Book Of Words Dibbi Barua
Table of Contents
SECTION 1: PUNCTUATION and CAPITALIZATION
6
SECTION 2: PARTS of SPEECH
8
SECTION 3: PHRASES and CLAUSES
17
SECTION 4: SENTENCES
20
SECTION 5: PARAGRAPHS
24
SECTION 6: ESSAYS
29
Introduction This book is about words, writing, and using proper sentences, phrases to communicate and express yourself correctly. Your words count and they have a strong meaning behind them whether you like it or not. Your words express how you feel, through words like “disgust, anger, happiness” etc you can express yourself in a positive or negative way. When my family and I came to America for the first time I had a hard time expressing myself, and would always feel left out of the conversations because no one understood my broken english. And I slowly started losing hope for that to ever change, if life has taught me one thing it is to never lose hope, when you feel weak, worthless, powerless you haven’t given up, it’s when you lose hope that’s when you truly give him. And here I’m now far from my past self, describing my past in a book.
About the Author I was born in a free country, I wasn’t born in the Americas. I was born in a lost country with lose purpose and no future to go towards. I was born where your voice and your words didn’t matter. And that is why I value language, words deeply. It gives a culture and nation it’s identity it’s means of communication. In my home country on December 16th we celebrate a day called the Language day or some people call it the native language day to commemorate and pay homage to those who were shot down during the freedom to speak the native language protest. It’s not in every country you get the freedom of speech right out of the box, in some countries like my home country unfortunately it takes years or even decades of reformations to get the freedom of speech that some don’t even appreciate.
Dedication To be honest I don’t know who to dedicate this to but I would dedicate it to my late grandparents, my family, my brothers and of course my teacher for keeping me steady in life and leading me in the darkest times. I really appreciate each and everyone of these people who were very influential in my life.
BOOK OF WRITING
SECTION 1: PUNCTUATION and CAPITALIZATION . 1. . Used to end a sentence. Ex: Johnny and Jack went to the market. 2. , Used to show a separation of ideas or elements within a sentence. Ex: We went to the movies, and then we went out to lunch. 3. – Used to separate words into statements. There are two common types of dashes Ex:She gave him her answer — No! 4. - Used to separate words into statements. There are two common types of dashes. Ex: 1880-1945 were great years. 5. : It has three main uses. The first is after a word introducing a quotation, an explanation, an example, or a series. Ex: I didn't have time to get changed: I was already late for school. 6. ; Used to connect independent clauses. It shows a closer relationship between the clauses than a period would show. Ex: Jack was hurt; he knew she only said it to upset him. 7. ? Used to indicate a direct question when placed at the end of a sentence. Ex:When did Johnny leave for the market? 8. ! Used when a person wants to express a sudden outcry or add emphasis. Ex:My mother-in-law's rants make me furious! 9. ‘ Used to indicate the omission of a letter or letters from a word, the possessive case, or the plurals of lowercase letters. Ex: It’s a morally wrong thing to do. 10. “ ” Are a pair of punctuation marks used primarily to mark the beginning and end of a passage attributed to another and repeated word for word. Ex:"The day is so bright," she said. 11. … Used in writing or printing to indicate an omission, especially of letters or words. Ex: “One, two, three, four…" until she got to 10, then went to find him. 12. [ ] Used for technical explanations or to clarify meaning. Ex: He [Mr. Jones] was the last person to have seen the house at it’s best. 13. ( ) Are curved notations used to contain further thoughts or qualifying remarks. Ex: Hanna and Jack (who were actually half brother and sister) both have blond hair.
14. / Used to show comparison in between two things. Ex: Please either take the cat/dog for a walk today. EX: Comma (used to switch words around in a list) – Students at Bravo can freely choose between AP World History, AP US History, A P Government, and AP European History. Capitalization – Identify and create one (1) example sentence for each rule of capitalization. 1. Please list the rules of capitalization here EX: (Used to begin a sentence) – S adly for some, 11th grade is the year with the most high-stakes testing.
