The Gravity Falls Book of Writing by Bravo Grammar Con Online

By Mary Ramirez

Table of Contents 1. Introduction 2. Dedication 3. Punctuation & Capitalization 4.Parts of Speech 5. Phrases & Clauses 6. Sentences 7. Paragraphs 8. Essays

Introduction Gravity Falls has been a show which has held a special place in my heart because of all the joy and laughter it brought me as a child. I grew up excitedly waiting for the airing of new episodes, anticipating what would happen next. Gravity Falls is one of those special things that you remember with fondness. I hope that you are able to share that fondness as well.

About the Author + Dedication I dedicate this book to my younger brothers. I warmly remember the days we spent gathered around the tv and sharing smiles and laughter while watching this show. We treasured this show deeply, and I will always cherish the memories we formed with it.

Punctuation 1. . end punc Function: Used to end a sentence and to abbreviate. Sentence: Mabel and Dipper, along with Mr. Stanford Pines, lived happily together in Mr. Pines’ wacky tourist trap. 2. , comma Function: Used to separate words, phrases, or ideas, and to set off dialogue or quotations. Sentence: During the summer, Mabel and Dipper curiously came across strange things in Gravity Falls like zombies, ghosts, gnomes, and a merman. 3. – en dash Function: used to represent range of date, numbers, or time Sentence: While Ford’s specific birth date is unknown, it is deeply speculated that he was born around 1945-1953. 4. - dash Function: used to join words and to separate syllables of a single word Sentence: Mr. Pines and his tourist trap were highly well-known in the rowdy town of Gravity Falls. 5. : colon Function: used to separate two independent clauses when the second explains or illustrates the first Sentence: Gravity Falls has had amazingly widespread success, similar to shows such as: Adventure Time, The Amazing World of Gumball, and Steven Universe. 6. ; semicolon Function: used to link two independent clauses which are closely related in idea

Sentence: Mr. Pines insisted he had no malicious intentions behind reviving the portal and desperately pleaded for Mabel to leave it be; however, Dipper was suspicious of him and quickly demanded for Mabel to shut it down. 7. ? question mark Function: used to punctuate direct and indirect questions Sentence: What did Mabel name her playfully silly pig? 8. ! exclamation mark Function: used to express surprise, astonishment, or exasperation, as well as to emphasize a short pause or comment Sentence: At the height of the drama, it is surprisingly revealed that Stanford Pines was not who he said he was and had in fact been impersonating his twin brother who had unfortunately disappeared after crossing a portal! 9. ‘ apostrophe Function: used to show possession and for contractions Sentence: Mabel’s pet pig, Waddles, sadly wasn’t able to go along with her home but after some convincing, Mabel was gleefully heading home with Waddles. 10. “ ” quotation marks Function: used to represent exact language spoken or written by someone else Sentence: In what is an emotional scene, Dipper warmly narrates, “If you've ever taken a road trip through the Pacific Northwest, you've probably seen a bumper sticker for a place called Gravity Falls. It's not on any maps, and most people have never heard of it. Some people think it's a myth. But if you're curious, don't wait. Take a trip. Find it. It's out there somewhere in the woods, waiting.” 11.

… ellipsis

Function: used to omit a word, line, or phrase from a quoted section to remove material that is less relevant Sentence: Dipper’s character is roughly described as, “smart, curious, and adventurous 12-year-old boy spending the summer… he is the overall main protagonist of Gravity Falls and seeks to uncover the town's mysterious secrets”. 12. [ ] brackets Function: used to enclose information that is inserted into a quote as well as parenthetical materials within the parentheses Sentence: Mabel was frustrated with Dipper and said, “I’m [Mabel] unappreciated in my time!” 13. ( ) parentheses Function: close incidental or extra information Sentence:Dipper and Mabel (after spending the entire summer thinking) were finally happy and confident to start high school. 14. / forward slash Function: used to indicate a choice between the words it separates. Sentence:Both Mabel and Dipper were nervous/uneasy about spending their highly awaited summer in Gravity Falls but they both loved the experience. Capitalization – 1. Capitalize the First Word of a Sentence - In what was a greatly successful show, Gravity Falls was watched by many around the world. 2. Capitalize Names and Other Proper Nouns - Along with Mabel and Dipper, Wendy and Soos also joined them on their curiously strange missions.

