Art Book of Writing by Bravo Grammar Con Online

ART Book of Writing By Paola Morfin

TABLE OF CONTENTS Page Introduction………………………………………………………………......…….3 About the author…………………………………………………………………...4 Dedication…………………………………………………………………..……..5 Section 1: Punctuation and Capitalization……………………………...…….....5-7 Section 2:Parts of Speech…………………………………………………...…8-17 Section 3: Phrases and Clauses…………………………….………………...18-20 Section 4: sentences………………………………………………………….21-24 Section 5: Paragraphs………………………………………………………..25-29 Section 6: Essays………………………………………………………….....29-32

INTRODUCTION Expect to learn about: The history of art, including the history of paint, famous artists and ect. You will learn about why painting was considered to be a rich man's hobby/job. A major determining factor in art depends majorly on his or her familyâ&#x20AC;&#x2122;s wealth. The original color purple even in paint was very rare to find, the color purple came from crushed snails. Surprising, right? Here you will learn about historically famous artists and other facts, but more than that-to avoid ambiguity-the focal point of this book is about writing. Here, we will incorporate the history of art with writing in such a way that readers can learn about writing and the history of art at the same time!

About the author My name is Paola Morfin. I am currently attending Francisco Bravo Medical magnet High school. This is my third year of highschool. I have a personal interest in art and animals. When I am not doing these activities I am often reading or doing my school work.

Dedicated This book is dedicated to anyone who appreciates art and my english teacher who helped me put this together with his teaching and examples of writing.I also give a special thanks to my friends who always compliment me whenever I show them any drawing/painting of mine.

Section 1 Punctuation and capitalization Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1. . Period(end punctuation, used to end a sentence) Ex. The paint became very dry in the sun. 2. , Comma (used to separate different ideas in the same sentence) Ex. I used the acrylic, flat,eggshell and satin paints. 3. – Em Dash(used in place of a comma, parenthesis and colon) I dashed to look through my art supplies–my relatives misused them– I found my paints were very mistreated. 4. - En Dash (used to represent a span or range of numbers) The clock hit 10pm sharp but I continued to stare at my painting for 4-15 seconds. 5. : Colon(used to introduce a list) I looked into the art shop, I saw a multitude of items: portraits, paint, paint brushes, acrylic paints, erasers, and pencils. 6. ; Semicolon (used between two independent clauses) Most artists, when finished with a painting, would be eager to begin a new project; They decide to look for a muse. 7. ? Question mark (used at the end of a sentence to express a question) Why is paint expensive? 8. ! Exclamation point (used to at the end of a sentence to add emotion) The mona lisa had been stolen but they still found the mona lisa painting! 9. ‘ Apostrophe (used for contractions, plurals, and possessives) It’s so frightening to find that Vincent van Gogh cut off his left ear 10. “ ”Quotation marks (used to indicate the words of another) “Love many things, for therein lies the true strength, and whosoever loves much performs much, and can accomplish much, and what is done in love is done well.” said Vincent Van Gogh. 11. … Ellipsis (used to indicate something the sentence is discontinued) It is impossible to place a value on such a famous and treasured work of art...works by Van Gogh have sold for more than 80 million. 12. [ ] Brackets (used for context to indicate something is added) He [Van Gogh] said “The sadness lasts forever”. 13. ( ) Parenthesis (used to provide additional information) The paint (acrylic) was able to wash of the clothing but only when the paint is still wet. 6

14. / Slash (to indicate options, or synonyms) Leonardo Van Gogh and/or Michelangelo were brought up with similar artistic training.

Capitalization: Rules of capitalization 1. (Used to begin a sentence) Michelangelo worked with Leonardo da Vinci in 1504. 2. (Capitalize the first word of a sentence) The statue of David is famous. 3. (Capitalization names) Da Vinci was middle aged and already famous for his Mona Lisa. 4. (Capitalize the first word of a complete sentence in a quote) “Every artist was first an amateur”-Ralph Waldo Emerson. 5. (Capitalize days, months and holidays) World art day is on Thursday, April 15. 6. (Capitalize words in Titles) For example, Alice's Adventures in Wonderland, is a book in which you will find a multitude of art. 7. (Capitalize cities, Countries, nationalities and languages) Children's books are filled with art and can be found in multiple countries ranging from Brazil to China. 8. (Capitalize time periods and events) Art can be traced back to the Medieval Times and even further back.

