An Artist’s Book of Grammer
by:Cecilia Soto
Table of Contents Introduction……………………………………….......................3 About the Author Dedication Punctuation and Capitalization Parts of Speech Phrases and Clauses Sentences Paragraphs Essays
Introduction I have been making art since I was able to hold a pencil (a very long time) and it has helped me express my thoughts and emotions. I grew up fortunate enough to be able to have the supplies and materials to make art and with supportive parents that encouraged me to continue to strive to become better. Anyone can make art, It doesn't matter where you are or what you have. There’s all different variations of art and even though you might not be good at one thing or maybe not even any, you don’t have to be to make art.
About the Author My name is Cecilia Soto. I was born on September 6th 2004, I've spent most of my life if not all creating art whether it be a physical drawing or Digital art like the ones you see in this book. I didn’t start off as a good artist and I don’t think anyone does. There's always room for improvement and i'm constantly trying to do better. I know sometimes seeing people draw better than me or improve at a faster rate is discouraging but I’ve learned not to compare myself to others but to my past self.
Dedication This book is dedicated to my friends and family who pushed me to improve and helped me get through isolation in quarantine
AN ARTIST’S 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 used to show the end of a sentence The artist was sketching the beautiful scenery. 2. , comma for lists and making sure we don’t have run off sentences - The animator was tired, so she lied down on her bed and fell asleep. 3. – em dash takes place of commas,parentheses, or colons - There he was–drawing an orange under a lemon tree. 4. - en dash need a space before and after it, represents a span/range of numbers, dates, and time - He was a senior artist from 2003-2008 before he retired. 5. : colon introduces a list of items, separate two independent clauses, or separate hours from minutes - Sally needed: a pencil, eraser, water colors, and a ruler in order to finish this project. 6. ; semicolon used between two independent clauses, in lists with internal commas, and in elliptical constructions - I enjoy speedpainting; He does not. 7. ? questionation mark for interrogative sentences - Where did all my art supplies go? 8. ! exclamation mark for exclamatory sentences - A thief broke into my house and stole all of my charcoal! 9. ‘ apostrophe (don’t use contractions when writing formally) - My art are worth more than just the two cents’ worth you’re implying.
10. “ ” quotations - My friend George has the nickname “The Art Machine.” 11. … ellipsis - To quote George, “...And that’s how I drew 20 portraits of myself in an hour.” 12. [ ] brackets - Dan said that his [art] supply is seriously lacking in volume. 13. ( ) parenthesis - My Sfumato (An Italian drawing method) skills have doubled since the last time we’ve met. 14. / forward slash - I need a pencil and/or pen, thank you. 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. When a term is abbreviated Example: John is very good at AE(Abstract Expressionism). 2. When referring to somebody's name. Leonardo da Vinci is known for his prized piece - the Mona Lisa. 3. When referring to a state, country or continent. It’s common knowledge that human art originated in Africa. EX: (Used to begin a sentence) – Sadly for some, 11th grade is the year with the most high-stakes testing.
AN ARTIST’S BOOK OF WRITING SECTION 2 PARTS OF SPEECH NOUNS Types of nouns: · Common Nouns: name a class of people, places, things, or ideas. Artist, Art Museum, Painting, Canvas · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). Leonardo De Vinci, Pablo Picasso, The Museum of Modern Art · Compound Nouns: consist of words used together to form a single noun. Studio, Room, Portrait · Concrete Nouns: refer to material things, to people, or to places. Brushes, Paints, Stool,Table, · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. Ambition, Satisfaction, Gratification
Functions (How nouns are used): · Subject (comes before the verb) Lucas decided he would paint a self portrait. · Direct Object (comes after the verb and answers what or whom) Lucas asked Mary to sit on the stool for her portrait.
· Indirect Object (answers to who or to whom) Lucas handed the Painting to her after he was finished with it
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 o r –selves) Used only: when the action verb is directed toward the subject of the construction: He compares himself more harshly compared to other artists She decided to get herself a painting from the crafts store to intensify a point:
The artist himself knew he could make a better painting and started again. Cloe decided she would make the paints herself. 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
Types: There are at least eleven (11) types of verbs:
present perfect progressive future future perfect
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: Liam got his paints off the shelf. Passive: The paints were waiting on the shelf to be used by Liam.