3. Don’t Capitalize After a Colon (Usually) - When unexpectedly told that they were going away from home for the summer, there was one place the twins did not expect: Gravity Falls. 4. Capitalize the First Word of a Quote (Sometimes) - In what has become a widely known quote from the show, Stanford wrote, “Trust no one”. 5. Capitalize Days, Months, and Holidays, But Not Seasons - Since it was summer, the twins would often be seen cheerfully eating breakfast since temperatures rise very much in July. 6. Capitalize Most Words in Titles - The show and its success inspired a book appropriately titled Gravity Falls: Dipper's and Mabel's Guide to Mystery and Nonstop Fun! 7. Capitalize Cities, Countries, Nationalities, and Languages - The town of Gravity falls was found peacefully in Oregon, United States. 8. Capitalize Time Periods and Events (Sometimes) - During the show, the town holds their own version of a Presidential Debate to vote for their new mayor.

NOUNS Types of nouns: · Common Nouns: name a class of people, places, things, or ideas. EX: town, policemen, investigators, artifacts, conspiracies, · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX: Gravity Falls, Mabel, Dipper, Mystery Shack · Compound Nouns: consist of words used together to form a single noun. EX: townspeople, bookworm, friendship

· Concrete Nouns: refer to material things, to people, or to places. EX: journal, pig, teenager · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. EX: fear, courage, trust

Functions (How nouns are used): · Subject (comes before the verb) Dipper d id not trust Grunkle Stan and demanded that Mabel shut down the machine. · Direct Object (comes after the verb and answers what or whom) Mabel asked Dipper to request invites to Pacifica’s party. · Indirect Object (answers to who or to whom) Stanford gave a journal to Dipper after meeting him for the first time.

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

Possessive whose of 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: Stanley viewed himself as a good person with good intentions. Gideon gave himself powers through a contract with Bill. to intensify a point: The twins themselves experienced what seemed like the end of the world. Even though she trusted him, Mabel herself doubted Stan’s intentions. 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 twins got some memories on their trip. (twins are the subject) Passive: The trip brought memories to the twins. (twins are the subject but treated as the object)

Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · Mabel liked playing with her pet pig Waddles. Participle: word ending in “ing” or “ed” used as an adjective · Mabel and Dipper visited an abandoned store. · The town was unaware that the Northwests had a haunted house. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · The twins liked to explore all over the town of Gravity Falls.

ADJECTIVES

Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative (that), Common (scary), Proper (American)

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings –ly, -wards, -wise The twins happily returned home after a long summer of fun. · Conversions (Show how three words related to your subject can become adverbs – Example: “Educational” becomes “Educationally”) · Types: Manner, Frequency, Degree, Place, Time Example Types: Manner – Stan worked on bringing his brother back quietly. Time – Stanford announced that he would be leaving shortly. Place – Dipper was excitedly home after finally meeting the author of the journals. Degree – Stan greatly missed his brother for decades. Frequency – Mabel occasionally believed that she wasn’t as helpful as dipper.

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.

Anyhow as if Attaboy Attagirl aww Awful Bam Bah Humbug Behold Bingo Blah bless you Boo Bravo

cheers Crud darn dang doh Drat Duh eek Eh gee geepers gee whiz golly goodness

goodness gracious Gosh ha hallelujah hey hmmm huh Indeed jeez my gosh nah oops ouch Phew

rats shoot shucks

uggh woah woops

wow yay yikes

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

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 confused twins didn’t know if they could trust Grunkle Stan anymore. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. Mabek and Dipper had been living in California prior to their visit to Gravity Falls. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Dipper was hesitant as he walked into the Mystery Shack for the first time. 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.