BOOK OF WRITING
SECTION 2: 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: Mexico, English, library, America, alienation. · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX: America, Mexico, Spain, Europe, South America, North America. · Compound Nouns: consist of words used together to form a single noun. EX: Laptop, Computer, smartphone, ipad · Concrete Nouns: refer to material things, to people, or to places. EX:Pencil, eraser, pen, paper · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. EX: Pessimistic, omniscient, omnipotent, undaunted, valorous Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Mr. William reacted very professionally to the issue at hand, at the very moment it occured. ·
Direct Object (comes after the verb and answers what or whom)
My good friend Danny and I still got along very well in times of chaos and distress. · Indirect Object (answers to who or to whom) Mr.Rodriguez was very affectionate and considerate towards all his students in class.
PRONOUNS Pronouns take the place of nouns that have been established. Personal: Nominative (subjects) Objective (objects) I/we me/us you/you you/you He, she, it, one/they him, her, it, one/them Possessive My, mine Your, yours His, her, hers, its, one’s Relative: Nominative who That
our, ours your, yours their, theirs
Objective whom that those/ this
Possessive whose of that
Interrogative: who, which, what, whatever, whoever Reflexive: (personal pronouns plus the suffix –self o r –selves) Used only: when the action verb is directed toward the subject of the construction: The new profound artist was transcendent in his crafts and work, and he thought so himself as well; as a very confident person and expert in his fields. to intensify a point: He mentally prepared himself to face the understandably angry mob of protestors and news press media on live tv.
Demonstrative: this, these Indefinite:
that, those
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 crew paved the entire stretch of highway. (The crew are the subject) Passive: The entire stretch of the highway was paved by the crew.
Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · Patrick likes photographing nature during his free times. Participle: word ending in “ing” or “ed” used as an adjective · It was raining a little yesterday. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · I forgot to pack my lunch bag today. 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 -ing, -ed, -ful, -tion · Conversions (Show how three words related to your subject can become adverbs – Example: “Educational” becomes “Educationally”) · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner- I slowly and carefully packed my bag making sure I didn’t leave anything behind like last time. Time- I was asked to leave for town the next day. Place- His work placement came as a surprise to all at the end. Degree- His works of masterpieces were incomparable to any I have seen before. Frequency- She constantly looked back and forth in my direction during the meeting.
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 – Ahh, ahoy, aha, ahem, alas, arrggh, aw B – Blah, brrr, bingo, bravo, bam, boo, bah C – Cheers, congrats, catching, cripes, crud D – Damn, darn, darnit, drat, duh, dear E – Eureka, eek, eh, er, encore, eww F – Fie G – Gak, gee, gee whiz, geez, gadzooks, golly, good grief, goodness, goodness gracious, gosh, gesundheit
H – Hey!, hmm, hooray, huh, hello, ha, ha-ha, humph, hurray, huh? M- mhm O – oh, oh oh, oh dear, oh my, oh my God, oh well, ouch, ow, oww, oops, oy, ooh-la-la, P – Phooey, presto, please, pshaw, pow, phew, pooh R – Rats, S – shoo, shh, shoop-shoop, sigh T – Tut-tut, thanks, U – Uh-huh, uh-oh, ugh, um, umm W – Whammo, wham, whew, whoa, wow, whoops, Y – Yay, yeah, yikes, yippee, yes, yuck, yum, yo, yahoo, yummy Z – Zap, Zip, Zop
Transitions of Logic Chart
Milder
Stronger
Addition
a further and and then then also too next another other nor
further furthermore moreover in addition additionally besides again equally important first, second finally, last
Comparison
just as ... so too a similar another... like
similarly comparable in the same way likewise
Contrast
but yet and yet still otherwise or though but another rather
however still nevertheless on the other hand on the contrary even so notwithstanding for all that in contrast alternatively at the same time though this may be otherwise instead nonetheless conversely
Time
then now soon afterward later shortly earlier recently first, second, third next before after today tomorrow
meanwhile at length presently at last finally immediately thereafter at that time subsequently eventually currently in the meantime in the past in the future
Purpose
to do this so that
to this end with this object for this purpose for that reason
because of this in order to
Place
there here beyond nearby next to
at that point opposite to adjacent to on the other side in the front in the back
Result
so and so then
hence therefore accordingly consequently thus thereupon as a result in consequence
Example
that is specifically in particular for one thing
for example for instance an instance of this this can be seen in
Summary and Emphasis
in sum generally after all by the way in general incidentally naturally I hope at least it seems in brief I suppose
