The Art Book of Writing by Bravo Grammar Con Online

Art Book of Writing

By: Auditi Authoy Period 3

Table of Contents Introduction

About the Author

Dedication

Punctuation and Capitalization

Parts of Speech

Phrases and Clauses

Sentences

Paragraphs

Essays

Introduction This being the ﬁrst book I ever wrote, I think while writing it I focused on two things. One, making it easy to read and two, picking a topic I was interested in. Keeping in mind that my book was supposed to inform people about grammar and all the different rules, I wanted to keep it as simple as possible. I didn’t want to complicate things because I wanted my readers to actually understand what I was talking about. This is also why I choose something simple but pretty interesting. Although this isn’t a story book, I still wanted to pick something that I was interested in since I would be spending the whole semester working on it. That leads me to the topic I choose, which is art. The reason I decided to go with this topic is because I really enjoy it and I think it’s something a lot of people like. There are so many different kinds of art, so it would give me a wide range of things to write about. Art doesn’t always have to be so complex and can be made very simple. This would not only make things easier for me, but it would make it easier for other people to understand. Also since it is a favorable topic it might encourage more people to read it. This is why I chose art as my topic because I didn’t just want to pick something I liked, but something many people would ﬁnd interesting.

About the Author Who am I? I am a 15 year old teenager born into an immigrant family. I live with my mom, dad, brother, and sister. I like to read books outside of school, especially crime and mystery books. I also enjoy baking because I ﬁnd it calming and it helps me whenever I am stressed. I spend the majority of my free time binging shows on Netﬂix. I love both history and English, compared to all the other subjects at school. I care a lot about my grades and always try my hardest to get good grades. I don’t know what I want to pursue in the future, but I’ll try my best to achieve whatever it ends up being. I learned to write when I was in pre-school. In my classroom, my teacher would teach the class how to start writing by forming sentences. My writing evolved over time during elementary and middle school where we learned the basics of writing essays. Also, the more that I read improved the way that I write because I picked up unknown vocabulary. In high school, I think my grammar improved more and I learned about more in-depth writing which then evolved the way that I write even more.

Dedication This book is dedicated to all the aspiring artist and creative minds. As well as to all the people who appreciate and love Art.

Punctuation and Capitalization 1.

10.

. Period (used at the end of a sentence and for abbreviations)- After the colour wheel was invented there was a huge revolution in art. , Comma (used to switch words around in a list)- The Mona Lisa had her own mailbox in the Louvre, since she would receive an endless amount of love letters. – Em Dash ( used as a visual representation to guide your readers to want you want them to see)- The inventor of the color wheel— Sir Issac Newton — used light refraction to sunlight to make his discovery. En Dash ( used to connect two words that are connected but don’t form compound words)- Leonardo da Vinci in 1519, at the age of 67-years-old. : Colon (used to indicate that whatever comes after it is related to the world that came before it)- Pablo Picasso was a huge animal lover and owned many pets: a monkey, a goat, an owl, a turtle, and packs of dogs and cats. ; Semi-colon (it means that you're connecting multiple independent clauses)- When the Mona Lisa was stolen Picasso was the main suspect; instead, it was revealed that the thief was Vincenzo Peruggia, a museum employee. ? Question mark (used to end interrogative sentences)- Did you know that art used to be an olympic sport? ! Exclamation mark (used to emphasize a sentence)- The artist Willard Wigan once inhaled his own artwork! ‘ Apostrophe (used in contraction words, to show possession, and used when quoting a quote in another quote)- Vincent Van Goghs’ painting, The Starry Night was painted in a psych ward. “” Quotation marks (when anything that is said comes from another source or person) Despite being a “Renaissance man,” Leonardo was a huge procrastinator and often left his work unﬁnished.

11. … Ellipsis (used when something is unsaid)- Proposing by giving a women a necklace with a painting of his eye was popular during the...centuries. 12. [ ] Brackets (used when additional information is added)- Studies show that practicing art can develop certain skills and result in higher achievements [reading and math]. 13. ( ) Parentheses (Parenthetical, unnecessary information that can be helpful but isn’t needed) Vincent Van Gouge never really received any recognition during his lifetime, selling one painting (The Red Vineyard at Arles). 14. / Back Slash (Used for a decision)- When choosing between acrylic/oil based paint, most artists prefer acrylic since it dries quicker.