Soos, one of the employees at the Mystery Shack, was more than delighted to meet Dipper and Mabel. 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 towards the bus, Mabel felt sadness about having to leave. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. Stan couldn’t explain himself and the twins became tired of the growing mess. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. Although they had work at the Mystery Shack, Wendy and Soos were always down to explore with Mabel and Dipper. 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. Mabel and Dipper had a lot of fun. 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. ○ No matter where they went the twins always were together. ○ Please let whoever comes into the Mystery Shack. ○ That Dipper was untrusting of Stan wasn’t hard to see. ○ Mr. Flores wisely checked what he had for supplies.

Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ There was a place where Bill could do as he pleased. ○ Waddles was the pig that Mabel won at the fair. ○ Dipper got the journal that he had been looking for. Some adjective clauses begin with relative pronouns: ■ Some viewers felt it was Mabel who caused the apocalypse. ■ Mabel was the one whose feelings usually got her into trouble. ■ Dipper was deeply curious about the secrets and wonders that the town had. ■ Is this the show that you’ve heard so much about? ■ Pacifica was the girl whom Dipper slowly became friends with. ■ The show to which you refer has been off the air for several years now. ■ Soos was a friend who was always there for the twins. 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: ■ Stanford had been in a place where no one had ever returned from. ■ When summer was over, Dipper and Mabel went back home. ■ Wendy often went on adventures with the twins because she was bored at work. ■ Stanford was angry when Stanley acted as if hadn’t been the reason that Stanford had been missing for decades. Modifying adjectives: ■ The Northwest family was no longer as harsh on the townspeople as it used to be. ■ Dipper is as curious as Stanford once was. (to what extent) Modifying adverbs: ■ Mabel was quicker at making friends in Gravity Falls than her brother. (condition) Relative Clauses: Dependent clause that begins with a relative pronoun. ○ Anyone who arrives first at Gravity Falls will be confused. Elliptical Clauses: Adverb clauses in which part of the clause is omitted.

○ When watching, viewers will likely laugh a lot during each episode. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The episode that most excited viewers was the finale. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ Gravity Falls, which aired four years ago, is fondly remembered amongst its fans.

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 twins and their friends went on many thrilling adventures. Predicate – what the subject does The twins and their friends went on many thrilling adventures.

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Dipper found the second journal. Imperative – a sentence that makes a command (ends with a period mark) Watch the show Gravity Falls immediately. Interrogative – a sentence that asks a question (ends with a question mark) What was your favorite episode in the show?

Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) Gravity Falls was such an exciting show!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Most writing for school is in the form of a simple sentence pattern. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Gravity Falls was a very successful series, and many fans miss the show. Complex Sentence: A sentence with one independent clause and at least one dependent clause. When watching the show, viewers become interested in the complex plot. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Whether you watch just one episode or the entire series, most episodes can be watched on their own, but they make much more sense when watched all together. 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. Gravity Falls is a great show to watch, no matter what age or gender you are. 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 age or gender you are, Gravity Falls is a great show to watch. 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.

Gravity Falls is a great show to laugh to, to cry to, and to smile to. 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. Viewers used to spend their weekends rewatching old episodes and spending weekdays watching new episodes. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Relatable characters make Gravity Falls what it is and it would be boring without them. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Gravity Falls can cause laughter, fear, surprise, curiosity, shock. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Gravity Falls had jokes and depth and ultimately, a great plot. Anaphora: A sentence that features the purposeful repetition of a word, words, or a phrase at the beginning of several successive clauses in order to place emphasis and draw attention. Some people may say that Gravity Fall was funny, others may say that Gravity Falls was scary, but most will agree that Gravity Fall was a nice show. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Fans so often spend their days talking about Gravity Falls, their nights dreaming of Gravity Falls, and their breaks watching Gravity Falls.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation.

