Book of Writing
THE MOVIE
Written and Edited by: Frida Flores
TOPIC
INTRODUCTION ABOUT THE AUTHOR DEDICATION PUNCTUATION AND CAPITALIZATION PARTS OF SPEECH PHRASES AND CLAUSES SENTENCES PARAGRAPHS ESSAYS
PAGES
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This book of writing was written during the time we were given in class. It is designed to help others with their writing and their grammar. The book is divided into five different sections: punctuation and capitalization, parts of speech, phrases and clauses, sentences, paragraphs. This book was also a learning experience for me as I had some trouble doing a few of the sections. I hope this book is helpful for you too. The topic I chose to write about was The Twilight Zone: The Movie. I was originally going to go for the series this film is based on (it's one of my favorites), but there is far too much to include. The film is composed of 4 segments, each by a different director, so there's no getting bored because the stories don't take hours to get played out. However, the main thing that caught my attention was how weird and unusual this movie is. The Twilight Zone: The Movie, is one of a kind.
My name is Frida Flores, I am 16 years old, and I am a junior attending Bravo Medical Magnet. My favorite color is red and it has always been red. It is bright and bold, and for sure the most important because it is the first color of the rainbow. I love all things creative and artsy. My mom must have passed it down to me because she loves arts and crafts, and creating and adorning our house. I am also one of four siblings, and out of all of us, I am definitely the sanest. It's a little bit ironic because I am classified as the ¨weird¨ one, but I don't mind. After all, I did make this book writing project about ¨The Twilight Zone¨ which some people may view as a little weird. Like most of us, I'm sure, English was not my first language. I had lived in Mexico for the first few years of my life, and when I moved here I knew not a word that wasn't Spanish. My dad wasn't much help. He refused to speak to me in English because he didn't want me to forget Spanish. My mom on the other hand, although she didn't know English either, taught me the best that she could. She would teach me the simple rainbow words, how to read, and how to write. It's because of her that I was able to succeed so much at school and I am grateful for that.
To: All those creative wierdos out there!
. period end of a sentence, abbreviation , comma whatever is in front and behind can switch places – em dash used to represent a span or range of #s; ¨to¨ or ¨through¨; can replace a comma - en dash word divisions, hyphenate : colon introduction to a list of items; an introduction to the words that came before it ; semicolon used between two independent clauses (legal language) ? question mark used at the end of a question to show that its a question, interrogative sentence ! exclamation point exclamatory sentence, used to show emphasis ‘ apostrophe contractions, plurals, possessives, the quotes quote “ ” quotations used to show dialogue, anything that comes from another place (can save you from plagiarism) … ellipsis used to show an omission, something is unsaid [ ] bracket allow insertion of editorial material inside quotations, what's been added ( ) parenthesis used for additional information, parenthetical / backslash and/or, decision
Period - Mr. Bloom is my favorite. Comma - Everyone thought John was crazy but, the thing is, he wasn't. Em dash - Rod Serling lived from 1924 – 1975. En dash - Th-th-th-that's all Ethel. Colon - There are four segments in The Twilight Zone: Time Out, Kick the Can, It's a Good Life, Nightmare at 20,000 Feet Semicolon - Mr. Agee preserved his inner child; I hope to be just like him. Question mark - Hey, you want to see something real scary? Exclamation point - Uncle Walt is going to do a trick! Apostrophe - It was Bill Connor´s fault he went through hell. Quotations - Mr. Bloom once mentioned, ¨I found out - a long, long time ago - that I wanted to be my own true age...while keeping a young mind.¨ Ellipsis -¨ … he´ll get it.¨ Bracket - [Ethel was wished into a cartoon world and eaten by a dragon] Anthony left Helen in horror. Parenthesis - Anthony had the power to grant his own wishes (his wishes were frightening) Backslash - I think the monsters/creatures shown in the movie are the most interesting part.
first letter of a sentence - There is a fifth dimension. names and proper nouns - Rod Serling is the creator of The Twilight Zone. first word of a quote (when it's a complete sentence) Mr. Bloom once said, ¨The day we stop playing is the day we start getting old.¨ most words in titles, time periods and events - One of my favorite movies of all time is The Twilight Zone.
Types of nouns: Common Nouns: name a class of people, places, things, or ideas - clouds, plane, monster, road, trick Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized) Sunnyvale Retirement Home Compound Nouns: consist of words used together to form a single noun - flameout, hamburger, bedroom Concrete Nouns: refer to material things, to people, or to places - car, room, can Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes - compassion, fear, humility, wit
Functions (How nouns are used): Subject (comes before the verb) - Anthony chose what was served at family dinner. Direct Object (comes after the verb and answers what or whom) - Mr. Bloom showed Mr. Conroy how to be young again. Indirect Object (answers to who or to whom) - Bill Conner did not get his desired promotion and it was given to a Jewish co-worker instead.