in short on the whole as I said in other words to be sure in fact indeed clearly of course anyway remarkably I think assuredly definitely without doubt for all that on the whole in any event importantly certainly
BOOK OF WRITING
SECTION 3: PHRASES and CLAUSES Phrases – groups of words that function as a part of speech. Noun Phrase: A group of words consisting of nouns or pronouns and their modifiers that function as a noun. Everyone knew what they were signing up for when they signed the contracts. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. After looking through the patient’s history files, the doctors knew what they were going into. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. The students; after being a few minutes late, finally boarded the bus. 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. Mr. Hopper, a amature carpenter, was finally hired because of his job history and ethics. 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. Walking down the dark, cold alley, the men finally met to make a deal. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The ghost hunting crew soon found an abandoned factory. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. Everyone knew it was monday, and prepared themselves to attend online classes.
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 company's motto was to “never give up”. 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. ○ The roof he grew up under made him the person he is today. ○ Kindly give your parents my regards. ○ The fact that everyone in the room was nervous about their test scores was very clear. ○ The carpenter checked what needed to be done. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ This is the part of the desert where most people get lost. ○ There is the homework that I absolutely needed. ○ The specific box that you wanted is nowhere to be found. Some adjective clauses begin with relative pronouns: ■ He is obviously the one who got most of the attention. ■ There goes the teacher whose classes are always interesting. ■ Is this the gift you really want for christmas? ■ The man whom I met on Saturday is coming over for dinner. ■ The test you refer to is already weeks old. ■ Mr.William is a teacher who listens to student’s requests, and complaints. Adverb Clause: Used to modify verbs, adjectives, and adverbs in an independent clause, introduced by a subordinate conjunction and used to indicate time, place, cause, purpose, result, condition, and/or concession. Modifying verbs:
■ Unfortunately the stop sign’s view was blocked by a tree. ■ When the time came everyone was ready to leave. ■ We came back from the library after checking out the book we were looking for. ■ The mechanic said “the car was in a very rough condition”.
Modifying adjectives: ■ She was taking longer than usual to get ready today. ■ Even as a very old man suffering from dementia, grandpa had a great sense of humor. Modifying adverbs: ■ They tried their best to pass the test against all the odds. Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The last person to finish the race had a look of sadness on her face. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When diving underwater, you should be very aware of your surroundings and keep calm no matter what. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The hobby that interests her the most is cooking. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ Mr. Fette’s singing lessons, which began one year ago, are finally over.
BOOK OF WRITING
SECTION 4: SENTENCES 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 Mr.Jimmy patiently waited outside for his wife to get ready. Predicate – what the subject does Mr.Jimmy patiently waited outside for his wife to get ready.
Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) The weather is warm and sunny; a perfect day for a picnic. Imperative – a sentence that makes a command (ends with a period mark) Make sure you pack warm clothes for camp. Interrogative – a sentence that asks a question (ends with a question mark) When will your short story be finished? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) Ugh! Why are you yelling at me?
Sentence Patterns Simple Sentence: A sentence that is just one independent clause. This is the most I have written in a while. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). I have to walk the dog today, but I’m too tired right now. Complex Sentence: A sentence with one independent clause and at least one dependent clause. When I have my mom over to help me cook, cooking becomes much easier. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause.. Whether you think every move ahead of time or not, most chess matches against amateurs can be won, but when against a professional it’s a completely different story. 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. School is not always about the hardships, sometimes you also learn a lot froms school 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. No matter what you do in life to move forward towards your goals, nothing can compare to a good education. 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. Students who always work hard, finish their homework on time, and ace their tests. 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. There is no turning back when you make a bad decision, but you can always think before you act.
Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. I may be as bad as the worst, but, thank God, I am as good as the best. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. An empty stream, a great silence, an impenetrable forest. The air was thick, warm, heavy, sluggish. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Neither snow nor rain nor heat nor gloom of night stays these couriers. 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. So let freedom ring from the prodigious hilltops of New Hampshire. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. And that government of the people, by the people, for the people, shall not perish from the Earth.
Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. The workers wanted to take a break from work but there was no time to waste. [WRONG] The workers wanted to take a break from work because they were tired but there was no time to waste.[RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas The workers wanted to take a break from work, but there was no time to waste. [WRONG] The workers wanted to take a break from work. Because they were tired, but there was no time to waste.[RIGHT]
Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because he gave up at the end,[WRONG] Because he gave up at the end, he lost all the hopes he had.[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 birthday party, the parent gave a slice of cake to every guest that had extra frosting. [WRONG] At the birthday party, the parent gave a slice of sake that had extra frosting to every guest.. [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force The merchants knew they were selling poor quality products. [WRONG] The merchants knew that it would not do them any good selling poor quality products. [RIGHT]
BOOK OF WRITING
SECTION 5: PARAGRAPHS 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) How hard is it for an immigrant to be educated in America? In the education system how are minority groups in America affected by racism and racial profiling? Well it’s very clear what immigrants have to go through in the academic world to actually be seen as a worthy student. Starting school only knowing 50 words can have a drastic effect on how much someone actually learns. So does being a certain ethnicity or knowing very little english affect how much education we get or have access to. uery Based (Question that brings the reader to the topic - avoid second Q person POV “you”) Does being a certain ethnicity affect how much access you get to education? 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) Immigrant childrens with a small vocabulary can have a hard time learning properly compared to their peers. Fact (empirically verifiable but often difficult to argue extensively about better used as evidence to support a claim) Children who start with less knowledge end up learning less. Opinion (personal position on a topic) And I wholeheartedly believe that, having been through the language barrier myself in the past. 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) Not giving every child the same chance at education is morally 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) And this happens in every situation when a child doesn’t understand English properly. Document Based (cites a specific source, author, and position on a topic) In The Education of Immigrant Children,M ary Tamer states that 7/20(35%) immigrant children will never get a proper education because of how poorly the education system is set up for them. They are deemed to fail because of how the education system is at the moment. Immigrant childrens need a lot more options to be at an equal footing towards education as a native-born student. Theory (a statement that can be tested and potentially proven - often answers a research question) In theory, only 13/20 or (65%) of immigrant children with a minimal to advanced exposure to education at a certain age will actually succeed. 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) Rodriguez expands on his claim by examining the various elements of education, such as teaching methods, their usefulness, and success, that can hook students to stay more engaged and focused in class. At an early age, along with reports about the negative educational impacts students are more likely to drop out before they even get a fair chance. The author examines the often-disturbing state of education in class, and various methods of racial profiling that discourages immigrant students from even trying their best. This information about the connection between crude teaching methods and potential racial profiling in calss outcomes might lead to crucial and invasive changes on how the students think success should be like and how it can be achieved.
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) Additionally, multiple sources indicate that the students with minimal exposure to english have a hard time getting the hang of education before it’s already too late and they are out of school or worse dropped out. (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) Several researchers agree, “Children that don’t have proper access to education at an earlier age, they lose all their chances for progressing” (Rodriguez, 122). “Children that don’t have proper access to education at an earlier age, they lose all their chances for progressing” according to several researchers (Rodriguez, 122). Unfortunately for immigrants, “Children that don’t have proper access to education at an earlier age, they lose all their chances for progressing” according to several researchers (Rodriguez, 122). Unfortunately for immigrants, “Children that don’t have proper access to education at an earlier age, they lose all their chances for progressing” (Rodriguez, 122). Unfortunately for immigrants, “Proper access … to education at an early age … affects the child’s chances for progressing” (Rodriguez, 122) 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) PARAPHRASE – Having access to education at a young age is very crucial to succeed (Rodriguez, 122).