Fans couldn't wait for the finale they were so curious about what would happen. [WRONG] Fans couldn't wait for the finale because they were so curious about what would happen. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas The viewers wanted the new episodes, they needed to know what happened to Dipper and Mabel, they had no information on the next release date. [WRONG] The viewers wanted the new episodes. They needed to know what happened to Dipper and Mabel; they had no information on the next release date. [RIGHT]

Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Since the show ended. [WRONG] Since the show ended, fans have made their own sequels to the show. [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 Comic Con, the creator of the show gave a sneak peak to the crowd that had never been seen before. [WRONG] At Comic Con, the creator of the show gave a sneak peak that had never been seen before to the crowd. [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force There isn’t nobody who doesn’t enjoy watching Gravity Falls [WRONG] There isn’t anybody who doesn’t enjoy watching Gravity Falls. [RIGHT]

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. If people were to be asked to determine if they were honest and moral people, the majority would proudly exclaim that they are. However, the extent to which that is true is information only the individuals themselves will ever know. It is interesting to examine the possible reasons someone would turn to being dishonest. Some may view lying to simply be a way to get ahead of others by unfair means. Some may argue that in some circumstances, lying may be the best thing to do to avoid hurting someone. To understand dishonesty, it is important to first understand the motives behind it. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Ex. What motivates people to lie? 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. The reasons for which people lie vary but environmental circumstances often play a role. Fact (empirically verifiable but often difficult to argue extensively about better used as evidence to support a claim) Ex. Dishonesty is a trait that can be found to some extent in everyone. Opinion (personal position on a topic) Ex. People lie only for malicious and selfish reasons. 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. Lying for any reason is a sin. 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. All people lie on a daily basis. Document Based (cites a specific source, author, and position on a topic) Ex. In The Honest Truth About Dishonesty: How We Lie to EveryoneEspecially Ourselves, Dan Ariely explains that the reasons for which people lie vary for different factors and explores if certain circumstances motivate people to be dishonest. Theory (a statement that can be tested and potentially proven - often answers a research question) Ex. The reasons for why someone chooses to lie are not primarily influenced by the benefits to be gained or the likeliness of being caught. 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. Ariely explains his analysis of the underlying motivations behind dishonesty using scientific experiments that revealed the frequency and quantity of dishonesty that people tend to generally exhibit when presented with tempting situations. (preview of evidence) Ex. Ariely presents the reader with a series of studies and experiments conducted to analyze dishonesty in order to demonstrate that dishonesty is usually found in small quantities everywhere. (purpose of thesis) Ex. The information about the psychological and often unconscious motivations to turn to dishonesty can help researchers better understand how humans form connections between what is perceived as right and wrong. (establishing 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. Firstly, studies conducted demonstrated that different factors determined a person’s engagement with dishonesty at different levels. 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. Ariely explains, “...honesty and dishonesty are based on a mixture of two very different types of motivation” (Ariely 391). Ex. “...honesty and dishonesty are based on a mixture of two very different types of motivation,” as stated by Ariely (Ariely 391). Ex. Interestingly enough, “...honesty and dishonesty are based on a mixture of two very different types of motivation,” according to Ariely (Ariely 391). Ex. Interestingly enough, “...honesty and dishonesty are based on a mixture of two [extremely] different types of motivation,” according to Ariely (Ariely 391). Ex. Interestingly enough, “...honesty and dishonesty are based on… two… motivation[s],” according to Ariely (Ariely 391). 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 – “...honesty and dishonesty are based on a mixture of two very different types of motivation” (Ariely 391). Ex. PARAPHRASE – People’s choice to be dishonest is based on two motivations (Ariely 391). 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 – “...honesty and dishonesty are based on a mixture of two very different types of motivation” (Ariely 391). Ex. SUMMARY – People can have two motivations to lie.

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 be more honest if they remove their motivations to lie. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. An article published by “Healthline” explains that people can stop their impulse to lie by examining what it is that propels them to engage in dishonest behaviors. 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, Ariely believes that people are motivated to lie by external factors they usually have little control over.

