A World on Pause: The Pandemic Book of Writing by Bravo Grammar Con Online

A World On Pause

By: Megan Gardella

Table of Contents Introduction ……………………………………………….. 3 About the Author …………………………………………. 4 Dedication ………………………………………………… 5 Punctuation and Capitalization …………………………… 6-7 Parts of Speech …………………………………………….. 8-16 Phrases and Clauses ………………………….... 17-19 Sentences ……………………………………….. 20-24 Paragraphs …………………………………….... 25-28 Essays …………………………………………… 29-30

Introduction Epidemics are becoming a more serious thing and not many people see it that way. Some people are selfish and don't want to wear their masks or stay home because itâ&#x20AC;&#x2122;ll cause less people to get it. This book is to make people see that epidemics are not a joke and should be taken very seriously. And although we don't like to wear a mask or stay home because you feel it's useless just for your sake, stay home and wear it because i know you wouldn't want to be the one to get sick.

About the Author My name is Megan Gardella and as a kid I always knew I wanted to be a doctor or something in the medical field, I was always so certain. Now that all this epidemic stuff is going on I am now more sure because it sucks knowing your loved ones are sick and you can't help. I don't want that to be me, I want to help my family even if they don't make it. I want to at least know that I tried. I've always wanted to be more of a surgeon then a nurse but you never know, i could end up being just a doctor at the office.

Dedication I dedicate this book to anyone struggling to know what an epidemic is and how it works. I want everyone to know that once upon a time it wasn't a joke to get sick and that it wasn't a joke to not listen during a pandemic. Although we do hate being inside and not being able to go out it benefits us because we cannot get sick by staying in and wearing a mask.

A World On Pause BOOK OF WRITING SECTION 1 PUNCTUATION and CAPITALIZATION Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1. Period (.) is used at the end of sentences ➪ Everyone should wear a mask to prevent themselves from getting sick.

2. Coma (,) used go indicate a pause or separating grammatical components ➪ He created many of the medical terms we use today, such as acute, chronic, endemic, epidemic, paroxysm, and relapse. 3. Em dash (–) used as a stand in for a comma or parenthesis to separate phrases or a word ➪ This would be the last world epidemic—or so I thought. 4. En dash (-) used to show ranges in numbers and dates. ➪ I told my mother-in-law to be careful with the epidemic going on. 5. Colon (:) used to precede a list of items, a quotation, or an expansion or explanation ➪ There are two choices at this time: wear a mask and avoid getting sick or don't wear it and deal with the consequences. 6. Semicolon (;) used to indicate a pause between two main clauses ➪ Megan hates masks;Omar doesn’t 7. Question mark (?) used to indicate interrogative clause or phrase ➪ Will there be more epidemics in the future? 8. Exclamation mark (!) used to indicate na exclamation ➪ This epidemic is getting out of hand! 9. Apostrophe (‘) used to indicate possession ➪ It’s so crazy how long quarantine has been going on for. 10. Quotation marks (“ ”) used to represents spoken language or quotes ➪ “An epidemic is the rapid spread of disease to a large number of people in a given population within a short period of time.” 11. Ellipses (…) used to show omission or leaving out words in a quote ➪ An epidemic is the rapid spread of disease to a large number of people in a given population within a short period of time...the attack rate in excess of 15 cases per 100,000 people. 12. Brackets [ ] used to show extra information or info that isn't part of the main subject. ➪ CoronaVirus [a epidemic] is almost like the plague. 13. Parenthesis ( ) used to mark off parenthetical word or phrase ➪ Epidemics are spreading world wide (check the link in my bio). 14. Forward slash (/) used to mean “or” when presenting two alternatives ➪ The worst outbreaks are the Flu pandemic/sixth cholera pandemic.

EX: Comma (used to switch words around in a list) – Students at Bravo can freely choose between AP World History, AP US History, AP Government, and AP European History. Capitalization – Identify and create one (1) example sentence for each rule of capitalization. 1. Please list the rules of capitalization here Used when a word is abbreviated - When naming the epidemic from this year you could use COVID (coronavirus) Used when naming a country, state, and continent - The deadliest epidemic was The Black Plague and it took place in Europe. Used when mentioning someone's name - Alexandre Yersin was the one who found the cure for The Black Plague EX: (Used to begin a sentence) – Sadly for some, 11th grade is the year with the most high-stakes testing.

