A Friend's Book of Writing by Bravo Grammar Con Online

A friends BOOK OF WRITING

By Andrea Perez

Table of Contents: Introduction . . . . . 3 About the Author . . . . 4 Punctuation and capitalization 5 Parts of speech . . . . 6 Phrases and clauses . . . 15 Sentences . . . . . . . 18 Paragraphs . . . . . . 22 Essays . . . . . . . 26

Introduction This book of writing is about the importance of grammar. These are important rules to follow when writing! Hopefully you also learn that friendships are also as equally as important! Enjoy! Sincerely, Andrea Perez

About the Author Hello there, I am Andrea. I love to read anything with a whole different universe. If you didn't already notice, I like anime. I also like listening to music, playing video games, and drawing. I decided to write a book about friendships because I miss not seeing them from my laptop screen! I hope this book makes you also appreciate your friends.

SECTION 1 PUNCTUATION and CAPITALIZATION Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1. Alicia was super excited to meet her friends, that she hasn't seen in forever at the park at. 2. Dean and Jak, patiently waiting for the rest of the group to arrive, play a game of frisbee. 3. When Alicia, Martha, and Jasmine all finally came—half an hour after Dylan and Jak arrived—they decided they no longer wanted to play frisbee, letting the girl's desire to play down. 4. The girls complained about Dylan and Jak not wanting to play frisbee. Jak suggested that they play after they had lunch around 1:30-2:00. They all agreed to play after lunch. 5. On the way to look for a good restaurant, Jasmine made a suggestion “I know this place called ‘Pop’s Ramen’ they have really good food like: sushi, curry and ramen” 6. They all really liked those options; the group decided to head over to “Pop’s Ramen” for lunch. 7. Once they got there the waiter, after seating them, asked the group, “What would you like to order for today?” 8. The group got their orders taken except for Alicia. “Ahh! What should I pick? Everything looks so good”! 9. While Martha told the waiter that they needed more time to decide, Jasmine helped choose a meal for Alicia, “Okay why don’t you choose ‘Pop’s special curry’”? 10. “Yeah that sounds like a good choice! Thanks Jasmine”, Ali 11. Martha started to suggest something to Alicia, “Did you want a...oh, nevermind.” 12. The waiter said “She [Alicia] made a choice”?

13. The group (and Allica) said yes. 14. At the end the bill totalled up to be $20 bucks per plate.

Capitalization – Identify and create one (1) example sentence for each rule of capitalization. 1. Capitalize the First Word of a Sentence

Capitalize Names and Other Proper Nouns Don’t Capitalize After a Colon Capitalize the First Word of a Quote Capitalize Days, Months, and Holidays 6. Capitalize Most Words in Titles 7. Capitalize Cities, Countries, Nationalities, and Languages 8. Capitalize Time Periods and Events 2. 3. 4. 5.

EX: (Used to begin a sentence) – Sadly for some, 11th grade is the year with the most high-stakes testing. Halloween is my favorite holiday because I get to dress up as someone else.

SECTION 2 TEMPLATE AND GUIDELINES PARTS OF SPEECH NOUNS Types of nouns: (list three to five words of each type) · Common Nouns: name a class of people, places, things, or ideas. forest, dreams, teachers, bed · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). Culver city, Meradith, Children's Hospital · Compound Nouns: consist of words used together to form a single noun. blueberry, cartwheel, firework, homework · Concrete Nouns: refer to material things, to people, or to places. teddy bear, flower, shoe, blanket

· Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. determination, wisdom, creative, depressed

Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Dean yelled to Jak who had just ruined his homework by accidently spilling milk all over it. · Direct Object (comes after the verb and answers what or whom) Jak quickly apologized to Dean and tried to save whatever was still dry. · Indirect Object (answers to who or to whom) Jak noticed that the damage was too bad it could not be repaired so he offered Dean to re - do his homework.