Pronouns take the place of nouns that have been established Personal: Nominative (subjects) I/we you/you He, she, it, one/they
Objective (objects) me/us you/you him, her, it, one/them Possessive
My, mine Your, yours His, her, hers, its, one’s
our, ours your, yours their, theirs
Relative: Nominative who That
Objective whom that those/ this
Possessive whose of that
Interrogative: 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 constrution: John kjjjj Valentine sacrificed himself in order to be able to catch the monster on the wing. to intensify a point: Helen herself decided to help the little boy that was being llllll harassed. Demonstrative: this, these
that, those
Indefinite: all, another, anybody, anyone, anything, both, each, either, everybody, everyone, lllleverything, everywhere, few, many, much, neither, nobody, none, no one, nothing, one, llllother, several, somebody, someone, such.
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 ll 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 llaction. The English language has two voices: ACTIVE and PASSIVE. Active: The man flew out the window Passive: The mail has brought the grades to the students. (students are the subject llllllllllllbut treated as the object) Verbals: (VERB FORMS NOT USED AS VERBS) Gerund : word ending in “ing” used as a noun. Helen and Anthony are ending up physically in the plane of existence. Participle : word ending in “ing” or “ed” used as an adjective Mr. Conroy kept kicking the can the next morning. Infinitive : verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs Both Connor and Valentine thought they were going to die.
Adjectives modify, describe, limit, and identify nouns and pronouns. Kinds: Demonstrative, Common, Proper Demonstrative - That's the can. Common - Jittery Proper - Jewish
Adverbs modify verbs, adjectives, and other adverbs.
Endings (Create one example related to your subject for each) Young Mr. Agee pranced happily around the playground. Conversions (Show how three words related to your subject can become adverbs Example: ll“Educational” becomes “Educationally”) Playful = Playfully Quiet = Quietly Quick = Quickly · Types: Manner, Frequency, Degree, Place, Time Example Types: Manner – After turning young, the kids danced around joyfully. (How did they dance?) Time – There wasn't a time when Anthony's family rarely feared him. . (When did his family not fear him?) Place – Valentine seemed to unwillingly be in the sky. (How did he seem?) Degree – The driver was very badly spooked by the passenger. (How was he spooked?) Frequency – Bill normally spent his time running away. (How did he spend his time running away?)
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 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 are the final part of speech. Find and copy/paste an alphabetical list of interjections here. A - Aah ack B - Bah blast boo-hoo bother brr C - Cheerio cheers chin crikey curses D - dear drat duh E - eek F - Fiddle-dee-dee fiddlesticks fie foo fooey G - G'day gee-whiz geez golly gosh gulp
H - Ha ha-ha hah hallelujah haw hee hum hooray huh huzza I - ick J - Jeez just-kidding K - kapish L - La la-di-dah lordy M - Man meh mmm mymy N - Nah naw nono nuts O - ohoh okey-dokey oof P - Pew pff phew pish posh psst ptui Q - quite R - Rah rats rumble S - Shh shoo shucks sigh snap sup T - tata ta ta-da toodles touche tsk tsk-tsk tut tut-tut U - Ugh uh uh-oh um urgh V - Voila vroom W - Wah whoops whoopsy wow wuzzup Y - Ya yea yeah yech yikes yippee yo yoo-hoo yow yum yummy Z - Zap zounds zowie zzz
Milder
Addition
Comparison
a further and and then then also too next another other nor just as ... so too a similar another... like
Contrast
but yet and yet still otherwise or though but another rather
Stronger further furthermore moreover in addition additionally besides again equally important first, second finally, last similarly comparable in the same way likewise 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
Purpose
Place
Result
to do this so that
meanwhile at length presently at last finally immediately thereafter at that time subsequently eventually currently in the meantime in the past in the future
to this end with this object for this purpose for that reason because of this in order to
there here beyond nearby next to
at that point opposite to adjacent to on the other side in the front in the back
so and so then
hence therefore accordingly consequently thus thereupon as a result in consequence
Example
Summary and Emphesis
that is specifically in particular for one thing
in sum generally after all by the way in general incidentally naturally I hope at least it seems in brief I suppose
for example for instance an instance of this this can be seen in 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
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 - Anthony wished away the thick fog that surrounded them and brought back Helens car. Verb Phrase: A group of words consisting of verbs working together and that function as a verb - Valentine could have been killed by his high level anxiety.
Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb - After falling and landing in 1950, Connor gets attacked by the Klu Klux Klan, as he is seen as a black man.
all the words that modify an appositive Appositive Phrase: A group of words that include and function as an adjective (IT MUST BE SURROUNDED BY COMMAS) - Leo Conroy, the grouchy old man, finally gave in by the end of the segment.
