REVIEWER

for summative
SCIENCE
 LEVELS or BIOLOGICAL ORGANIZATION
test
- is done to make studying science easier

 BIOLOGY – branch of science which deals with the study of life of all the organisms on Earth. It comes
from 2 Greek words, “Bios” – meaning life, and “Logos” meaning study.

 All living things exhibit a unique and complex hierarchical organization, this is a range in ascending order
or from the lowest to the highest level.
 Cell, Tissue, Organ, Organ System, Organism, Population, Community, Ecosystem,
Biosphere

 SENTENCE STRUCTURE
- A sentence consists of a subject (topic of the sentence) and a predicate (action/talks about the subject)

 SIMPLE - are made of one independent clause and therefore form a complete thought. A simple
sentence has one subject and one predicate.

 COMPOUND - are made of two independent clauses joined in one of the following ways:
 A coordinating conjunction with a comma – for, and, nor, but, or, yet and so
 A semicolon with a conjunctive adverb – conjunctive adverbs are sometimes called floating
adverbs because they can be positioned at the beginning, in the middle, or at the end of a clause.
 Common conjunctive adverbs: Moreover, However, Otherwise, Therefore
 A semicolon only

 COMPLEX – contain one independent and one subordinate (dependent) clause

 The most common subordinating conjunctions are: after, although, as, because, before, how, if,
once, since, than, that, though, till, until, when, where, whether, and while
 The subordinate clause begins with a subordinate conjunction
 The clauses can appear in any order

 After the sun set, we built a campfire. (INDEPENDENT) (DEPENDENT)

 We built a campfire after the sunset.

 COMPOUND-COMPLEX – contains one subordinate (dependent clause and two or more independent
clauses.

 CLAUSES
- building blocks of a sentence
- A clause is a group of related words containing a subject and a verb. It is different from a phrase in that phrase
does not include a subject and a verb relationship. There are many different kinds of clauses.

 INDEPENDENT CLAUSES – a clause that can stand by itself and still make sense and still make
sense. An independent clause could be its own sentence, but is often part of a larger structure, combined
with other independent clauses and with dependent clauses. Independent clauses are sometimes called
essential or restrictive clauses.

 Can be connected in a variety of ways:

 By a comma and little conjunction (and, but, or, not, for, yet, and sometimes so)
 By a semicolon, by itself
 By a semicolon accompanied by a conjunctive adverb (such as however, moreover,
nevertheless, as a result, consequently, etc.)
 Independent clauses are often not connected by punctuation at all but are separated by a period.
  EXAMPLES
 Glaciers often leave behind holes in the ground.
 These holes are called kettles, and they look just like scooped-out pots.
 Glaciers also leave behind enormous deposits of glacial "garbage" ; these deposits are called
morains.
 Kettle holes result when a large block of ice is left behind the glacier and then melts away,
leaving a large depression.

 DEPENDENT CLAUSES – a clause that cannot stand by itself. It depends on something else and
independent clause, for its meaning. A dependent clause trying to stand by itself would be a sentence
fragment. Dependent clauses are sometimes called subordinate, nonessential or non-restrictive clauses.
 It begins with a subordinating conjunction.
 Noun clauses do anything that a noun can do. They can be subjects, objects and objects of the
prepositions.
 Adverb clauses tend to tell us something about the sentence’s main verb: when, why, under
what conditions.

 EXAMPLE:
 What Turveydrop has forgotten about American politics could fill entire libraries.
 President Johnson finally revealed what he had in mind for his congressional leaders.
 Sheila Thistlethwaite has written a marvellous book about how American politics and economic
processes often run counter to common sense.

 FIGURES OF SPEECH
- Used by authors to enhance their writing.
- Figures of speech present ordinary things in new or unusual ways. They communicate ideas that go beyond the
word’s usual, literal meanings.

