Book of RuWriting by Bravo Grammar Con Online

The Book Of RuWriting By: Katherine De La Cruz

Table of Contents Introduction ………………..………………………………………..….1 About The Author ………………………… ……………………...2 Section 1: Punctuation and Capitalization...3-4 Section 2: Parts of Speech …………….......................5-8 Section 3: Phrases and Clauses ……………………9-10 Section 4: Sentences …………………………………… …11-13 Section 5: Paragraphs ……………………………………14-17 Section 6: Essays ……………………………………… ….………18 Dedication ……………………………………………………………....19

Introduction This book was made to teach the rules of grammar. There are also examples of transition words, interjections, and many more. In this book, most examples relate to running.

About The Author My name is Katherine De La Cruz. I am in the school cross country/track and field team. I was introduced to running by my dad, since he was a runner in high school as well. I recently joined the Students Run Los Angeles team and it's something I do not regret doing at all.

SECTION 1 PUNCTUATION and CAPITALIZATION Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1. . | Period ●

I like running.

2. , |Comma ●

I enjoy running, but it's hard work.

3. – |Em dash ● Running is very good for your body-and so is eating healthy. 4. - |En Dash ● She goes to school every 1-2 days. 5. : |Colon ●

People that say they run for run as seen as one thing: weird.

6. ; |Semi-Colon ● She is nice; has a very nice family. 7. ? |Question Mark ●

Are you a runner?

8. ! |Exclamation Mark ● She runs for fun! 9. ‘ |Apostrophe ● She's A good example for other runners. 10. “ ”|Quotation Marks ● The coach said,”We´re doing circuits today¨. 11. … |Ellipses ● She is a good runner and... 12. [ ] | Brackets ● The runner [injured] managed to finish the 20k. 13. ( ) |Parenthesis ● She was injured (sprained ankle). 14. / | Forward Slash ● She's a runner/ scholar. 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. 3

1. Used ● 2. Used ● 3. Used ● 4. Used ● 5. Used ● 6. Used ● 7. Used ●

at the start of every sentence She is running a 10k. for proper nouns My favorite hobby is running. for days, months, and holidays There is a month in which we run the marathon: March for first word of a quote ¨Run until you can´t¨-Unknown for most words in titles There are many achievements in running: doing a marathon. for cities, countries, states, nationalities, and languages Sacramento, California is the state capital. for time periods and events There is a Marathon that takes place in Los Angeles.

EX: (Used to begin a sentence) – Sadly for some, 11th grade is the year with the most high-stakes testing. 4

SECTION 2 TEMPLATE AND GUIDELINES PARTS OF SPEECH NOUNS Types of nouns: (list three to five words of each type) · Common Nouns: name a class of people, places, things, or ideas. EX: cafeteria, hall, library, gymnasium, knights. · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX: Boyle Heights, Francisco, Bravo Medical Magnet High School. · Compound Nouns: consist of words used together to form a single noun. EX: hallway, desktop, chalkboard. · Concrete Nouns: refer to material things, to people, or to places. EX: stool, computer, chair. · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. EX: optimism, intelligence, ambition. Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Mr. Andrews spoke harshly to the students who had disobeyed. · Direct Object (comes after the verb and answers what or whom) Mr. Arellano asked Danny to program the laptops for the students who need them. · Indirect Object (answers to who or to whom) Mr. Moreno gave a diploma to his student at the graduation ceremony. 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

our, ours your, yours

His, her, hers, its, one’s

their, theirs

Relative: Nominative Possessive who whose That of that

Objective whom that those/ this

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 grades himself m ore harshly than his students. She bought herself two books. to intensify a point: The coordinator himself delivered the speech. Even though it was hard work, “I can finish the job myself” the student thought. 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 students got their grades in the mail. (students are the subject) Passive: The mail has brought the grades to the 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. · Ms. Gutierrez enjoys leisurely researching in the library. Participle: word ending in “ing” or “ed” used as an adjective · There really is no swimming pool on the sixth floor. · Mrs. Marks carefully drove past the deserted school. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Mrs. Montes likes to read b ooks quietly. ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper (Give one example of each using words related to your subject) ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each) –ly, -wards, -wise · Conversions (Show how three words related to your subject can

ecome adverbs – Example: “Educational” becomes “Educationally”) b Types: Manner, Frequency, Degree, Place, Time

Example Types: (Create one example each related to your subject) Manner – Ms. Ramos answered the parent’s phone call quickly. (How did she answer?) Time – Mr. Morgan will leave for a science tournament immediately. (When will he leave?) Place – Mr. Lee was willingly here e arlier today working with students. (Where was he?) Degree – Ms. Saldivar’s exceptionally good work cannot be over-recognized. (How good is she?) Frequency – Ms. Villaneda is consistently pleasant to students and staff. (How often is she pleasant?) 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.