PRONOUNS Pronouns take the place of nouns that have been established. Personal: Nominative (subjects) Objective (objects) I/we me/us you/you you/you He, she, it, one/they him, her, it, one/them Possessive My, mine Your, yours His, her, hers, its, one’s Relative: Nominative who That

our, ours your, yours their, theirs

Objective whom that those/ this

Possessive whose of that

Interrogative: who, which, what, whatever, whoever

Reflexive: (personal pronouns plus the suffix –self or –selves) Used only: when the action verb is directed toward the subject of the construction: They see themselves as the coolest kids at school. Dean took himself to the library. to intensify a point: Ms. Stevens herself mandated the order. As Alicia saw videos and pictures of Japan, she thought to herself, “I’m definitely going to Japan one day” Demonstrative: this, these

that, those

Indefinite:7 all, another, anybody, anyone, anything, both, each, either, everybody, everyone, everything, everywhere, few, many, much, neither, nobody, none, no one, nothing, one, other, several, somebody, someone, such.

VERBS Verbs show the time, action, and state of being of a subject. Tense: verbs indicate time via tenses: simple past past past perfect past progressive

simple present present present perfect present progressive

present perfect progressive future future perfect

Types: There are at least eleven (11) types of verbs: auxiliary verbs (helping verbs)

linking verbs (verbs that do not describe action, but connect the subject of a sentence to other parts of the sentence – usually the predicate) lexical verbs (main verbs) dynamic verbs (indicate action) stative verbs (describe a condition) finitive verbs (indicate tense) nonfinitive verbs (infinitives or participles) regular verbs (weak verbs) irregular verbs (strong verbs) transitive verbs (verbs followed by a direct object) intransitive verbs (verbs that do not take direct objects)

Voice: Voice is the form of the verb that indicates how it relates or interacts with the action. The English language has two voices: ACTIVE and PASSIVE. Active:] Jasmine's sister got her new acrylic paints at the store. Passive: The store had the acrylic paint in stock for Jasmine’s sister.

Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. Martha loves studying French in her spare time. Participle: word ending in “ing” or “ed” used as an adjective · There are always smoking areas for smokers out in public places. · Erick passed by Steave that has become bored of just sitting in the basement all day. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Dean loves to play video games with his friends.

ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper Demonstrate: Jak showed the rest of us the broken chair and told us, “This is the leg that broke.” Common: Dean told him abruptly to take it to put it in the basement before anyone from his family comes home. Proper: Jasmine said, “Isn't this chair authentic Chinese wood?!”

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings Abruptly 9

· 1. 2. 3.

Conversions “Lucky” becomes “Luckily” “Loud “ becomes “Loudly” “Nervous” becomes “Nervously”

Types: Manner, Frequency, Degree, Place, Time

Example Types: (Create one example each related to your subject) (How did she answer?) Manner - Alica heard her cell phone ringing, so she picked up the phone and noticed it was Martha calling and so she answered the call happily. (When will he leave?) Time - Dean suddenly saw that it was almost time to pick up his girlfriend from practice and panicked on his way over to his car.

(Where was he?) Jasmine was casually on her way to class when one of her friends caught up to her and asked a question about an assignment.

(How good is she?) Jak felt like he did a recklessly bad job on his math test this morning. (How often is she pleasant?) Martha is persistently a quiet student throughout the day.

CONJUNCTIONS Coordinating (FANBOYS): for, and, nor, but, or, yet, so Correlative: Either/or; neither/nor; not only/but also; both/and; whether/or; as/so Subordinate: after, though as, as if, as long as, as thought, because, before, if, in order that, provided that, since, so, so that, that, though, till, unless, when, where, whereas, while Relative pronouns: who (refers to people), which (refers to nonliving object or animals), that (may refer to animals or nonliving objects)

PREPOSITIONS Prepositions link nouns, pronouns, and phrases to other parts of the sentence. Prepositions are NEVER followed by verbs. There are one-word prepositions and complex prepositions. These are some common one-word prepositions: aboard, about, above, according to, across, across from, after, against, along, alongside, alongside of, along with, amid, among, apart from, around, as, as far as, aside from, at, away from, back of, because of, before, behind, below, beneath, beside, between, beyond, but (except), by, by means of, concerning, despite, down, down from, except, except excluding for, for, from, from among, from between, from under, in, in addition to, in behalf of, including, in front of, in place of, in regard to, inside, inside of, in spite of, instead of, into, like, near, near to, notwithstanding, of, off, on, on account of, on behalf of, onto, on top of, opposite, out, out of, outside, outside of, over, over to, owing to, past, prior to, to, toward, under, underneath, until, unto, up, upon, up to, versus, with, within, without.