 IMAGERY – descriptive writing that appears to the senses (sight, taste, touch, smell and hearing).
When a writer uses imagery, the descriptive writing helps create a picture or image in your mind.
 Imagery = mental image.
 The hot July sun cast an orange glare over the ocean waves.
 The cool waves crashed over my feet as we walked along the gritty sand.

 SIMILE – comparing two unlike things using like or as

 She ran like the wind
 The snow was as thick as a blanket.
 She was as light as a feather.
 You are acting like a baby.
 He felt like a bug under a microscope.

 METAPHOR – the definition of a metaphor is similar to the definition of a simile but there is one
important difference between the two.
 Two unlike things are being compared
 The words like or as are NOT used to make the comparison.

 ALLITERATION
 repetition of beginning consonant sounds
 Repetition of beginning vowel sounds
 Repetition of ending consonant sounds
 Repetition of ending vowel sounds.
 Not every word in the sentence has to begin with the same letter in order for it to be considered
alliterations.

 LANGUAGE REGISTER
- Describes various styles of language available for writing or speaking.
 FROZEN
 Printed, unchanging language formal, almost scripted phrases that do not vary.

 EXAMPLES:
 The Bible
 The Lord’s Prayer
 The Pledge of Allegiance
 Laws
 Preamble to the US Constitution

 FORMAL
 One way communication, no interruptions
 Used in impersonal, formal settings
 Follows a commonly accepted format – complete sentences, more complex syntax and specific
word usages.
 Often used to show respect

 EXAMPLES:
 Introductions between strangers
 Rhetorical statements and questions
 Speeches, pronouncements made by judges.
 Announcements
 Standard for work, school, public offices and business settings
 Interviews
 Academic language in the classroom
 Public speaking

 CONSULTATIVE
 A mix of formal and casual register
 Two way participation, professional setting
 Background information is provided (prior knowledge is not assumed).
 Interruptions and feedback fillers allowed ("uh-huh", " see").
 More complex syntax, longer phrases

 EXAMPLES
 Doctor: patient, lawyer: client, lawyer: judge,
 Teacher: student.
 Superior: subordinate
 Colleagues, peers

 CASUAL
 Very informal language, ellipsis and slang are common
 No background information provided
 - "group" language must be a member to use
 Interruptions common
 Context and non-verbal communication important
 Talking with friends, slang, abbreviations, drafts

 EXAMPLES
 friends and acquaintances
 family
 teammates
 chats and blogs

 INTIMATE
 Non-public
 Private Conversations
  Intonation as important as wording and grammar
 Often a private vocabulary

 EXAMPLES
 husband, wife
 boyfriend/girlfriend
 twins (siblings)
 pets, I would also add
 Interesting to note here, this is the language of sexual harassment as well.

 HOW TO WRITE AN ESSAY


INTRO BODY CONCLUSION
First part of an essay Is a set of paragraphs that develop the This is what leaves an impression
idea expressed in the thesis statement on the reader.
Introduction Format:
Attention getter What should be included in the body No new information in the
State your problem and how to write: conclusion.
Bridge or transition sentences
Thesis statement (always at Make a list of main ideas to support the Recap ideas and it should follow
the end) thesis statement logically from the body of the
essay.
Arrange the ideas in a Logical Way (Time,
Place, Importance) Restate your thesis statement in
different words.
Plan out each paragraph by listing major
details. Have your reader do something
after reading (Call to action -
Order the details in a Logical Way (Time, Example: Go write your senator
Place, Importance) about this problem).

Use signal words to make smooth transitions between

sentences and paragraphs:
For example: For example, for instance, to illustrate
For organization or chronological order: The six steps
are..., next, finally, first, secondly, third
For additional points: Furthermore, in addition, also,
moreover
For opposing ideas: On the other hand, in contrast,
although, however
For similar ideas: Likewise, similarly, in comparison
For exceptions: However, nevertheless, but, yet, still
For emphasis: Above all, finally, more, importantly
For understanding: In other words, in essence, briefly
For summarizing: In conclusion, to sum up, for these
reasons, in a nutshell
For exams: Remember this, this is important, this could be
on the test.