Capitalization – 1. Capitalize names and other proper nouns Bob Ross spent an entire episode painting in gray for a color-blind fan. 2. Don’t capitalize after a colon There are many different kinds of paint:acrylic, watercolor, oil, gouchaue, and encaustic. 3. Capitalize a state, country, or continent The Soviet-era monument was vandalized in Voronezh, Russia. 4. Capitalize the ﬁrst letter of a sentence Everyone is born creative and capable of making artwork. 5. Capitalize the ﬁrst word of a quote Bob Ross once said, “We don’t make mistakes, just happy little accidents.” 6. Capitalize titles Jerry Saltz wrote the How to Be an Artist to help aspiring artists achieve their dreams. 7. Capitalize months, days, holidays On August 21, 1911 the painting of Mona Lisa was stolen, but this incident is what made the art piece so popular. 8. Capitalize time periods and events During the Renaissance Era mythology was a popular interest among artists.

Parts of Speech NOUNS Types of nouns: · Common Nouns: name a class of people, places, things, or ideas. Artist, museum, paint, color · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). Leonardo da Vinci, Getty Museum, Louvre Museum · Compound Nouns: consist of words used together to form a single noun. Paintbrush, watercolor, artwork · Concrete Nouns: refer to material things, to people, or to places. Pencil, canvas, palette · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. Creative, dedication, commitment

Functions (How nouns are used): · Subject (comes before the verb) The Louvre Museum is the second largest museum in the world. · Direct Object (comes after the verb and answers what or whom) Leonardo da Vinci painted the Mona Lisa in 1503. · Indirect Object (answers to who or to whom) Most colleges or universities offer students art programs in order to obtain a degree in art.

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

our, ours your, yours their, theirs

Objective whom that those/ this

Possessive whose of that

Interrogative: who, which, what, whatever, whoever Reﬂexive: (personal pronouns plus the suffix –self or –selves) Used only: when the action verb is directed toward the subject of the construction: She bought herself a painting. to intensify a point: The doctor herself recommended art therapy. Demonstrative: this, these

that, those

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

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

Types: There are at least eleven (11) types of verbs: auxiliary verbs (helping verbs) linking verbs (verbs that do not describe action, but connect the subject of a sentence to other parts of the sentence – usually the predicate) lexical verbs (main verbs) dynamic verbs (indicate action) stative verbs (describe a condition) finitive verbs (indicate tense) nonfinitive verbs (infinitives or participles) regular verbs (weak verbs) irregular verbs (strong verbs) transitive verbs (verbs followed by a direct object) intransitive verbs (verbs that do not take direct objects)

Voice: Voice is the form of the verb that indicates how it relates or interacts with the action. The English language has two voices: ACTIVE and PASSIVE. Active: The mother got her son a set of watercolor paints. Passive: The watercolor paints were given to him by his mother.

Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. Veronica loves painting at the park. Participle: word ending in “ing” or “ed” used as an adjective The abandoned school smelled like chalk and old paint. Inﬁnitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs Artists like to use acrylic paint.

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

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings · Conversions Artistically · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Rachel finished her art project in a hurry. (How did she finish?) The deadline for the art competition was coming up. (When was the deadline) Mary wanted to go to the art exhibit with her friends. (Where was the exhibit?) Gilbert’s talented art piece was recognized by a famous artist. (How talented was he?) Jamie recently graduated from college to be an art teacher. (How recent did she graduate?)

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. A aha, ahem, ahh, ahoy, alas, arg, aw B bam, bingo, blah, boo, bravo, brrr C cheers, congratulations D dang, drat, darn, duh E eek, eh, encore, eureka F ﬁddlesticks G gadzooks, gee, gee whiz, golly, goodbye, goodness, good grief, gosh H ha-ha, hallelujah, hello, hey, hmm, holy buckets, holy cow, holy smokes, hot dog, huh, humph, hurray O oh, oh dear, oh my, oh well, oops, ouch, ow P phew, phooey, pooh, pow R rats S shh, shoo T thanks, there, tut-tut U uh-huh, uh-oh, ugh W wahoo, well, whoa, whoops, wow Y yeah, yes, yikes, yippee, yo, yuck

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

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

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 parents had noticed how art had advanced their child’s learning ability. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. Some doctors think that art should be used as a form of therapy for younger children. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Veronica likes to paint when she arrives home from school because it calms her down. 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. Dr.Veronica, a child’s therapist, likes to use art to communicate with kids that have a hard time expressing themselves in words. 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. Painting on a canvas, may not be a beginner artist's first approach since a canvas is expensive. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. Veronica wanted new paints because her brother used all her paints for a school project. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. A lot of people like to draw rather than painting or coloring.