INTERJECTIONS Interjections are the final part of speech. Find and copy/paste an alphabetical list of interjections here. A – Ahh, ahoy, aha, ahem, alas, arrggh, aw B – Blah, brrr, bingo, bravo, bam, bazinga, bleh, boo, boo-yah, bah hambug C – Cheers, congrats, catching, cripes, crud D – Damn, darn, darnit, dang, drat, duh, dear, E – Eureka, eek, eh, er, encore, eww F – Fie, fiddlesticks G – Gak, gee, gee whiz, geez, gadzooks, golly, good grief, goodness, goodness gracious, gosh, gesundheit H – Hey, hmm, hooray, huh, hello, ha, ha-ha, holy cow, hallelujah, holy smokes, humph, hurray, hot dog, huh? K – Ka-ching, O – oh, oh oh, oh dear, oh my, oh my God, oh well, ouch, ow, oww, oops, oy, ooh-la-la, P – Phooey, presto, please, pshaw, pow, phew, pooh R – Rats, S – shoo, shh, shoop-shoop, T – Tut-tut, thanks, 11

U – Uh-huh, uh-oh, ugh, um, umm V – Viva, voila W – Whammo, wham, whew, whoa, wow, whoops, Y – Yay, yeah, yikes, yippee, yes, yuck, yum, yo, yahoo, yummy Z – Zap

Transitions of Logic Chart

Milder

Stronger

Addition

a further and and then then also too next another other nor

further furthermore moreover in addition additionally besides again equally important first, second finally, last

Comparison

just as ... so too a similar another... like

similarly comparable in the same way likewise

Contrast

but yet and yet still otherwise or though but another rather

however still nevertheless on the other hand on the contrary even so notwithstanding for all that in contrast alternatively at the same time though this may be otherwise instead nonetheless conversely

Time

then now soon afterward later shortly earlier recently first, second, third next before after today tomorrow

meanwhile at length presently at last finally immediately thereafter at that time subsequently eventually currently in the meantime in the past in the future

Purpose

to do this so that

to this end with this object for this purpose for that reason because of this in order to

Place

there here beyond nearby next to

at that point opposite to adjacent to on the other side in the front in the back

Result

so and so then

hence therefore accordingly consequently thus thereupon as a result in consequence

Example

that is specifically in particular for one thing

for example for instance an instance of this this can be seen in

Summary and Emphasis

in sum generally after all by the way in general incidentally naturally I hope at least it seems in brief I suppose

in short on the whole as I said in other words to be sure in fact indeed clearly of course anyway remarkably I think assuredly definitely without doubt for all that on the whole in any event importantly certainly

SECTION 3 TEMPLATE AND GUIDELINES PHRASES and CLAUSES

Phrases â&#x20AC;&#x201C; groups of words that function as a part of speech. Noun Phrase: A group of words consisting of nouns or pronouns and their modifiers that function as a noun. The whole group wanted to go to the cinema instead of the pier. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. Alicia went quickly to the cashier to pay for the tickets. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. When they got in the theater we were greeted by the loudness of the speakers. Appositive Phrase: A group of words that include all the words that modify an appositive and function as an adjective - IT MUST BE SURROUNDED BY COMMAS.

Ms. Bell, their English teacher, recommended the movie they were about to watch. Verbal Phrases: A group of words that begin with a verbal and ends with a noun. ● Gerund Phrase verb ending in -ing that functions as a noun. Walking down the aisle, the group finally found their seats. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. When Jak ate all the popcorn, we wished that we hadn't given him the bucket. ● Infinitive Phrase verbs preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. When the credits started to roll the audience knew that it was time to start heading out of the theater.