A World On Pause BOOK OF WRITING SECTION 2 TEMPLATE AND GUIDELINES PARTS OF SPEECH NOUNS Types of nouns: · Common Nouns: name a class of people, places, things, or ideas. EX: Doctor, hospital, urgent care, doctors office

· Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX: The White Memorial Hospital, Glendale Urgent Care, Dr. Jose B. Regullano, MD · Compound Nouns: consist of words used together to form a single noun. EX: stethoscope, thermometer, wheelchair · Concrete Nouns: refer to material things, to people, or to places. EX: hospital bed, wheel chair, desk · Abstract Nouns: name ideas, quality, emotions or attitudes. EX: sad, tired, nauseous

Functions (How nouns are used): · Subject (comes before the verb) People are wearing their masks outside. · Direct Object (comes after the verb and answer what or whom) The doctor gave Megan her results to her getting tested for any diseases. · Indirect Object (answers to who or to whom) The nurse called the person who was next to get checked out.

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: She gave herself a pregnancy test to see why she felt sick in the mornings. to intensify a point: The patients themselves knew they were not sick but got checked out just in case. Demonstrative: this, these

that, those

Indefinite: 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) 10

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: The patients got their results in the mail. Passive: The mail has brought the patients results.

Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · Not only will you not be able to talk but no singing either with a sore throat. Participle: word ending in “ing” or “ed” used as an adjective · There really is no yelling with a sore throat. · So many drive past the deserted gym. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · People like to go to the hospital when they know something is wrong with them.

ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper Tired, sleepy, exhausted

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings –ed, -ing, -tail · Conversions Emotionally, sickly , tiredly · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – The doctor gave the patient the results quickly. Time – The nurses hourly wages were enough for her to get her dream car. 11

Place – The girl immediately went to the hospital because she wasn't feeling good. Degree – The way the doctor checked for soreness on their leg felt oddly satisfying. Frequency – The nurses are continuously respectful to their rude patients.

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.

Transitions of Logic Chart

A Ahh Ah Alas Argh Ay

ack aha all right as if aye

agreed ahem amen aw

Bah blast Bother boy By golly bye

boo hoo brr

Cheerio cheers Come one crikey

chin up curses

Dear me duh

doggone

drat

Easy does it Er

eek egads exactly

Fair enough Fiddlesticks

fiddle-dee-dee fie foo fooey

Gâ&#x20AC;&#x2122;day gadzooks gah Gangway gee gee whiz Geez gesundheit get lost Get outta here go on good Good golly good job gosh Gracious great grr gulp

Ha ha-ha hah hallelujah Harrumph haw hee Here hey hmm ho hum Hoo hooray hot dog how Huh hum humbug hurray Huzza

I say

ick

is it

ixnay

Jeez just a sec Just wondering

just kidding

kapish

La la-di-dah lo long time Look look here lordy

Man meh mmm most certainly my My word

my my

Nah naw never no No can do no thanks No way nooo not nuts

Oh oh no oh-oh oho okay okey-dokey om oof Ooh oopsey over oy oyez

Peace posh

Quite

Rah rats ready roger roger that rumble

Say see ya shame shh Shoo shucks sigh sleep tight snap sorry sssh sup

Ta ta ta ta-da take back Tally ho tch thanks there There there time out toodles Touche tsk tsk-tsk tut

pew psst

pff phew ptui

right

pish

right on

tut-tut U Ugh

V uh

uh-oh

ugh

Very nice vroom

very well

voila

Wah well well done well,well what whatever Whee when whew whao Whoo whoopee whoops Whoopsy why word wow Wazzup Y

Ya yea yeah yech yikes Yippe yo yoo-hoo you bet You dont say you know yow Yum yummy

Zap

Addition

zounds

zowie

zzz

Milder

Stronger

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

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

A World On Pause BOOK OF WRITING SECTION 3 TEMPLATE AND GUIDELINES PHRASES and CLAUSES Phrases – 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. All the patients were eager to see if they came out positive or negative. Verb Phrase: A group of words consisting of verbs working together and function as a verb. After a long day of running errands, the boy knew he would have to be working long shifts at the hospital. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Mr. Gardella was welcomed to her new job. 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. Hazel, a regular patient , knew she wouldn't have to wait long in the waiting room. 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. Running to every room, the patients were confused. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The doctors and nurses quickly left the abandoned hospital. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. Many students knew it was time to study for their medical exam.

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. The patients go to the hospital when they feel sick.