SECTION 3 TEMPLATE AND GUIDELINES PHRASES and CLAUSES Phrases – groups of words that function as a part of speech. Noun Phrase: A group of words consisting of nouns or pronouns and their modifiers that function as a noun. The students at the dojo pleaded to the professor for a break. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. She was walking quickly to the mall. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Employees can buy books at a discount. 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. She and Jackie, her cousin, went to the park. 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. Studying her notes, she was ready for the test. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. Coach Russell rushed the athletes inside when it began to rain. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. When the athletes walked out to the track and saw the hurdles, they knew it was time to practice their track events. 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 brave running team is very demanding. 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. ○ When running she grew tired. ○ What Jack did shocked the class. ○ Whoever rides in a car should wear a seatbelt. ○ Listening to tapes is how I learned Mandarin. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ The game, they bought yesterday, no longer worked. ○ He will always remember the day when he was at the hospital. ○ The cake that she made was one of a kind. Some adjective clauses begin with relative pronouns: ■ The apple which was red, was for Jack ■ The man who is a math teacher, lives in California. ■ She is a girl who works hard. ■ The game where she met Jack. ■ I like to watch drama which makes me laugh. ■ The old man who tripped on a stone. 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: ■ I will get up early so that I can go to school. ■ That is the cafe where we held the meeting. ■ She ate as if she had not eaten in days. ■ She acted rude even if everyone was nice. Modifying adjectives: ■ Ally felt better after she took a test. ■ Jack looked good after he got his haircut. Modifying adverbs: ■ I can not go on a trip because I don’t have money. Relative Clauses: Dependent clause that begins with a relative pronoun. ○ April saw Jackson with someone else which caused her to feel sad. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ You are just as good at running as she. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ Calliope was disappointed which caused her to be distracted. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ Derek was happy that he got a promotion. 10

SECTION 4

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

Sentence Parts Subject – what/who the sentence is about ● The running team wanted to take a day off, but the coach did not let them. Predicate – what the subject does ● The running team wanted to take a day off, but the coach did not let them.

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) ● Sleeping more improves a person's performance. Imperative – a sentence that makes a command (ends with a period mark) ● Get your act together and go out. Interrogative – a sentence that asks a question (ends with a question mark) ● Why do you even enjoy running? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) ● Get up and run your mile!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. ● Athletes are normally wearing athletic clothing. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). ● She won the city championship, however lost at state. Complex Sentence: A sentence with one independent clause and at least one dependent clause. 11 ● Jason was happy, and got an ice-cream to celebrate.

Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. ● On the morning of a run, you prepare yourself mentally, however right before the run it all goes away. 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. ● Running is physically challenging, it also helps you keep a healthy lifestyle. 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. ● It helps keep a healthy lifestyle, running is physically challenging. 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. ● Runners train long hours, wake up early, and somehow keep their grades as decent as possible. 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. ● Runners spend their morning running and the rest and run again in the afternoon. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. ● Runners make the coach look great and they would be nothing without their coach. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. ● Runners usually feel tired, sore, hungry. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. ● Runners usually feel tired and sore, and hungry. Anaphora: A sentence that features the purposeful repetition of a word, words, or a phrase at the beginning of several successive clauses in order to place emphasis and draw attention. ● For the most part, running is seen as something that is not worth the effort, while others dedicate their life to it, but most still don’t see the point of it. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. ● Runners are the most underrated athletes, their sport is seen as a warm up for other athletes, they also constantly get pushed down by other athletes.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. ● Runners get very tired after practice they can barely walk sometimes their legs are sore most of the time. ● The star runner was very full of herself always thought she was better had a bad attitude. Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas ● The runners felt exhausted from running, they wanted a break so they could drink some water. ● The runners felt exhausted from running. They wanted a break so they could drink some water. Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause ● Since the runners felt tired. ● Since the runners felt tired, they took a break. 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 end of the season, the banquet was held by the athletes. ● At the end of the season, the athletes held a banquet. Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force ● The runners did not want to not stop running. ● The runners wanted to keep running.

SECTION 5 TEMPLATE AND GUIDELINES PARAGRAPHS Paragraphs – a group of sentences that together convey a shared purpose structured around the same topic. Introductory Paragraphs (Introductions) Hook (Lead) – can begin with the title Anecdotal (Brief story to set the mood and 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) 14 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). 15 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.

16 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 – 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…

SECTION 6 TEMPLATE AND GUIDELINES

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) Types – Explain each type of essay and state its purpose) Persuasive (Argumentative) Expository (Informative) Definition or Description Process (How-to) Compare and Contrast Cause and Effect Analytical/Critical Evaluative Interpretive Narrative (Tells a story) Personal Anecdote Research Timed Document Based Question (DBQ) Synthesis Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts. Pre-writing/Prompt Analysis/Outlining Researching/Evaluating of Sources 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 APA Format

Dedication

To the headache that I got from being in front of a screen for so long. 19