Verbals: (VERB FORMS NOT USED AS VERBS)
Gerund: word ending in “ing” used as a noun. · Lucas enjoys sketching on his breaks Participle: word ending in “ing” or “ed” used as an adjective · His painting was the most beautiful one she had ever seen. · He watched as she sketched out a drawing of his best friend. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Mary often tries to paint landscapes but they don’t turn out that good.
ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper Objective, Colourful, Imaginative
ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings –ing,-ed,ist · Conversions Paint-Painting, Sketch-Sketched, Art-Artist · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – Mary asked for a drawing Politely. Time – Lucas went and immediately started on the painting. Place – Liam always loved The Museum and it’s artworks. Degree – Watching the Beautiful colors perfectly blend together in his artwork was always a sight to behold.
Frequency – Liam was continuously berraded by selfish customers asking for free artwork.
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. https://www.enchantedlearning.com/wordlist/interjections.shtml A Aah Ack Agreed Ah Aha
Ahem Alas Alright Amen Argh
C Cheerio cheers Chin up Come on Crikey
As if Aw Ay Aye
Curses
B Bah Blast Boo hoo Bother Boy
Brr By golly Bye
D Dear me Doggone Drat Duh
E Easy does it Eek Egads Erm Exactly
F Fair enough Fiddle-dee-dee Fiddlesticks Fie Foo
G G'day Gadzooks
H Ha ha-ha
Geez Gah Gesundheit Gracious
here hey
Fooey
hot dog how
Get lost Gangway Gee Gee whiz Great
Gosh Grr Get outta here Gulp Go on Good golly Good Good job
hah hum humbug hurray huzza
hmm hallelujah harrumph haw Hee
I I say Ick Is it Ixnay
J Jeez Just a sec Just kidding Just wondering
K kapish
L La look la-di-dah look here Lol
M Man Meh Mmmmm most certainly my word O Oh oh no oh-oh oho okay
N Nah Nuts Naw Never No
my my
okey-dokey om oof ooh oopsey
over oy
P Peace pew pff phew pish
lordy long time
no thanks no way nooo not No can do posh psst ptui
Q Quite
R Rah Rats Ready Right Right on
S Say see ya Shame shh Shoo
T Ta-da there there Take that there Time out toodles Tally ho touche Thanks tsk
shucks sigh sleep tight snap sorry
sssh sup
huh ho hum hoo hooray
roger roger that rumble
tsk-tsk tut tut-tut tch
U Ugh Uh Uh-oh Um Urgh
V very nice very well voila vroom
W Wah Well Well done Well, well What Whatever
Y Ya yoo-hoo yummy Yea you bet Yeah you don't say Yikes you know Yippee yow Yo yum
Z Zap Zounds Zowie Zzz
whee when whew whoa whoo whoopee
whoops whoopsy why word wow wuzz up
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
AN ARTIST’S BOOK OF WRITING SECTION 3 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 students admired the painting their Instructor made Verb Phrase: A group of words consisting of verbs working together and that function as a verb. The group of artists knew they would have to work together all weekend to get the mural done. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. The famous artist welcomed Adrien into his studio. 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. Emma, an up and coming artist just received an invite to an event 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. While Painting her face Lucas Asked Emma what color she wanted the lighting
● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The studio was becoming too small for Lucas to stay in. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. Mary realised looking at the clock there wasn't much time left for her to make her brother painting
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 students at the School of Visual arts need a portfolio of their work. 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 Mary hung her painting gave the room a bright vibe. ○ Respectfully make art for a paying customer. ○ Lucas loved art and that was made very clear.. ○ Liam went in his studio to see what paints he owned. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ This was the studio were Lucas sold his first painting ○ That paint was what lucas had been needing ○ The art that Emma wanted was too expensive for her Some adjective clauses begin with relative pronouns: ■ Sofia is obviously the one who won the art competition. ■ There goes the artist whose art style is usually chibi. ■ Art class shows us how art is used to express one's emotions ■ Are these the pai nts that you have been wanting?
