand phonology, develop wider Ben Jonson, Phillip
lexicon, on their way to understanding Sidney) wrote
morphology. developing syntax and about
semantics skills
27. Common Victorian industrialization, class, science v.
15. semantics meaning of words, phrases, sentences Age themes religion, progress, nostalgia, women
16. two-word a few months after beginning one word (what they can and can't do),
stage stage - 2.5 years: usually noun-noun, noun- utilitarianism
verb statements. Better understanding of 28. Romanticism strong senses/emotions/feelings, awe
syntax and semantics, Beginning to themes of nature, celebration of individual,
understand grammar rules and categorize importance of imagination, solitary life,
words dark romantics: gothic, dark,
17. telegraphic 2.5-unitl fluent: Progress very quickly, much supernatural themes/settings
stage better understanding of syntax and 29. Elizabethan era adventure, discovery, attention to
semantics. Social interaction words. themes older sources of knowledge, tragedy
Questions. Don't make word order errors,
30. Renaissance mythology, humanism, religion v.
but uses shorter sentences
themes magic, exploration, math, science,
technology, beauty
31. Expository writing writing to explain, describe, inform 49. appeal to the fact that we don't know something
ignorance isn't proof of anything
32. expository description, sequence, cause and
organizational effect, comparison, problem and 50. false limits options to only two, when in
patterns solution dilemma/dichotomy reality there are more
33. concrete details must be facts (provable through 51. slippery slope moves from a seemingly harmless
observation), state strongly starting point to a series of small steps
resulting in an improbable extreme
34. commentary opinion, interpretation, analysis,
personal response, feelings (your own 52. circular argument argument is just repeating what they
or a characters) said beforehand without arriving at any
new conclusion (the bible is true
35. first person I/we
because the bible says it's true)
36. second person you
53. hasty generalizations without sufficient
37. third person he, she, it, they generalization evidence to support them. usually
38. first person narrator telling the story about some illicit assumption, stereotype,
narrator themselves (me) overstatement

39. third person limited narrator is not the main character, but 54. red herring distraction from the argument that
narrator doesn't know anything that the might seem to be relevant but really
character wouldn't know isn't on topic

40. third person god-like, can enter minds of all 55. tu quoque "you too", appeal to hypocrisy
omniscient narrator characters 56. appeal to authority misuse of an authority
41. writing open-ended how, why, so what, clear/focused, fallacy
research questions complex 57. equivocation word/phrase/sentence deliberately
42. how to help pre and post reading responses to fallacy used to confuse or mislead (often
students identify specific scenes shows up as euphemisms)
with cultural scenes 58. bandwagon something isn't true/right/good
that aren't their because other people agree with it
own
59. Old 450-1485
43. how to help utilize other docs from the time period English/Medieval
students empathize that help explain context/characters era
with characters
60. English 1485-1625
from different time
Reniassaance era
periods
61. Elizabethan era 1558-1603
44. using reading list key concepts and ask questions
journals to help about it 62. Victorian period 1833-1901
with content
63. Modernist era 1901-mid 1900s
learning
64. post-modernist era mid 1900s-present
45. how to best self create a portfolio
assess and reflect 65. Puritanism era 1600-1800
on a completed 66. Rationalism era 1750-1800
academic project
67. Romanticism era 1800-1860
46. glittering emotionally appealing phrase so
68. Transcendentalism 1840-1860
generality closely associated with highly valued
era
concepts and beliefs that it carries
conviction without information or 69. Realism era 1850-1900
reason 70. Harlem 1920-1940
47. ad hominem fallacy personal attacks unrelated to the truth Renaissance era
of the matter 71. Puritanism themes connections between god and
48. straw man fallacy attacks a position the opponent everyday life, original sin, religion is a
doesn't really hold personal/inner experience, plain
writing
72. Rationalism age of reason/enlightenment, you can 85. Post-Colonial 1990s: issues of power, economics, politics,
themes arrive at the truth through deductive criticism religion, and culture and how they work in
reasoning relation to colonial hegemony
73. Transcendentalism everything in the world is a reflection of 86. Feminist 1960s: ways that lit reinforces or
themes the divine soul, self reliance and criticism (and undermines the oppression of women
individualism outweigh external year)
authority and blind conformity
87. Gender 1970s: issues of sexuality, power, and
74. Realism themes disillusionment, slums/factories/corrupt studies/queer marginalized populations
politicians, realistic representation of theory (and
ordinary people (regionalism), sought to date)
explain behavior
88. Critical race 1970s: examines appearance of race and
75. Modernism disillusionment and loss of faith in the theory (and racism across lit
themes American dream, bold experimentation year)
in style, stream of consciousness
89. Allegory a story, poem, or picture that can be
76. Post-Modernism influenced by studies of interpreted to reveal a hidden meaning,
themes media/language/information typically a moral or political one.
technology, new literary forms and
90. Archetype Typical example of a certain person/thing.
techniques, intertextuality, idiosyncratic
Reoccurring symbol or motif
forms and playful language
91. Assonance the repetition of similar vowel sounds
77. 17th and 18th turbulent time of change and challenge
century Brit Lit of traditions 92. Epithet an adjective or descriptive phrase
characteristics expressing a quality or characteristic of the
person or thing mentioned
78. Formalism (and 1930s: Work contains intrinsic features
year) that make it good or bad. Free from 93. Litote Understatement using double negatives to
context, era, author equal a positive (I.e. not bad)