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. ○ Where the hospital was made it easier for everyone to go. ○ Respectfully gives the help to anyone who needs it. ○ That patient was sick and everyone in the room noticed. ○ The surgeon checks for the tools he needs for surgery. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ The urgent care is where most people go when they're sick. ○ The surgeon absolutely needs his tools for surgery. ○ The emergency room the doctor wanted for the patient was waiting. Some adjective clauses begin with relative pronouns: ■ Surgery is obviously the hardest procedure to do. ■ There goes that nurse that is always nice to everyone. ■ Coronavirus is that one epidemic that has been spreading rapidly. ■ Is the coronavirus that epidemic everyone is scared to get? ■ Joe Biden was the one who said he was gonna find a cure for the coronavirus. ■ The prescription to which you refer has been lost so we won't be able to get your medication. ■ Coronavirus is that one virus no one wants to get. Adverb Clause: Used to modify verbs, adjectives, and adverbs in an independent clause, introduced by a subordinating conjunction and used to indicate time, place, cause, purpose, result, condition, and/or concession. Modifying verbs: ■ The nurses unfortunately put the “only nurse parking” where the patients won't be able to see. ■ It was 12;30am when Sam clocked out of work. ■ The coronavirus vaccine finally came out so that it can cure people who have it. ■ The grandma talked as if she was really a doctor. Modifying adjectives: ■ The earlier I went it the longer the days at work felt. ■ Taking medicine is as easy as drinking water when you're really thirsty.

Modifying adverbs: ■ The coronavirus spread faster than when The Black Plague did. Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The doctor who saves more people from the virus will get a raise. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When getting a shot, the patient needs to remain calm rather than keep moving. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The thing people get most confused with is the urgent care and a hospital. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ The Black Plague that started almost a million years ago is finally over.

A World On Pause BOOK OF WRITING 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 student majoring in medicine patiently learned so many things related to medical things. Predicate – what the subject does The student majoring in medicine patiently learned so many things related to medical things.

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Learning to wear a mask helps people stay safer. Imperative – a sentence that makes a command (ends with a period mark) Learn to wear a mask and stay home. Interrogative – a sentence that asks a question (ends with a question mark) Why would anyone not want to be safe? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) Wearing a mask is so much better than not wearing one!

Sentence Patterns

Simple Sentence: A sentence that is just one independent clause. Most people who go into a hospital go in to get checked to see if something is wrong with them. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Many surgeries take time but it's worth being healthy then in pain. Complex Sentence: A sentence with one independent clause and at least one dependent clause. When choosing to go out or stay home, stay home you won't get sick. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. When choosing to go out or stay home, staying home is safer, but going out is so much more fun. 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. Staying home is going to keep you healthier, no matter what you do or how long it take the pandemic to clear out. 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. No matter what you do or long it takes the pandemic to clear out, staying home is safer. 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. Doctors tend to work hard, stay up late, and to help others where people give up. 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. Doctors spend their days sending healthy people home and taking in new sick and unhealthy people.

Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Doctors and surgeons make a hospital what it is and without them it would be nothing. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Epidemics are usually a lot of work, very unhealthy, hard to cure, and very confusing. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Epidemics are usually a lot of work, and very unhealthy, adn hard to cure, and lastly, very confusing. 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. For most people epidemics are the worst, for some people epidemics help them get a stronger immune system, but everyone can agree that epidemics are very much painful and drain you. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Doctors and surgeons spend their time talking about work, spend their nights at work, so sometimes it makes them feel like they only live at work.

Sentence Errors Run-On/Rambling/Fused Sentence â&#x20AC;&#x201C; a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. The people wanted to stop staying home it was boring, they didn't have anything to do. [WRONG] The people wanted to stop staying home BECAUSE it was boring AND they didn't have anything to do. [RIGHT] Comma Splice â&#x20AC;&#x201C; a sentence construction error where two or more independent clauses are connected incorrectly using commas The people wanted to stop staying home, it was boring, they didn't have anything to do. [WRONG] The people wanted to stop staying home. It was boring and they didn't have anything to do. [RIGHT]

Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because the surgeons have no time. [WRONG] Because the surgeons had no time, they had to work faster. [RIGHT] Misplaced/Dangling Modifiers – 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 At the pharmacy, the pharmacists gave the person the wrong pills. [WRONG] At the pharmacy, the pharmacists gave the wrong pills to the person. [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force The doctors knew that it wouldn't do no good slacking. [WRONG] The doctors knew it would not do them any good slacking. [RIGHT]

A World On Pause BOOK OF WRITING 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 intro the topic) During the next fifteen years, additional epidemics, most of which we know to have been smallpox and the other maladies, to be sure, but they usually recovered, including, in the later century, the “heavily pockmarked Goerge Washington.” Query Based (Question that brings the reader to the topic) Why were there so many epidemics and why did mostly only Native Americans die? 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) Epidemics are very unhealthy and should be avoided. Fact (empirically verifiable but often difficult to argue extensively about better used as evidence to support a claim) Epidemics are very dangerous. Opinion (personal position on a topic) Doctors make more money trying to save people from all these epidemics. Belief (social, religious, or political in nature – an opinion held by many to be a fact, though it is not necessarily factual) Some religions don't believe in blood transfusion because it's a sin and they just let you die instead. Generalization (uses absolute or statistical pronouns: all, always, every, never, none, most, half – avoid using this type of thesis statement unless citing the source of the data) 25