■ Liam is the artist who is famous for his realistic paintings. ■ The painting which you commissioned has unfortunately been lost ■ Lucas is an artist who continuously disregards criticism. 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: ■ Unfortunately he had put the paints is a high shelf so she was unable to reach them. ■ When the clock hit 3 they finally let everyone into the gallery. ■ She had sloppily colored the painting as a result of her lack of patience. ■ Lucas Painted her portrait effortlessly showing his trust in himself. Modifying adjectives: ■ When Emma went to have a painting done of her it felt almost like an eternity. ■ Illy was as good at drawing as someone’s 2 year old. Modifying adverbs: ■ Liam was more of an animator than most of his friends were. Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The team who wins the sculpting competition will have their submission put on display at the gallery. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When Liam is painting,he takes a moment to imagine what he wants the final product to look like. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The class most interesting to Lucas is Art class Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ Lucas’s art class which began 3 months ago, was unfortunately cut short.
AN ARTIST’S 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 Liam took a seat at his desk and prepared to finish his animation. Predicate – what the subject does Liam took a seat at his desk and prepared to finish his animation..
Sentence Types
Declarative – a sentence that makes a statement (ends with a period mark) Painting different portraits constantly allows Lucas to improve on them. Imperative – a sentence that makes a command (ends with a period mark) Finish your animation by today. Interrogative – a sentence that asks a question (ends with a question mark) Why doesn't everyone try drawing? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) I love animating!
Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Lucas made a beautiful landscape. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Lucas can take long on some paintings but they usually only take 6 hours. Complex Sentence: A sentence with one independent clause and at least one dependent clause. When Liam buys paints online they usually arrive 2 or 3 weeks later. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. When Liam buys paints online they usually arrive 2 or 3 weeks later, but they can sometimes take even longer if they’re sold out. 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. Art is an amazing outlet, with so many different ways to express yourself it helps relax and relieve you.
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. With so many different ways to express yourself art can be an amazing outlet. 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. Artists spend a lot of time polishing their skills, building their portfolios, and using their artwork to spread positive messages. 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. Artists spend a lot of time working on new paintings and comparing them to old works they’ve made. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Artists bring life to their canvases and they would be empty without them. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Artists usually are frustrated, relaxed, and visionary. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Artists usually experience frustration and relaxation and are incredibly people visionary.
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. Some people are naturally good at art, others struggle to draw simple lines but all artists can agree that art is an amazing way to vent and express yourself. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words.
Artists spend most of their time working on art. Most of their breaks thinking about art. And all of their time perfecting their art.
Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. The students in art school were having trouble finding their way to class the school had recently renovated the building. [WRONG] The students in art school were having trouble finding their way to class because the school had recently renovated the building. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas Lukas wanted to work on another painting instead of the portrait, he went to go look online for some inspiration and suddenly saw a beautiful landscape, he decided he would paint the landscape and hang it up on his living room wall afterwards. [WRONG] Lukas wanted to work on another painting instead of the portrait. He went to go look online for some inspiration and suddenly saw a beautiful landscape. He decided he would paint the landscape and hang it up on his living room wall afterwards. [RIGHT]
Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because the artists practice for several hours. [WRONG] Because the artists practice for several hours, they’ve developed their own unique style. [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 After Liam had finished he gave the painting to the woman that was still drying.[WRONG] After Liam had finished he gave the painting that was still drying to the woman.[RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force The artists knew it would do them no good to not work together. [WRONG] The artists knew that it wouldn’t do them any good if they didn’t work together. [RIGHT]
AN ARTIST’S BOOK OF WRITING SECTION 5 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) Ex. Often throughout the past 50 years when children have earned it, their parents treat them to McDonalds. Rewarding them with Happy Meals when they do well at school, for example, young people develop a strong and lifelong connection to fast food. The better they do at school, the more their smiles widen and, sadly, the more the nation’s waistlines and the health outcomes associated with them expand. As children, they may have no idea why, but the adults in their lives should. Query Based (Question that brings the reader to the topic - avoid second person POV “you”)