Section 2 Parts of speech Nouns Types of nouns: Common Nouns: name a class of people, places, things, or ideas. Ex. A painting, brush, paint

Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). Ex. Art Sculptor, Artist, Visual Artist

Compound Nouns: consist of words used together to form a single noun Ex. paintbrush,copycat,yourself,ghostwriter Concrete Nouns: refer to material things, to people, or to places. Ex. Black, White, Birds Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. Ex. education, wealth, calm

Functions (How nouns are used): Subject (comes before the verb) Andrea Fraster is an art teacher who speaks calmly to her students.

Direct Object (comes after the verb and answers what or whom) Bob Ross asks Mark,the director of the program, to buy more paint for the canvas. 8

Indirect Object (answers to who or to whom) Bob Ross tells the viewer how to paint mountains.

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 our, ours Your, yours your, yours His, her, hers, its, one’s their, theirs Relative: Nominative who That

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: 9

when the action verb is directed toward the subject of the construction: Ex. Bob Ross doesn't think of himself negatively. Ex. Élisabeth Louise Vigée Le Brun harshly criticizes herself.

to intensify a point: Ex. I watched multiple art videos, “I can make myself a beautiful masterpiece” I exclaimed. 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 10

present perfect present progressive

present perfect progressive

future future perfect

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

auxiliary verbs (helping verbs) linking verbs (verbs that do not describe action, but connect the subject of a sentence to other parts of the sentence – usually the predicate) lexical verbs (main verbs) dynamic verbs (indicate action) stative verbs (describe a condition) infinitive verbs (indicate tense) infinitive 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 art students got their grades from their teacher. (students are the subject) Passive: The teacher has brought the grades to the art students. (students are the subject but treated as the object)

Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. Ex. Artists would have to enjoy painting inorder to make a living. Participle: word ending in “ing” or “ed” used as an adjective Ex. Painting sometimes involved reactivating dried paint. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs Ex. Bob Ross likes to paint on caves and calls mistakes a happy little accident.

ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper Ex. The art teacher had to confront his students about those broken art tools. (demonstrative) Bob Ross has a Calm personality. (common) Eugene Delacroix, a french romantic artist, traveled to the Orient.

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each) –ly, -wards, -wise Ex. Creatively · Conversions (Show how three words related to your subject can

ecome adverbs – Example: “Educational” becomes “Educationally”) b Ex. Fundamentally Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner Ex. Pablo Picas quickly c reated sculptures by learning the fundamentals of the human body. Time Ex. Bob Ross almost immediately finished painting the environment of a lake. Place Ex. Stendhal was in the A lps. Degree: Ex. Leonardo da Vinci is an exceptionally good artist remembered for generations. Frequency Ex. It is essential that you consistently make artwork so that you may improve your skills.

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, 13

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. Interjections: A: Ahh B: Bah C: congrats D:Dang E: encore F: fiddlesticks G: goodbye H:hurray O:ouch P:phew R:Rats S:shoo T:thanks, there U:ugh, uh-oh W:well, wow Y:yeah

Transitions of Logic Chart

Addition

Milder

Stronger

a further and and then then also too next another

further furthermore moreover in addition additionally besides again equally important

other nor

first, second finally, last

Comparison

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

similarly comparable in the same way likewise

Contrast

but yet and yet still otherwise or though but another rather

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

Time

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

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

Purpose

to do this so that

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

in order to

Place

there here beyond nearby next to

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

Result

so and so then

hence therefore accordingly consequently thus thereupon as a result in consequence

Example

that is specifically in particular for one thing

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

Summary and Emphasis

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

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

Section 3 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. A copycat does not succeed in art. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. An Artist should know the fundamentals of the human body. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. They had all bid at the same time, “I want that painting” they yelled. 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. The artist, Leonardo Da Vinci, was the rival of Michelangelo. 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.

Looking for paint, artists paid hundreds.

● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective.

Leonardo da Vinci had cut off his left ear.

● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. To become a professional artist you need to paint multiple canvases and have sold them, especially to make a living

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 color purple originates from crushing a snails shell. 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. ● Painting is a calming activity for many people. ● No one cared how many snails were left because they all just wanted paint. ● Most people were sad that Bob Ross’ paintings aren't sold.

● Artists must check what remained of their art supplies to make sure they are prepared. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word:

● In this world where you were born is significant to being successful. ● There are colors that have become extinct.

● Painting that which is in front of you is more difficult than painting a cartoon. Some adjective clauses begin with relative pronouns:

● Leonardo da Vinci is the most renowned artist of all time who painted the Mona Lisa. ● The Mona Lisa is very popular because that person is unable to be determined as female or male. ● Artists whom traveled looked for new land to paint. ● The people who love art admire more art.

● Is this the paint that you so desperately wanted?

● Almost all artists experiment with art tool supplies which helps them create new pieces. ● Michelangelo, 1475-1564, is a painter that rivals Leonardo Da Vinci. 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. 19

Modifying verbs:

● Artists don't wait for the paint to dry in the midday sun if they want to blend correctly. ● Rembrandt painted biblical pictures with a religious zeal. ● Rembrandt lived in Leiden most of his life because he was born and learned there. ● Painting became very popular, as if the church encouraged the development of art. ● Paintings were preserved and restored to their previously good condition because of the history in a painting. Modifying adjectives:

● The paint was thrice as vibrant.

● The church’s words were as righteous as the law. Modifying adverbs: ● Picasso made more paintings than all others. Relative Clauses: Dependent clause that begins with a relative pronoun. The artist Picasso who made more paintings than all others also made a multitude of sculptures and ceramics. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. When Painting, the artist must not get distracted. Essential Clauses: Clauses necessary to the meaning of the sentence. The style that interests me the most is semi-realism. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. Leonardo da Vinci, who existed 600 yrs ago, painted the most expensive painting.

SECTION 4 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 Ex. The acrylic paint dried and became crusty. Predicate – what the subject does Ex. The student rushed to learn about a human's muscles to become a better realism painter.

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Ex. Panting helps people calm down and relax. Imperative – a sentence that makes a command (ends with a period mark) Ex. Purchase some acrylic paint quickly, the canvas needs some splash of yellow. Interrogative – a sentence that asks a question (ends with a question mark) Ex. Who could have painted the last supper? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) Ex. The painted blue lake looks just beautiful!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Ex. Most paints can now be easily attained. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Ex. Making your own paints will take up too much time, purchase one instead.

Complex Sentence: A sentence with one independent clause and at least one dependent clause. Ex. When painting,painting the background first is a must. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Ex. Regardless of the type of paint, most paintings will be decent, but they may age extremely badly. 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. Ex. Practice painting, painting a lot will help you improve your skills and will help you overall. 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. Ex. Learning to paint small pieces of the body at a time will help you when painting realism, practice painting. 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. Ex. Artists tend to paint a lot, travel to a multitude of lands, and sculpt figures from clay and stone. 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. Ex. Professional Artists spend most of their days learning new painting skills and selling pieces they made. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Ex. Animals and plants is the base that ultimately creates paint, therefore, without plants/animals there would be no art. 22

Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Ex. Artists typically show traits such as persistence, patience and an eagerness to learn. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Ex. When planting, gardeners must exhibit patience, care, and perseverance . 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. Ex. For different people paintings have different meanings, to one a painting might show a feeling of calmness meanwhile others might find the same painting to be showing a happy meaning.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. ● Paints are now manufactured;used for new paint pieces. [wrong] ● Paints are now manufactured, used for painting new pieces. . [right] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas ● Painters often need to take a break,they need to get some mental rest, they wouldn’t be able to see the faults in their art pieces without a clear head. [wrong] ● Painters often need to take breaks, they need to get some mental rest. They wouldn't be able to see the faults in their art pieces without a clear head. [right[ Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause ● Because artists need a clear head. [WRONG] ● Because artists need a clear head, they have to get some rest. [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 art supplies shop they ordered for the art school that was blue paint [WRONG] ● At the art supplies shop they ordered roses for the school. [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force ● The artist knew that too many colors wont do them not good [WRONG] ● The artist knew that too many and that would not do you any good. [RIGHT]

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) The history of art does not consist of only paintings. It is the study of objects considered within their time period. Art can consist of painting, sculpture, architecture, dance and theatre. With the help of art we are better able to visualize our past, the culture. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Why study art? 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) ● Visual art is able to record pieces of our past events. Fact (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim) ● Iconography is a major concept within art history, t he visual images and symbols used in a work of art or the study or interpretation of these.