CLAUSES Clauses – groups of words with BOTH a subject and a verb that function as parts of speech. There are TWO kinds: Independent and Dependent (called “Subordinate”) INDEPENDENT – CAN stand alone as a complete sentence, known as a simple sentence pattern. Seattle Grace Hospital is a great teaching hospital. DEPENDENT (SUBORDINATE) – CANNOT stand alone as a complete sentence and MUST begin with a SUBORDINATE CONJUNCTION. There are seven (7) kinds: Noun Clause: Used as the noun in a sentence and may function as a subject, a predicate noun, a direct object, an object of a preposition, an indirect object, or an appositive. ○ He finally picked up his act after weeks of doing nothing. ○ The librarian quickly gave the loud kids a warning to quiet down. ○ Our mother was very much upset with us.

○ I carefully packed Camron his after school meal. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ This is the abandoned house where an old couple died. ○ There was the harddrive that I looked for. ○ The recipe that I wanted was in my moms kitchen drawer . . Some adjective clauses begin with relative pronouns: ■ My sister was the one who got a raise at her job. ■ Ms. Richards is the mom whose children are very talented. ■ Our parents think that the no cell phones during class rule is an important rule. ■ Was this not the set of keys that you were looking for earlier? ■ Yasmin is the girl whom I asked to be my girlfriend. ■ The missing item to which you refer to has been found and is in the back of the office. ■ I am a student who frequently tries not to forget about due dates. Adverb Clause: Used to modify verbs, adjectives, and adverbs in an independent clause, introduced by a subordinate conjunction and used to indicate time, place, cause, purpose, result, condition, and/or concession. Modifying verbs: ■ The people that sit in the front of the roller coaster get a better view of where they are in the park when they ride it. ■ When their mom told them to hurry up, they all left their rooms. ■ They took off from the party because they were in a rush to finish an assignment due that same day. ■ Doctor Robbins spoke to her patient with such a hopeful tone. Modifying adjectives: ■ The medication seemed to finish in such a short amount of time. ■ My brother is as frustrating as my annoying peers at school. Modifying adverbs: ■ Some people believe that they are better than others. Relative Clauses: Dependent clause that begins with a relative pronoun. ○ Whenever we finish a task at home we are rewarded with an allowance. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When reading, Martha loves to drink a warm cup of tea. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ It is important to my dad to keep his new truck clean.

Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ I’m working on assignments, which were due the month before, hoping I can get them graded before the semester ends.

SECTION 4 TEMPLATE AND GUIDELINES SENTENCES Sentence – a set of words that contains a subject and a predicate and conveys a statement, command, question, or an exclamation.

Sentence Parts Subject – what/who the sentence is about . The Fearless leader fought the enemy bravely. Predicate – what the subject does The fearless leader fought the enemy bravely.

Sentence Types

Declarative – a sentence that makes a statement (ends with a period mark) Helping people become their best version of themselves has a great feeling to it. Imperative – a sentence that makes a command (ends with a period mark) Do not disturb. Interrogative – a sentence that asks a question (ends with a question mark) Where is the nearest restroom? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) Wow that’s impressive!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. There are more people everyday getting into anime. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). I really need to do work, yet I am too lazy to complete it. Complex Sentence: A sentence with one independent clause and at least one dependent clause. Although I planned to finish my painting, my day had become busy. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Though we prefer watching anime, my girlfriend and I started a Netflix live-action show, and we enjoyed it very much. Loose Sentence: A sentence that contains an independent clause plus a subordinate construction (either a clause or phrase) with your main point at the beginning. He decided to major in science, even though he really wanted to study art, philosophy, and religion.

Periodic Sentence: A sentence in which the independent clause is given at the end of the sentence in order to create interest or generate suspense with the main point coming at the end. Positive thinking, by helping us stay focused and maintaining a good attitude, is important for a happy life. Parallel Structure: A sentence using the same pattern of two or more verbs or ideas that match in tense or structure to show that they are of equal importance and to help the reader comprehend what is being written - this sentence requires symmetry. Martha really likes to paint, draw, and craft when I have the time to do so. Balanced Sentence: A sentence where phrases or clauses at the beginning and the end parallel each other by virtue of their likeness of structure, meaning, or length - this sentence requires symmetry. The group always has fun and are responsible at the same time!

Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Each member of the group makes up what the group is and the group would be nothing without them. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Alicia went to the store to buy bread, milk, cheese, bagels.

Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose.. Alicia went to the store to buy bread and milk and cheese and bagels. Anaphora: A sentence that features the purposeful repetition of a word, words, or a phrase at the beginning of several successive clauses in order to place emphasis and draw attention. People can say that friends are the most important, others say that friends aren't that important, but we can all agree that having friends is something that everyone goes through. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words.

Alicia always spends her days talking about her crush with Jasmine, she spends her nights talking about her crush, she spends her breaks talking about her crush, that at this point Jasmine knows everything about Alicia's crush.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. Martha loves to draw she would draw a picture every day if she had the time.[WRONG] Martha loves to draw and she would draw a picture every day if she had the time. [RIGHT]

Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas Martha loves to draw she would draw a picture every day if she had the time.[WRONG] Martha loves to draw. She would draw a picture every day if she had the time. [RIGHT]

Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Jak had no more. [WRONG] Jak had no more, so he had to go buy more chips. [RIGHT] Misplaced/Dangling – modifiers are words, phrases, or clauses that add description; a misplaced modifier describes the wrong part of a sentence and a dangling modifier is missing the part it’s supposed to modify Fumbling in her purse, the keys could not be found.[WRONG] As she fumbled in her purse, the keys could not be found.[RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force. Dean will bake a cake.[WRONG] Dean will not bake any cake. [RIGHT]

SECTION 5 TEMPLATE AND GUIDELINES PARAGRAPHS Paragraphs – a group of sentences that together convey a shared purpose structured around the same topic. Introductory Paragraphs (Introductions) Hook (Lead) – can begin with the title Anecdotal (Brief story to set the mood and lead the reader into the topic) Some people think that having friends is the most important thing to have, while others think they shouldn’t be as important to have. The concept of having friends can be categorized into important and not important but it is a concept that we all come around to and it is very important for one's mental health. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) EX: Is having friends important for mental health? Thesis Statements (the purpose of a piece of writing – usually one sentence in length, but can be longer depending on the purpose – must be something that is arguable) Assertion (claim - a subject + a “so what” about the subject) Ex. Having friends is important for one's mental health. Fact (empirically verifiable but often difficult to argue extensively about better used as evidence to support a claim) Ex. Having a good mental health is important to function. Opinion (personal position on a topic) Ex. Having friends doesn't mean that one has good mental health. Belief (social, religious, or political in nature – an opinion held by many to be a fact, though it is not necessarily factual – often involves a judgement) Ex. Feeling suicidal is sinfully wrong. Generalization (uses absolute or statistical pronouns: all, always, every, never, 22

none, most, half – avoid using this type of thesis statement unless citing the source of the data) Ex. Not having friends can severely hurt one’s health.

Document Based (cites a specific source, author, and position on a topic) Ex. From Mental Health First Aid U.S.A , “those who enjoy close friendships over their teenage years have a lower rate of depression or anxiety later in life.” Theory (a statement that can be tested and potentially proven - often answers a research question) Ex. The lack of social interaction with others can lead to various mental health issues later in one’s life. Clarification/Expansion of Thesis (could extend the thesis, preview the evidence supporting the thesis, give the purpose of thesis, establish the importance or significance of examining the intricacies of the thesis – this could be several sentences long) Ex. There are many articles out there that have so much information about how to deal with the things that happen throughout one’s life, although it’s much better to talk to people who might understand and give out advice.

Body Paragraphs (must have echoes of the thesis in each AND present evidence to support or expand on the thesis) Topic Sentences (must specifically indicate the topic of the paragraph and focus on one subject and/or area of evidence or support – could start with a “Transition of Logic” that connects to the previous paragraph to give context) | (Now every sentence in this paragraph must be related to the connection between fast food and health) Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) ORIGINAL QUOTE – “Friendship is something you never outgrow. Older adults who are ‘living a socially active life and prioritizing social goals are associated with higher late-life satisfaction.’” (Mental Health First Aid U.S)

