More practice with the language you're learning
Supplementary support — grammar, vocabulary, speaking and review — built from language already taught in the course. Not a lesson, and never a test.
1.Transformation: express the same meaning without repeating the original wording — "**Anaphora**: 'We can build it. We can fund it. We can choose to want it.'"
2.Transformation: express the same meaning without repeating the original wording — "**Antithesis**: 'Not slogans, but commitments. Not promises, but timetables.'"
3.Transformation: express the same meaning without repeating the original wording — "**Tricolon**: 'Clearer, faster, fairer.'"
4.Turn into anaphora: 'We need clarity, courage and honesty about the costs.'
Show answer
'We need clarity. We need courage. We need honesty about the costs.'
5.Turn into antithesis: 'This isn't really about money; it's about who decides.'
Show answer
'Not about money — about who decides.'
6.Mini-context: someone disagrees with you in a meeting. Reply in two turns, using this structure at least once.
Show answer
Anaphora (repeated opening) builds momentum and signals shared ground. Antithesis (X / not-X) clarifies a choice and forces a position. Tricolon (three parallel items) gives a claim the feel of completeness. Use one figure per argument peak — more than that is karaoke.
1.Sort these into "positive", "neutral" and "critical" in tone, and be ready to defend a borderline case: to land (a line / point), rhetorical heft, to ring hollow, applause line, to overplay (a figure), the punch line of the argument
Show answer
to land (a line / point) — to deliver something so it has the intended effect | rhetorical heft — the felt weight of a well-built sentence | to ring hollow — to sound impressive but mean little | applause line — a sentence engineered to get clapping | to overplay (a figure) — to over-use a rhetorical device until it tires | the punch line of the argument — the sentence the whole structure was building toward
2.Odd one out: which of these is least like "to land (a line / point)" in meaning or use — rhetorical heft / to ring hollow / applause line? Explain why.
Show answer
Compare against: to deliver something so it has the intended effect
3.Odd one out: which of these is least like "rhetorical heft" in meaning or use — to ring hollow / applause line / to overplay (a figure)? Explain why.
Show answer
Compare against: the felt weight of a well-built sentence
4.Odd one out: which of these is least like "to ring hollow" in meaning or use — applause line / to overplay (a figure) / the punch line of the argument? Explain why.
Show answer
Compare against: to sound impressive but mean little
5.Odd one out: which of these is least like "applause line" in meaning or use — to overplay (a figure) / the punch line of the argument / to land (a line / point)? Explain why.
Show answer
Compare against: a sentence engineered to get clapping
6.Semantic map: place "to land (a line / point)" on a scale from mild to strong against two other words you know. Then use the strongest one.
7.Semantic map: place "rhetorical heft" on a scale from mild to strong against two other words you know. Then use the strongest one.
8.Semantic map: place "to ring hollow" on a scale from mild to strong against two other words you know. Then use the strongest one.
9.Mini-dialogue: write four lines in which two of this lesson's words appear naturally.
1.Word family: give the noun, verb, adjective and adverb forms linked to "to land (a line / point)" where they exist, then use the form that is hardest for you.
2.Word family: give the noun, verb, adjective and adverb forms linked to "rhetorical heft" where they exist, then use the form that is hardest for you.
3.Word family: give the noun, verb, adjective and adverb forms linked to "to ring hollow" where they exist, then use the form that is hardest for you.
4.Word family: give the noun, verb, adjective and adverb forms linked to "applause line" where they exist, then use the form that is hardest for you.
5.Spot the mismatch: which partner does NOT work with "to land (a line / point)" — and what would a proficient speaker say instead?
Show answer
Natural model: She landed the closing line — the room actually paused.
6.Spot the mismatch: which partner does NOT work with "rhetorical heft" — and what would a proficient speaker say instead?
Show answer
Natural model: The phrase has rhetorical heft because the rhythm is right.
7.Spot the mismatch: which partner does NOT work with "to ring hollow" — and what would a proficient speaker say instead?
Show answer
Natural model: Without a costed plan, the slogan rings hollow.
8.Rewrite one sentence from your last piece of writing, swapping a weak combination for a precise one from this lesson.
1.Shift the register twice: make this markedly formal, then markedly conversational — "**Anaphora**: 'We can build it. We can fund it. We can choose to want it.'"
2.Shift the register twice: make this markedly formal, then markedly conversational — "**Antithesis**: 'Not slogans, but commitments. Not promises, but timetables.'"
3.Shift the register twice: make this markedly formal, then markedly conversational — "**Tricolon**: 'Clearer, faster, fairer.'"
4.Diplomatic vs direct: soften this, then sharpen it. Which version would you actually use, and to whom? "Where would a less skilled speaker have added a fourth figure — and why would that have hurt?"
5.Compress: express the idea behind "She landed the closing line — the room actually paused." in six words or fewer without losing the nuance.
Show answer
to deliver something so it has the intended effect
6.Compress: express the idea behind "The phrase has rhetorical heft because the rhythm is right." in six words or fewer without losing the nuance.