Opinion (personal position on a topic) ● Painting is an interesting hobby to have. 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) ● Art has the ability to communicate religious beliefs, customs and their values. 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) ● All historically famous people valued art,

Document Based (cites a specific source, author, and position on a topic) In The Obstacle Is the Way: The Timeless Art of Turning Trials into Triumph, Ryan Holiday states that every successful person in history flipped their obstacles upside down, made the obstacle an opportunity. In Art history By The Editors of Encyclopaedia Britannica they state that the historical study of visual arts revolves around identifying, classifying, describing, evaluating, interpreting, and understanding the art products and history of a painting. Theory (a statement that can be tested and potentially proven - often answers a research question) Art has the ability to describe historical events. 25

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 Editors of Encyclopaedia Britannia explains, “ Art historical scholarship depends greatly on

the broad experience, intuitive judgment, and critical sensitivity of the scholar in making correct attributions” The author expands, “An extensive knowledge of the historical context in which the artist lived and worked is also necessary, as well as empathy with and understanding of a particular artist’s ideas, experiences, and insights.” This information about the connection between historical events and art proves that with the use of art we have the ability to describe the time period in which the painting/sculpture was made.

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) Art is a creation that has been made since the beginning of the Cavemen. (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 26

● The Editors of Encyclopaedia Britannica, “ This and other methods have been used to build up modern scholars’ detailed and comprehensive understanding of art products and traditions extending into the remote past.” (Art history 1). ● The author states, “Art historical research has two primary concerns. The first is (1) to discover who made a particular art object (attribution), (2) to authenticate an art object, determining whether it was indeed made by the artist to whom it is traditionally attributed, (3) to determine at what stage in a culture’s development or in an artist’s career the object in question was made, (4) to assay the influence of one artist on succeeding ones in the historical past, and (5) to gather biographical data on artists and documentation (provenance) on the previous whereabouts and ownership of particular works of art. ” (Art History 1) ● “... in the visual arts, particularly the meaning of religious symbolism in Christian art.” , the author states.(Art History 1) ● The author clarifies, “...this chiefly involves the enumeration and analysis of the various artistic styles, periods, movements, and schools of the past.” (Art History 1). 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 – The author clarifies, “...this chiefly involves the enumeration and analysis of the various artistic styles, periods, movements, and schools of the past.” (Art History 1). Art revolves around the analysis of various periods, movements, past and artistic styles. 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 –The author states, “Art historical research has two primary concerns. The first is (1) to discover who made a particular art object (attribution), (2) to authenticate an art object, determining whether it was indeed made by the artist to whom it is traditionally attributed, (3) to determine at what stage in a culture’s development or in an artist’s career the object in question was made, (4) to assay the influence of one artist on succeeding ones in the historical past, and (5) to gather biographical data on artists and documentation (provenance) on the previous whereabouts and ownership of particular works of art. ” (Art History 1) In summary, To investigate an art work for a particular art object, to authenticate the art piece, determine what the culture of the art piece, and assess the influence of the artist. In addition to gathering data on the artist. Abstract Examples (hypothetical, “what if” examples that do not refer to a source – AVOID USING THEM AS EVIDENCE – but useful for examining the quote) 27

The evidence explained that pieces of art are able to be thoroughly analysed. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) The encyclopedia of Britannia has a lot of documents that share the idea that art is helpful to identifying culture, time periods and ect. 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) It is concluded that art has been able to communicate place, time and emotion.