Summarizing (condensing larger quotes or sections - useful for closing the examination of the quote/evidence and transitioning to your analysis of the quote) SUMMARY – Education is very crucial and important for children to succeed (Rodriguez, 122) Abstract Examples (hypothetical, “what if” examples that do not refer to a source – AVOID USING THEM AS EVIDENCE – but useful for examining the quote) If children are given access to education at a young age then they will succeed. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) A study in the October 2018 Education for Immigrant Children shows that the average native-born student in America learns new topics almost 68 times faster than a immigrant student. 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, valid authorities on the subject of education agree about its often misleading start and consistently negative effect it has on a student’s life.
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 we ignore the issue of education for immigrants right now future generations will look back at us and blame us for the underdeveloped generations we offered them. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) As such, the national education board has also closely connected immigration and low education rates to much more underdeveloped and illiterate kids in America and other countries. Reestablishing the Significance of the Thesis (could be one or more sentences)
Thus, as the prevalence of academic research indicates, education for students and especially for immigrant children is needed to further push them towards the educational success they need and the educated generation we deserve. Final Sentence (connects to the hook and finishes the essay (finish your argument) – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…) So given all the education problems associated with educational learning for immigrant students, maybe it’s time the school system should change its crude ways of teaching immigrant students so every kid has a fair shoot at academic success.
BOOK OF WRITING
SECTION 6: ESSAYS 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 short or complex response to a topic in a formal writing sample of a given topic composed of multiple paragraphs. Types – Explain each type of essay and state its purpose Persuasive (Argumentative) Like in the name a persuasive essay tries to convince or persuade their readers to either change their views/perspective on a topic or see a thing or topic in a certain way. Expository (Informative) Definition or Description An expository essay tries to expose its readers to new information on a topic and such. Process (How-to) Explains how something is done in steps or other means. Compare and Contrast Tries to compare and contrast two or more topics to each other. Cause and Effect These essays create a cause and effect scenario. Analytical/Critical Evaluative Provides “countable” numbers and percentages to prove a point or explain a topic more in-depth. Interpretive An interpretive essay is, in which the writer tires to interpret another author’s work. It’s commonly used to analyze or better explain what the original author meant or had in mind when writing the work.
Narrative (Tells a story) Personal Statement/Anecdote It is used by the authors to set the stage of the story or the background information for the readers. Research This where all the work for the research goes into. Details on the topic revealed from research. Timed Document Based Question (DBQ) Synthesis The endings or where all the previous parts come together in a whole to conclude and finish the story. Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts. Pre-writing/Prompt Analysis/Outlining Drafts can be very useful to do your pre-writing to get a sense and feel for what you want to write about and what your topic really is all about. And then when you’re doing your last and final work you can base your work on that and smooth out bits that you don’t like. It’s like adding all the flesh and meat to the pre-made skeleton frame to support your ideas. Researching/Evaluating of Sources Just like drafts, researching and evaluating your sources for information is really crucial for the fine details. Without any good research on the topic you're writing about and making sure your sources are factual and correct, your final work can come out very incorrect and sloppy if not done correctly. So it’s very important to do proper research and to check and credit your sources properly.
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 MLA Format also known as the (Modern Language Association) is mostly used for humanities and literature works to better break down books, paintings, and etc. 1. In MLA format the author’s name is written as Last name, First name. 2. In MLA format in-text citations are written as EX: (Jones,12)
APA Format APA Format also known as the (American Psychological Association) while similar to the MLA Format is mostly used for research papers and scientific work purposes and very commonly includes numbers, years, and percentages, etc. 1. In APA format the author’s name is written as last name followed by the first and middle initials. 2. In APA format in-text citations are written as EX: (Jones,2020,p 12)