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. - Talking, for Bill kkkk Connor, was a bad idea. Participial Phrase word ending in -ing (present participle) or -ed (past llllparticiple) that functions as an adjective - The passengers were terrified of the lllllraging man. Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) llllthat function as nouns, adjectives, or adverbs - The driver planned to scare the lllllpassenger.
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 - He had hoped it was all one big, scary dream. 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. Landis' segment helped the film gain notoriety. The film became a commercial success. Landis admits that his hiring of children was wrong. There was drama after the helicopter incident. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: That movie was the scariest thing when I was younger. I never would've guessed segment one, which was crazy, was the toughest to film. The room upstairs us where he kept his sister. Some adjective clauses begin with relative pronouns: Olivia is obviously the one who got the most votes. (ONE is the antecedent of WHO and is modified by the adjective clause.) There goes the teacher whose class is usually biology. (TEACHER is the antecedent of whose and is modified by the adjective clause.) Science class informatively teaches how relative humidity is the amount of water vapor that the air contains. Is this the book that you so vehemently want? (that is the direct object of want) Tina is the player whom he shyly challenged to a duel. (whom is the direct object of challenged.) The recommendation letter to which you refer has sadly been lost. (which is the object of the preposition to.) Hector is an athlete who easily shrugs off criticism. (who is the subject of shrugs.)
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: They unfortunately put the bus sign where a few could see it. (place) When the bell finally rang, everyone left. (time) We sluggishly left the library because we were tired. (purpose) The ASB president talked as if she were passionately running for re-election. (condition) Modifying adjectives: Spring semester coldly seems twice as long as it used to be. (how much) Mr. Russell is as amusingly funny as his students. (to what extent) Modifying adverbs: Suzy studied harder than her sisters typically did. (condition) Relative Clauses: Dependent clause that begins with a relative pronoun. The student who finishes first will earn an indulgently tasty cookie. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. When driving, the instructor keenly keeps her eyes on the road. Essential Clauses: Clauses necessary to the meaning of the sentence. The course that most interests Mr. Marks is clearly AP English Literature. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. Mr. Fette’s choir lessons, which began six months ago, are regretfully over.
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 Twilight Zone: The Movie is an American science fiction horror anthology film. Predicate : what the subject does - There were four directors who helped make the move happen with four segments. Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) - The release of the movie imposed new safety procedures in the film industry. Imperative – a sentence that makes a command (ends with a period mark) - Learn to be a nicer person? Interrogative – a sentence that asks a question (ends with a question mark) - Why was he being attacked by the Nazi troops? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) - He was able to relive his childhood!
Sentence Patterns Simple Sentence: A sentence that is just one independent clause - Helen offered Anthony a ride in her car. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses : connected by FANBOYS (coordinating conjunctions) or a semicolon (;) - John saw something attacking a plane, so he decided to attack the creature. Complex Sentence: A sentence with one independent clause and at least one dependent clause - Mr. Bloom thinks being elderly should bring others down, enjoy life. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause - I really like the intro to the movie, and segment two is my favorite, not segment one. 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 - This movie will boggle your mind, even if you dont think it will.
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 - Because they are all eldely, they want to feel young again.
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 - Lots of people are scared of Anthony and Helen finally understood why after the hat trick, and finding what he did to his sister, and snapping into the middle of nowhere. 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 beginning of the movie is kick started with the words, ¨you want to see something scary?¨, and it ends with them as well.
Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry - Segment two is my favorite, and I believe it always will be.
Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose - This movie is a combination of horror, science, fiction.
Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose - In this film there is a series of fear, and humor, and anger, and joy. 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 - If I were Bill Connor, I wouldn't be able to know where I end up because I can be here, I could be there, or I can be anywhere. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words - The whole time Valentine was probably thinking about death, about his death, when he will experience death.
Sentence Errors Run-On/Rambling/Fused Sentence: a sentence construction error where two or more independent clauses are connected incorrectly without punctuation The elders chose to be happy to go have fun play in the playground [WRONG] The elders chose to be happy AND to go have fun AND play in the playground [RIGHT] Comma Splice: a sentence construction error where two or more independent clauses are connected incorrectly using commas Steven Spielberg and John Landis produced the film, they wrote and directed two movies ll too. [WRONG] Steven Spielberg and John Landis produced the film. They wrote and directed two llllllll lllll movies too. [RIGHT]
Fragment: incomplete sentence pieces that are not connected to or do not form an independent clause But he did not let her go. [WRONG] Anthony knew that Helen was afraid of him, but he did not let her go. [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 The movie had amazing producers work on it that were $42 million.[WRONG] The movie had amazing producers work on it that helped it gross $42 million.[RIGHT] Double Negative: combining two or more negative words in a sentence in a way that is supposed to produce a positive force Bill Conner kept running to not avoid the un-harmful men. [WRONG] Bill Conner kept running to avoid the harmful men[RIGHT]
A group of sentences that together convey a shared purpose structured around the same topic.