All these epidemics cause so many people to become ill and possibly die. Document Based (cites a specific source, author, and position on a topic)

The terms may be used interchangeably, though epidemics are often considered more widespread. - https://www.healthline.com/health/worst-disease-outbreaks-history Theory (a statement that can be tested and potentially proven - often answers a research question) Epidemics can lead little babies, kids and adults to die. 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) The connection between epidemics and Native Americans have caused the Native numbers to drop.

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) The connection between epidemics and health is bad because the epidemic can spread worldwide in a blink of an eye. Epidemics cross over borders and countries and the epidemics have been growing since February 2014. Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) ORIGINAL QUOTE – “During the next fifteen years, additional epidemics...struck repeatedly…” (James 97) Several researchers agree that “During the next fifteen years, additional epidemics...struck repeatedly…” 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 – “During the next fifteen years, additional epidemics...struck repeatedly…” (James 97)

Ex. PARAPHRASE – Over the next 15 years, additional epidemics have... consistently struck… (James 97) 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 – “During the next fifteen years, additional epidemics...struck repeatedly…” (James 97) Ex. SUMMARY – Epidemics will continue for the next 15 years. 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. More people would survive if they would eat correctly, get your vitamins and move around. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Dr.Pritish K.Tosh an infectious disease specialist at the Mayo Clinic said "Really the bulk, if not all of it, is just getting adequate rest and fluids” 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. Distinctly, reasonable topics on the subject of epidemics agree that it's spreading fast and killing more and more people.

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) If there was a big amount of medicine or substance to cure all the epidemics in the world there wouldn't be so many people dying. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Reestablishing the Significance of the Thesis (could be one or more sentences)

Ex. At last, as the research shows that a lot more people are dying by epidemics when they dont drink their fluids or get the help they need, they're just a bit closer to death. Final Sentence (connects to the hook and finishes the essay – the “Smokey the Bear”/”Drop the mic”/dot dot dot moment…) After all the health problems people suffer from with epidemics, I guess people start trying to be healthier.

SECTION 6 TEMPLATE AND GUIDELINES ESSAYS Essays – An essay is a piece of writing based on one subject and it can be an argumentative essay, an essay agreeing on something, an essay explaining something to the world, basically you can write about whatever you want. As long as you have evidence, claims and sites then you have an essay. Types – Explain each type of essay and state its purpose Persuasive (Argumentative) - A persuasive argument is a list of similar statements that seek to construct a definite proposal for a single conclusion on the topic. More than that, your article should have a simple framework for this statement to sound coherent and convincing enough. Expository (Informative) - The expository essay is a kind of essay that needs the student to explicitly and concisely investigate an idea, examine facts, clarify the idea, and set forth an argument about that idea. Analytical/Critical - A paper on critical analysis asks the author to make a case about a specific book, essay, film, etc. The goal is twofold: one, acknowledge and clarify the claim made by the author, and two, offer your own argument about that argument. Narrative (Tells a story) - One might think of it as telling a tale while writing a narrative essay. Sometimes anecdotal, experiential, and personal, these essays encourage students to express themselves in a creative and quite often, moving way. For writing a narrative essay, here are some instructions, if writing it as a story it should include everything such as, the plot, theme, setting, characters, etc... Research/Timed - Although the connection between a research paper and an essay may seem obvious, the intent of the timed review of the essay may not be as obvious. ... In short, in a structured setting, the timed essay exam is designed to test your ability to interpret and think critically about the course content.

Strategies/Planning Tips/Steps – To write an essay, First, you're going to get the Hook sentence, topic introduction, background info, and thesis statement (order doesn't matter). Second, you're going to put 3 of your topic sentences and each have to have a claim and evidence. Lastly, you're going to write the conclusion which includes the summary, thesis (rewrite it), and the final thought/hook.

Work Cited Page â&#x20AC;&#x201C; When doing a work cited page for MLA Format you have to gather all your websites you used for evidence and put them into a separate page and youâ&#x20AC;&#x2122;ll need to double space them, DO NOT italicize or put them in quotation marks. For an APA Format all text should be doubled space, one inch margin, all paragraphs in body indented, title in the center, period, school, and name underneath, all pages numbered in upper right hand corner, and lastly 12 point font.