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. Art therapy is used to communicate your emotions. 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. ○ Timothee called his art teacher who gave him a bad grade. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ The painting that he painted won first place in the art competition. Some adjective clauses begin with relative pronouns: ■ Jennifer’s brother was the one who had spilled all the paint. 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: ■ She found her brother's crayons where he was hiding them. (place) Modifying adjectives: ■ Using art as a form of therapy is extremely effective on young children. Modifying adverbs: ■ Veronica took longer to finish her art piece than she typically does. Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The doctor who specializes in therapy suggests painting as a stress reliever. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When painting, the art teacher likes to play classical music. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The activity that Mary loves the most is finger painting with her grandma. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ Leonardo da Vinci, who was a procrastinator, was famous for painting the Last Supper.

Sentences Sentence – a set of words that contains a subject and a predicate and conveys a statement, command, question, or an exclamation.

Sentence Parts Subject – what/who the sentence is about The advanced art students waited for their teacher to arrive at class. Predicate – what the subject does The advanced art students waited for their teacher to arrive at class.

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Van Gouge painted the starry night in a mental hospital. Imperative – a sentence that makes a command (ends with a period mark) They have to complete their painting on time.

Interrogative – a sentence that asks a question (ends with a question mark) How did they lose a huge painting? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) Vivian won $500 from the art competition!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Most kids scribble on walls at an early age. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Art can be very messy sometimes, but the ﬁnished product is always worth it.

Complex Sentence: A sentence with one independent clause and at least one dependent clause. Once she buys paint brushes, she can start using her new paint set.

Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Wendy wanted to win an art competition, in order to buy new shoes, but she was not an artist. 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. Jason dropped his clay sculpture, which he had spent over a month working on. 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. Jason spent over a month working on a clay sculpture, which he dropped and broke. 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. The art students make sculptures, paintings, music, and many other forms of art. 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. Ms. Parker went to the art supply store to return some broken canvases and buy some new canvases. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. John Adams High School has one art class and it’s the only art class. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Ms. Parker described her students as hardworking, gifted, and one of a kind. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Ms. Parker described her students as hardworking and gifted and, lastly one of a kind.

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. Art can be seen as an easy subject, a lot of people assume that everyone can make art, but in reality it can be challenging for some people, since they might not have a good imagination. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Almost any surface can be painted on, a canvas can be painted on, a wall can be painted on, even people can be painted on.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. Jenifer had to finish her painting soon it was due next week she didn’t even begin working on it. [WRONG] Jenifer had to finish her painting soon because it was due next week and she didn’t even begin working on it. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas Art can have many different meanings, it depends on how a person perceives it. [WRONG] Art can have many different meanings. It depends on how a person perceives it. [RIGHT] Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because the paints dried up. [WRONG] Because the paints dried up, it was no longer usable. [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 art teacher gave out painted students that were brand new. [WRONG] The art teacher gave out brand new paints to the students. [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force Jack’s art exhibition was no good because she procrastinated and had to rush at the last minute. [WRONG] Jack’s art exhibition was not good because she procrastinated and had to rush at the last minute. [RIGHT]

Paragraphs Paragraphs – 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) People can express themselves in a variety of different ways. Art, being one of them, gives people a diverse spectrum of possibilities they can create. Anybody can create art with the correct given materials. Art isn’t just painting on a canvas, which is what a lot of people assume. You can basically create anything your heart desires as your own form of art. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Does art influence children positively or negatively? 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) Art has been proven to enhance children’s learning ability, so more kids should be exposed to art. Fact (empirically verifiable but often difficult to argue extensively about better used as evidence to support a claim) Art supplies can sometimes be expensive. Opinion (personal position on a topic) Art is a great stress and anxiety reliever. 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 should not be censored just because it upsets a certain group of people. 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) Art should never be used to harm anyone. Document Based (cites a specific source, author, and position on a topic) In Art news, Kenna discusses how she likes to display her favorite art pieces, in order to represent her relationship with art.