Show answer
the felt weight of a well-built sentence
7.Compress: express the idea behind "Without a costed plan, the slogan rings hollow." in six words or fewer without losing the nuance.
Show answer
to sound impressive but mean little
8.Read one of your own paraphrases aloud. Which word choice is doing the most work? Replace everything around it.
1.Rank and justify: order the ideas in Where would a less skilled speaker have added a fourth figure — and why would that have hurt? / Which figure is doing argumentative work, not just emotional work? / Could the speech end on an antithesis instead of the current sentence? Try it. from most to least convincing. Defend your top choice.
2.Role-play: Eight minutes of writing prep. Teacher provides a one-line counter-claim for you to refute somewhere in the speech. Take the position you least agree with.
3.Decision task: you have two minutes to reach a single recommendation on Recording or transcript + teacher note on which peak landed hardest.. State it in one sentence.
4.Now switch sides and argue the opposite for 60 seconds. Which language had to change?
5.Follow-up — push further: Claim: 'Cities should ban most short car trips.' Add a counter-example.
6.Follow-up — push further: Claim: 'Universities should publish all admission criteria openly.' Add a counter-example.
1.Paragraph ordering: draft your four topic sentences only, then decide their best order and say why.
2.Partial writing: write only the concession paragraph of Write the closing 120–140 words of an op-ed. You MUST: (a) include exactly one anaphora OR one tricolon, (b) finish on a deliberate antithesis, (c) use at least three target items, (d) cut anything that sounds 'speech-y' but isn't doing work. — 60–80 words.
3.Editing pass: cut 15% of your words without losing content. What went first?
4.Audience switch: rewrite your opening for a hostile reader, then for a sympathetic one.
5.Self-check: underline every repeated word and replace two with precise choices from this lesson.
1.Prompt: 'Should universities teach students how to argue with AI?' Draft your opening antithesis and your closing tricolon. Say both aloud.
Show answer
Open with antithesis ('Not X, but Y…'); close with tricolon ('faster, fairer, simpler'). Nothing in between.
2.Find the evidence: which exact words in the text/script support this — Find ONE anaphora.
Show answer
'You worked through nights, through doubts, through the years…' or 'The work you did… The doors it opens… The world you walk into…'
3.Find the evidence: which exact words in the text/script support this — Find ONE antithesis.
Show answer
'Not congratulations alone — recognition.' (and the two parallels that follow)
4.Find the evidence: which exact words in the text/script support this — Find ONE tricolon.
Show answer
'Not congratulations alone — recognition. Not pride alone — gratitude. Not memory alone — invitation.' is a triple-antithesis tricolon.
5.Key word transformation: rewrite "**Anaphora**: 'We can build it. We can fund it. We can choose to want it.'" using the structure from Anaphora, antithesis, tricolon — for force, not decoration, in 3–8 words.
Show answer
Anaphora (repeated opening) builds momentum and signals shared ground. Antithesis (X / not-X) clarifies a choice and forces a position. Tricolon (three parallel items) gives a claim the feel of completeness. Use one figure per argument peak — more than that is karaoke.
6.Reflection: which part of this task type costs you most time, and what will you do differently next time?
1.True, false or not stated? Decide for each, then correct the false ones: "'You worked through nights, through doubts, through the years…' or 'The work you did… The doors it opens… The world you walk into…'" · "'Not congratulations alone — recognition.' (and the two parallels that follow)" · "'Not congratulations alone — recognition. Not pride alone — gratitude. Not memory alone — invitation.' is a triple-antithesis tricolon."
Show answer
Find ONE anaphora. → 'You worked through nights, through doubts, through the years…' or 'The work you did… The doors it opens… The world you walk into…' | Find ONE antithesis. → 'Not congratulations alone — recognition.' (and the two parallels that follow) | Find ONE tricolon. → 'Not congratulations alone — recognition. Not pride alone — gratitude. Not memory alone — invitation.' is a triple-antithesis tricolon.
2.Retrieval race: in 60 seconds, list every word from this lesson you can remember, then check what you missed.
Show answer
to land (a line / point), rhetorical heft, to ring hollow, applause line, to overplay (a figure), the punch line of the argument
3.Use "to land (a line / point)" in a sentence about a completely different topic from the lesson.
Show answer
to deliver something so it has the intended effect
4.Use "rhetorical heft" in a sentence about a completely different topic from the lesson.
Show answer
the felt weight of a well-built sentence
5.Use "to ring hollow" in a sentence about a completely different topic from the lesson.
Show answer
to sound impressive but mean little
6.Teach it back: explain Anaphora, antithesis, tricolon — for force, not decoration to someone who has never met it, in under 45 seconds.
Show answer
Anaphora (repeated opening) builds momentum and signals shared ground. Antithesis (X / not-X) clarifies a choice and forces a position. Tricolon (three parallel items) gives a claim the feel of completeness. Use one figure per argument peak — more than that is karaoke.
7.Which figure did you overplay today — and how would you cut it?