Ex. Does the consumption of fast food really have a negative impact on a person’s 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. Fast food provides very little nutritional content and should be avoided. Fact (empirically verifiable but often difficult to argue extensively about better used as evidence to support a claim) Ex. Fast food is comparatively inexpensive. Opinion (personal position on a topic) Ex. McDonald’s makes absolutely the best fast food. 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. Indulging in the temptation of fast food is sinfully wrong. 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) Ex. Everything sold at fast food restaurants horribly harms a person’s health. Document Based (cites a specific source, author, and position on a topic) Ex. In Fast Food Nation, Eric Schlosser argues that the fast food industry has excruciatingly deep effects on people’s health outcomes by illustrating the unsanitary nature of many fast food preparation tactics. Theory (a statement that can be tested and potentially proven - often answers a research question) Ex. Fast food can systematically lead to health problems in young people. 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. Schlosser expands on his claim by examining the various elements, such as
advertising and marketing schemes, that can hook people on fast food, particularly at an early age, along with reports about the negative health impacts of consuming processed foods. (preview of evidence) Ex. The author examines the often-disturbing state of meat production in order to discourage people from consuming so much fast food. (purpose of thesis) Ex. This information about the connection between fast food and potential health outcomes might lead to crucial reforms in the food industry. (establishing the importance or significance of thesis)
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) Ex. Additionally, multiple sources indicate that the consumption of fast food has a dramatic impact on health. (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 – “Fast food can have adverse effects on people’s health” (Schlosser 73). Ex. Several researchers agree, “Fast food can have adverse effects on people’s health” (Schlosser 73). Ex. “Fast food can have adverse effects on people’s health,” according to several researchers (Schlosser 73). Ex. Unfortunately for patrons, “Fast food can have adverse effects on people’s health,” according to several researchers (Schlosser 73). Ex. Unfortunately for patrons, “Fast food can have [horribly] adverse effects on people’s health” (Schlosser 73). Ex. Unfortunately for patrons, “Fast food … [a]ffects … people’s health” (Schlosser 73). 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 – “Fast food can have adverse effects on people’s health” (Schlosser 73). Ex. PARAPHRASE – People’s health may be negatively impacted by fast food (Schlosser 73). 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 – “Fast food can have adverse effects on people’s health” (Schlosser 73). Ex. SUMMARY – Fast food can be unhealthy. 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 lose weight if they stopped eating fast food. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. A study in the November 2011 New England Journal of Medicine shows that the average person stands to lose 12 pounds in any given year that they eliminate fast food from their regular diet. 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. Clearly, valid authorities on the subject of fast food agree about its often startling and consistently negative health effects.
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 the mass consumption of fast food was truly safe for people’s health, there probably would not be such an abundance of obesity plaguing the nation. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. As such, the national epidemic of obesity seems closely connected with the abundance of fast food available to consumers in every corner of America. Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. Thus, as the prevalence of academic research indicates, fast food consumers carry out more than just the contents of a McDonalds’ paper bag – they carry out the potential for both illness and premature death. 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 given all the health problems associated with fast food, maybe the meals children receive as rewards are not so happy after all…
AN ARTIST’S BOOK OF WRITING SECTION 6 ESSAYS Essays – An essay is an analytic piece of literary composition usually written from a personal point of view. Types – Persuasive (Argumentative) essays are a type of opinionated writing that are used to pursue the reader of usually a side of two opinions. Expository (Informative) Definition or Descriptions are used to explain something to a reader. Process (How-to) is used to tell the reader how something is achieved. Compare and Contrast is used to give a reader a perspective on different things. Cause and Effect is used to tell the reader how something can happen due to another thing. Analytical/Critical Evaluative allows the reader to judge a certain subject with view from the author Interpretive is an analysis based on another author's work. Narrative (Tells a story) Personal Statement/Anecdote is a story based on a personal experience or story to offer an idea of belief. Research is used for academic purposes to provide an analysis, interpretation or argument based on information given to them. Timed Document Based Question (DBQ) An essay written according to one's ability to write under a prompt under a certain amount of time. Synthesis is an essay that discusses a topic from a certain point of view. Strategies/Planning Tips/Steps – Pre-writing/Prompt Analysis/Outlining Researching/Evaluating of Sources Work Cited Page – APA Format uses references for the title of the cite list, author names are allowed to be abbreviated, requires a title picture, year and page of reference and is not strict.
MLA Format only requires name and page number for in-text citations, requires Work Cited as the title of the reference list, requires the full author name in references, needs to capitalize every word in source titles, and does not require a title page.