Theory (a statement that can be tested and potentially proven - often answers a research question) Art can be used to relieve the symptoms of stress and anxiety among all age groups. 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) Theories about the connection between art and mental health leads to art therapy used to treat mental illnesses.

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) There are multiple sources that show the relationship between art and your mental 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) Ralph Waldo Emerson says,“In art, the hand can never execute anything higher than the heart can imagine.” 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) You can create whatever your heart desires with art (Ralph Waldo Wmerson). Summarizing (condensing larger quotes or sections - useful for closing the examination of the quote/evidence and transitioning to your analysis of the quote) . You can create anything with art.

Abstract Examples (hypothetical, “what if” examples that do not refer to a source – AVOID USING THEM AS EVIDENCE – but useful for examining the quote) Painting can help calm a person when they are stressed. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Studies show that using your hands to create something creates new neural pathways in your brain that improve your overall mental health. 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) Clearly, art can inﬂuence positive factors of people and overall improve your mental health.

Closing Paragraphs (Conclusions – should not be mere summaries of the previous paragraphs of your essay) Consequences of Disregarding the Thesis (establishing the potential consequences of disregarding the implications of the thesis – CREATING A COUNTERARGUMENT – could be one or more sentences) If art is used more often during therapy, a lot of people would have an easier time communicating their feelings. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Kids usually have a harder time dealing with mental illness because they struggle with communicating their feelings, and art can be a solution to this problem. Reestablishing the Significance of the Thesis (could be one or more sentences) Therefore, art can not only be used by talented artists, but by anyone from age groups starting from little kids all the way to elders. 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…) So if painting can be used as a stress reliever, maybe other forms of art can also help people improve their mental illnesses.

Essays Essays – An essay is, in general, a piece of writing in which the author presents his or her own argument, and I would define it as ambiguous, overlapping with those of a letter, a paper, an article, a pamphlet, and a short story. Types – Persuasive (Argumentative) A persuasive essay is a type of essay where you have to try and convince the reader to agree with your point of view. It’s purpose is to present ideas and arguments in order to persuade the reader to agree with an opinion. Expository (Informative) A expository essay is a type of essay that requires you to inform the reader on a specific topic. It’s purpose is to research a topic, analyze evidence, elaborate on the topic, and present a clear and coherent argument about it. Definition or Description Process (How-to) Compare and Contrast Cause and Effect Analytical/Critical Analytical essays frequently focus on the way the article was written, such as how particular themes appear in a story. Its purpose is to make a claim or make an argument about what you're looking at. Evaluative Interpretive Narrative (Tells a story) Narrative essays are frequently descriptive, experiential, and personal, allowing the writer to express themselves creatively and, in many cases, movingly. The purpose is to tell the reader a story. Personal Statement/Anecdote Research A research essay is an essay in which you explain what you've discovered after thoroughly researching your topic. The purpose is to provide data from a variety of sources, including books, papers, interviews, and websites. Timed In a Timed essay you must demonstrate discipline knowledge by providing a writing sample in a short amount of time. The purpose is usually so teachers can grade students in a short period of time. Document Based Question (DBQ) Synthesis

“

Strategies/Planning Tips/Steps – Pre-writing/Prompt Analysis/Outlining Before you start writing your essay you should always first come up with your thesis statement or have a general idea of what you will be writing about. It is also helpful to break down your body paragraphs and decide what information you will be including in each. After going over all the main ideas you will be discussing one final step before beginning your essay. In order to break down and analyze your prompt, the first thing you should be doing is reading it thoroughly so you can get a better understanding of what it’s asking. It’s also good to highlight key or main points and ask questions about parts you don’t understand. Once you have found your main points you can start writing your essay. Researching/Evaluating of Sources Work Cited Page – MLA Format MLA format refers to the format for scholarly writings and student research papers specified by the Modern Language Association (MLA). It is concerned with the mechanics of writing, such as punctuation, quotation, and, most importantly, source documentation. Example: Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of powerful feelings" (263). APA Format The APA format is one of several writing styles now in use for publications, papers, essays, and novels. A title page should be followed by an abstract, the main body, references, footnotes, visuals, and appendices in an APA-style publication. Example: According to Jones (1998), "students often had difficulty using APA style, especially when it was their first time" (p. 199).