Ex. In fact, studies have shown that “those who enjoy close friendships over their teenage years have a lower rate of depression or anxiety later in life.” (Mental Health First Aid U.S) Examining the Evidence Paraphrasing (rewording of a quote into other words of the same length without quotation marks, but still citing the source - useful for examining the quote and transitioning to your analysis of the quote) ORIGINAL QUOTE- “Friendship is something you never outgrow. Older adults who are ‘living a socially active life and prioritizing social goals are associated with higher late-life satisfaction.’” (Mental Health First Aid U.S) Ex: PARAPHRASE- friendship is something that people don’t ever really grow out of and it helps people achieve their goals. Summarizing (condensing larger quotes or sections - useful for closing the examination of the quote/evidence and transitioning to your analysis of the quote) ORIGINAL QUOTE- “those who enjoy close friendships over their teenage years have a lower rate of depression or anxiety later in life.” (Mental Health First Aid U.S) Ex. SUMMARY – If people have friends growing up show less signs of depression and anxiety. Abstract Examples (hypothetical, “what if” examples that do not refer to a source – AVOID USING THEM AS EVIDENCE – but useful for examining the quote) Ex. People might be able to lessen their symptoms of depression if they had more friends. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. An article from the Mental Health First Aid U.S, says that most people find it hard to talk to family and find it easier to talk to friends.

Closing Sentences (must end the discussion of the topic within the paragraph with a transitional or culminating word – possibly an adverb – and should echo the thesis of the essay) Ex. It’s clear that friends are important to one’s mental health

Closing Paragraphs (Conclusions – should not be mere summaries of the previous paragraphs of your essay) Consequences of Disregarding the Thesis (establishing the potential consequences of disregarding the implications of the thesis – CREATING A COUNTERARGUMENT – could be one or more sentences) Ex. If not having friends was not that important to one’s mental health then there would be lower cases of mental health issues around the U.S.

Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. The lack of friends people make is the main cause of mental illness. Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. That is why pushing people to be more social at a young age is very important. Final Sentence (connects to the hook and finishes the essay (finish your argument) – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…) Ex. So in conclusion this is why having friends is important.

SECTION 6 TEMPLATE AND GUIDELINES ESSAYS Essays – An essay is a short academic composition. The word “essay” is derived from a French word “essai” or “essayer,” which means “trail.” In composition, however, an essay is a piece of non-fiction writing that talks or discusses a specific topic. Presently, essays are part of every degree program. Types – Persuasive (Argumentative) A persuasive essay is meant to convince the target audience to do something or not do something. Expository (Informative) Expose means to uncover or lay something bare, or to discover something in a way that others know what it is. Expository is derived from exposition, which is a noun of ‘expose.’ An expository essay is a genre of writing which tends to explain, illustrate, clarify, or explicate something in a way that it becomes clear for readers. Therefore, it could be an investigation, evaluation, or even argumentation about an idea for clarification. Definition or Description: A descriptive essay describes something, some place, some experience, or some situation through sensory information. Process (How-to): A process essay explains or shows a process of making or doing something. Compare and Contrast: A comparison essay makes comparison and contrasts between two things. Cause and Effect: A cause and effect essay finds out the cause of something and then its effects on something else.

Analytical/Critical:

Analytical implies the breaking down of something into parts, or the discussion of something in a way that it becomes a dissection of the whole. An analytical type of essay differs from other types of essays in that its primary goal is to explain something bit by bit to enhance understanding. Most of the time, an analytical essay is written about the analysis of a text, or a process, or an idea. In literature, however, it is a critical analysis of some literary text which is done to enhance its understanding. Narrative (Tells a story): A narrative essay is a narration like a short story. It is, however, different from a short story in that it is written in an essay format.

Strategies/Planning Tips/Steps â&#x20AC;&#x201C; Generally, a simple five-paragraph has five paragraphs including an introduction, three body paragraphs, and a conclusion. An argumentative essay, however, has an additional paragraph which presents counter arguments or opposing arguments in the same sequence. However, at the end of this paragraph, both the arguments are weighed in the favor of stronger arguments presented earlier in three body paragraphs. Work Cited Page MLA Format: MLA style is most commonly used to cite sources within the language arts, cultural studies, and other humanities disciplines. APA Format: APA (American Psychological Association) style is most commonly used to cite sources within the social sciences.