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 people were given the chance, they would most likely choose to be dishonest, therefore indicating that people’s morality is not as honest as they think it is. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. As such, dishonesty can be found everywhere, even though it is found mainly in small dishonest acts committed by many people rather than large dishonest acts committed by a singular person, and this appears connected to factors such as the influence of others. Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. Thus, as more is known about the psychological motivations that tempt people to be dishonest, researchers can further their understanding of human’s perception of what it means to be moral.

Final Sentence (connects to the hook and finishes the essay (finish your argument) – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…) Ex. So given the discovered motivations for which people lie, maybe engaging in dishonesty is not as maliciously coordinated as it is usually depicted to be…

ESSAYS Essays – An essay is a piece of writing which is usually written to be about 5 paragraphs long that can be used to inform about a topic or convey an argument. Types – Explain each type of essay and state its purpose Persuasive (Argumentative) - An essay written to convince the reader to agree with the author’s argument or opinion. Expository (Informative) - An essay written to educate the reader about a topic. Definition or Description - An essay written in which the author describes something such as a place, person, feeling, etc. Process (How-to) - An essay written to explain with detail to the reader how to do something. Compare and Contrast - An essay written to evaluate the similarities and differences between two or more subjects. Cause and Effect - An essay written to analyze events and their outcomes. Analytical/Critical Evaluative - An essay written to critique or judge according to a set of criteria. Interpretive - An essay written to analyze another piece of writing, such as a novel or poem. Narrative (Tells a story) Personal Statement/Anecdote - An essay written about one’s achievements, hobbies, etc., usually as part of a job or program application. Research - An essay written that requires the incorporation of research to explain and expand upon one's ideas. Timed

Document Based Question (DBQ) - An essay written for evaluation of one’s ability to write following a prompt using evidence from a primary source in a limited amount of time. Synthesis - An essay that discusses a central idea or topic using support from multiple sources or views. Strategies/Planning Tips/Steps – Pre-writing/Prompt Analysis/Outlining - The first step to writing an essay is to identify the type of essay that will be written. By doing this, it is easier to understand how the general outline of the essay will be. Following this, one can begin the brainstorming process and creation of the essay outline. If given a prompt, one can highlight key terms and requirements that need to be included in the essay to include in the outline. Researching/Evaluating of Sources - To begin research using a database, one must first identify the keywords for their area of inquiry. Once identified, the research may begin. When selecting sources, it is important to consider factors like type of source, publication date, author occupation, and reliability. For academic research, it is recommended that the date of publication remain in the 10-15 year age, sources be obtained from published journals, written by experts in their fields, and peer reviewed. Work Cited Page – MLA Format - MLA entries must be aligned with the left margin and a hanging indent of 0.5 inches must be applied to the second and subsequent lines of the entry. Begin with the author's last name followed by first name and middle initial if applicable. Italicize the title of books or magazines and place titles of shorter works like poems or articles in quotation marks. List page numbers when needed. Each citation should be double spaced but there must not be any space skipped between each entry. All entries must be arranged alphabetically. Ex: Nordhaus, William D. "After Kyoto: Alternative Mechanisms to Control Global Warming." American Economic Review, vol. 96, no. 2, 2006, pp. 31-34.

APA Format - Lines subsequent to the first of an entry must be indented 0.5 inches from the left margin (hanging indentation). Begin with the author’s last name, followed by the initial of their first name and their middle initial if applicable and the year of publication in parentheses . Entries should be organized alphabetically by the last name of the first author of each work. For titles of books, chapters, articles, reports, webpages, etc., capitalize only the first word. Ex: Ambady, N., & Rosenthal, R. (1993). Half a minute: Predicting teacher evaluations from thin slices of nonverbal behavior and physical attractiveness. Journal of Personality and Social Psychology, 64( 3), 431–441. http://dx.doi.org/10.1037/0022-3514.64.3.431