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 you simply sit back, the inspiration for art would avoid you Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Without art we wouldn't be able to record and interpret emotions of the people inside the painting, and when the painting was created. Reestablishing the Significance of the Thesis (could be one or more sentences) The world is ruled by logical analysis and art will help, and has helped multiple historians analyze historical events. Final Sentence (connects to the hook and finishes the essay (finish your argument) – the “Smokey the Bear”/”Drop the mic”/dot dot dot moment… Art depicts historical events, “art historiography, historical study of the visual arts, being 28

concerned with identifying... and understanding the art products and historic development…”

SECTION 6 ESSAYS Essays – Explain what an essay is (I know, this is where I usually explain it to you but now that you have made it to the end of this project, it’s your turn) An essay is a piece of writing that is written to do three main things, to describe, entertain, or persuade. The essay must include several paragraphs to completely establish your point. Types – Explain each type of essay and state its purpose Persuasive (Argumentative)A persuasive essay is one in which you attempt to have the reader to agree with your point of view or in other words argument Expository (Informative)An expository essay is an essay in which you attempt to explain evaluate, and describe your topic. The main point of this essay is to inform the reader. Definition or Description An essay often states details about the topic at hand. Process (How-to) An essay often involves writing the introduction including a hook, body paragraphs which describe the topic in more detail, and the conclusion which is the strongest paragraph which summarizes the point. Compare and Contrast 29

The compare and contrast is a tool used in the body paragraphs to help support your topic. It compares the opposing side to your topic. Cause and Effect The cause and effect is used to further expand on your topic and describes your topics uprising and their result. Analytical/Critical And analytical essay will need you to state an argument, or claim, about what you are analyzing. A critical essay is about making claims about a text and supporting it with evidence Evaluative ● An evaluation essay is a piece of writing that judges the topics/authors claims. Interpretive ● An interpretive essay is a piece of writing that uses a piece of text and then analyzes it, describing it from your point of view. Narrative (Tells a story) A narrative essay describes a story. Personal Statement/Anecdote ● A personal statement is something from your life that can support your topic. Research ● You must invest time in looking at different articles supporting and clashing with your claim. Timed Some essays will be timed. Document Based Question (DBQ) ● When you answer a question and use the document given to support your answer. Synthesis ● When you combine ideas,usually pieces of evidence, to compose a claim/theory.

Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts. Pre-writing/Prompt Analysis/Outlining ● Prewriting is when you are writing a draft, simple ideas of what you would like to be on your essay such as the claim, evidence, and quotes. Prompt analysis, analyse your claim and support your evidence. Break down your claim by looking at the topic you want to prove is correct/false and break down your evidence to assure that they will support your claim. You break down a prompt by writing down the how/who/what, rewriting it in your own words, providing a simple answer and then responding thoroughly to each section of the prompt. Researching/Evaluating of Sources ● You evaluate your sources by looking for the publisher and author. Look for the author's background to assure that they are a credible source. Best to use a lausd library. Work Cited Page – Explain and give an example of how to set up a works cited entry in both MLA and APA formats - there are subtle differences between each format, so be sure to identify them clearly. MLA Format ● The MLA format must use citations. Indents ½ inch before each paragraph, 1 inch margin, a centered title, Times new roman font, 12 pt, couple spaced, last name and page number ½ inch down, list authors in alphabetical order. Ex. Essay

Paola morfin H. Am Lit Mr. Rogriguez 10 April 2015 Title This is a paragraph. This is a paraphrase. This is a paragraph. This is a paragraph. This is a paraphrase. This is a paragraphThis is a paragraph. This is a paraphrase. This is a paragraphThis is a paragraph. This is a paraphrase. This is a paragraph. Ex. Evidence Sentence, “_____” words. (author, page number)

APA Format 31

Apa format must be double spaces, 1 inch margin, no periods for citations ending with a URL or DOI, times new proman, 12 point font, page header,addition of a period at the end for all other citations, double spaced,abbreviated title at the top left, numbered page at the top right, title page, abstract containing the articles used, uses the authors last name and the year of publication. Ex. Running head: Obstacles

1 Title Paola Morfin Bravo high school

This is a paragraph. This is a paraphrase. This is a paragraph. This is a paragraph. This is a paraphrase. This is a paragraphThis is a paragraph. This is a paraphrase. This is a paragraphThis is a paragraph. This is a paraphrase. This is a paragraph.

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