Introductory Paragraphs (Introductions) Hook (Lead / Opening Statement): can begin with the title Anecdotal (Brief story to set the mood and lead the reader into the topic) - The Twilight Zone: The movie is a movie based/inspired by the show of the same name. It is a science fiction horror film with four segments to it, every segment by a different director. After the release of the film, there were different reactions to it. Needless to say, this film may only be appropriate for a certain audience. Query Based (Question that brings the reader to the topic: avoid second person POV “you”) Is The Twilight Zone really a scary film, or is it secretly your conscience in disguise? 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) - The Twilight Zone, although labeled horror, can be a humorous film. Fact (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim) - The Twilight Zone is both a show, and a movie. Opinion (personal position on a topic) - The Twilight Zone: The Movie is the best film ever made. 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) - Some clips or concepts of the film may be viewed as wrong in some religions. 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) - Most of the movie is science fiction, while half of it is horror. Document Based (cites a specific source, author, and position on a topic) - In The Twilight Zone: The Movie, there are several monstrous creatures that pop out throughout the film which are used as horror aspects. Theory (a statement that can be tested and potentially proven - often answers a research question) - This movie can possibly influence the way other films are made. 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) - This film challenges different forms of storytelling and the natural being of nature. This can be seen when Connor travels through different time periods, when the elderly grow young, when Anthony is able to make his thoughts come true, and when Valentine is able to survive sticking his head out of the airplane window.
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) - Segment 2, titled Kick the
Can, is based on eldery in a home who wish they could be young again, and eventually it comes true. Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences, quotes should be embedded within sentences) - ORIGINAL QUOTE: “Hey… you wanna see something real scary?¨ The driver told the passenger, “Hey… you wanna see something real scary?¨. “Hey… you wanna see something real scary?,” said the driver to the passenger. Unfortunately for the passenger, the driver said, ““Hey… you wanna see something lllll lllll real scary?¨ 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 – “Hey… you wanna see something real scary?¨ The driver showed the passenger something really scary.
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 – “Hey… you wanna see something real scary?¨ The driver scared the passenger. Abstract Examples (hypothetical, “what if” examples that do not refer to a source, AVOID USING THEM AS EVIDENCE – but useful for examining the quote) - The passenger would have never been scared if he never went on that ride with the driver. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) - In the beginning of The Twilight Zone: The Movie, the driver saying “Hey… you wanna see something real scary?¨ kick started the film. 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) - The film does in fact fall in the science fiction horror genre.
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) - The movie starts and ends with the same line. This implies that they can possibly be in a wormhole.
Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) - Without taking note of the intros grasp, you might miss the whole movie's plot. Reestablishing the Significance of the Thesis (could be one or more sentences) -If you didn't find the movie scary at all, and noticed the little bits of humor splattered around, you can argue the movie is more comedy than horror. Final Sentence (closing statement that connects to the hook and finishes the essay (finish your argument) – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…) - Taking note of all the film's aspects, it is actually quite entertaining.
An essay is a piece of writing that narrates, describes, explains, or persuades the reader about a certain topic.
Types Persuasive (Argumentative) - When the writer attempts to get the reader to agree by persuasion Expository (Informative) - A paper that explains a topic, in detail. Definition or Description - Describing and supporting the definition of a term Process (How-to) - A step by step on how to do something or how something works Compare and Contrast - Looks at the similarities and differences of two topics Cause and Effect - examines the reasons for an outcome Analytical/Critical - Concentrates on a certain topic and analyzes it Evaluative - uses evidence to support the writers thoughts Interpretive - based on how you interpret a piece of writing Narrative (Tells a story) - Allows you to get creative and personal by telling a story Personal Statement/Anecdote - A short story that illustrates a point Research - Describes a topic that has been carefully examined Timed - shows your knowledge on a topic with a time limit applied Document Based Question (DBQ) - A writing based, on a number of documents, meant to answer a given question Synthesis - A gathering of information to form a new idea, question, or thesis
Strategies/Planning Tips/Steps – Write a thesis, make an outline, write supporting paragraphs Pre-writing/Prompt Analysis/Outlining - Think about your topic and write a short summary about it Researching/Evaluating of Sources - Do some research to get extra information Work Cited Page – shows the sources you used to write your essay MLA Format - Author's last name, author's first name. ¨Title of Essay.¨ Title of Collection, edited by editors name, Publisher, Year, page range of entry. APA Format - Author. (year), [review of the book title of book, by A.A. Author]. Journal name, volume (issue), page number.