79. Psychoanalytical 1930s: Basically seeing how Freud's 94. Malapropism mistaken use of a word in place of a similar
theory (and year) theories/concepts may show up in the sounding one (often comedic)
literature 95. Motif Element, subject, idea or concept that is
80. Marxist theory 1930s: What social groups does it constantly present through the piece
(and year) benefit? How are the lower classes 96. Spoonerism Interchanging the first letters of some
oppressed? What parts of the words (hissed the mystery lectures vs.
superstructure/values does it reinforce? missed the history lectures)
81. Reader-response 1960s: readers' reactions are essential to 97. Syntax Study of the parts of speech; the structure
(and year) interpreting meaning of the text of sentences and what determines which
82. Structuralism 1920s: signs and signifieds. These parts words go where
can only be understood in relation to 98. Morphology Study of words and how they're formed,
each other and the large structure of the relationships to other words. Stems, roots,
genre. Text is made up of linguistic prefixes, etc.
conventions and situated among other
99. Dramatic No narrator, speaker is addressing an
texts
poetry audience
83. Post-structuralism 1966: frameworks/structures are
100. Sonnet Poem of 14 lines with a set rhyme scheme
(and year) constantly moving/intersecting. More
that varies.
concerned with power
structures/hegemonies and how they 101. Ballad Form of poetry in narrative song, usually
create hierarchies sung

84. New Historicism 1980s: Every work is a product of the 102. Prescriptive attempt to lay down rules of "correct"
(and time) context/time period it was created in. grammar grammar usage
How has that context been
interpreted/presented?
103. Descriptive Describes what is normal in language use; 122. Dependent clause can't stand alone as a sentence
grammar rules that are normal and intuitive (e.g. (functions as a noun, adj, or adverb
children who say "gooses" or "mans" know within a sentence)
it needs to be plural but don't know how to
123. Independent clause can stand alone as a sentence.
do it correctly)
Contains at least a subject and verb
104. new words are adding a pre/suffix to a current word,
124. To help ELL students aim to relate concepts to hands on
likely to be removing an affix, compounding two
understand vocab activities
created by words
125. Receptive vocab Words you understand when you
105. discriminative just identifying differences in sounds
knowledge hear or read them
listening
126. Productive vocab Words you use to express yourself
106. comprehension make sense of sounds (also known as
knowledge in speech or writing
listening content, informative, or full listening)
127. Mixed metaphor combination of two or more
107. Critical or evaluate and judge. Form and opinion
incompatible metaphors creating a
evaluative about what's being said
ridiculous effect
listening
128. Parable anecdote to teach moral lesson
108. Biased person only hears what they want to hear
listening (misinterprets based on biases) 129. What part of a book The characters
are readers most
109. Appreciative seek info that will help us meet our needs
likely to connect
listening or goals
with?
110. sympathetic care about the other person, show concern
130. Difference between metaphor: draw comparison
listening by paying close attention
symbol and between two things symbol: stand in
111. empathic Active listening. Seek a truer understanding metaphor for much more complex, abstract
listening of how the person is feeling. Ask questions idea
and respond
131. Open ended be answered by yes or no
112. Therapeutic listener uses connection to help the research questions
listening speaker understand/change/develop cannot
113. Dialogic learning through conversation and 132. Stressed syllables longer
listening engaged interchange of ideas and are
information
133. Unstressed syllables shorter
114. hand gestures support ideas are
help to
134. Iambic meter foot= unstressed, stressed
115. New criticism 1850s: Emphasized close reading to
135. trochaic meter foot= stressed, unstressed
discover how lit functions as a self
contained aesthetic object. Analyze 136. spondaic meter foot= stressed, stressed
structure and imagery of a text 137. anapestic meter foot= unstressed, unstressed,
116. Reading metacognition, graphic organizers, stressed
comprehension answering questions, generating questions, 138. dactylic meter foot= stressed, unstressed,
strategies recognizing story structure, summarizing unstressed
117. Petrarchan 14 lines. Octave (ABBAABBA) and sestet 139. pentameter five repeating feet in each line
sonnet (CDCDCD or CDEEDE)
140. monometer one repeating foot in each line
118. Shakespearean 3 quatrains (abab cdcd efef) and a couplet
141. dimeter two repeating feet in each line
sonnet (gg)
142. trimeter three repeating feet in each line
119. Elegy mournful poem, lament for the dead
143. tetrameter four repeating feet in each line
120. Compound two or more independent clauses joined
sentence by coordinating conjunctions 144. hexameter six repeating feet in each line

121. Complex contains one independent clause and at

least one dependent clause