american horror story book of writing by moyses vega
TOC INTRO................PG3 about the author......pg 4 Section 1................pg 5 SECTION 2..................pg 9 section 3....................pg 16 section 4......................pg 20 section 5....................pg 25 section 6....................pg 31
BOOK OF WRITING INTRODUCTION This book of writing is all about grammar and how you should properly use grammar. Reading this book will give you a better understanding and overall will make you a better writer. Sometimes grammar can be really easy to mess up and super difficult to understand but this book will not only make it easier for you but will also help you not make the same mistakes you make. This book includes grammar like punctuation, paragraphs, essays, and more and it includes examples that way you can practice as well. Although grammar doesn't seem too scary, this book contains the horrors of the hit show “American Horror Story”. This book will not only focus on grammar but it will bring you into the world of American Horror Story and it will take you through each of the spooky seasons. Will you be able to handle all the horrors that are coming your way?
ABOUT THE AUTHOR
My name is Moyses Vega and I am 16 years old. I learned how to write when I was very young. Before I even started attending school my parents would always encourage me to be able to read and write. They would buy me writing books where I would practice writing my ABCs. Once I started getting familiar with how to write I started school. During school, my pre-kindergarten teacher was always pushing us to be able to read and write and every time we would advance she would always give us a bag of jellybeans. All my teachers in elementary school contributed to making me a better writer. As I started getting older I started getting into poetry and I heard a line from a show American Horror Story and I instantly fell in love with the show. Growing up I always heard about the show American Horror Story but I was never really interested in it as I was not really a fan of horror shows or movies. Watching this show taught me a lot of this although sometimes I do get creeped out. The show was a big part of my life while we were in quarantine. I would be in my room watching episode after episode of American Horror Story so this show has a very special place in my heart and I instantly knew I had to do this topic for my Book of Writing.
SECTION 1
SECTION 1
. The period is dot-shaped punctuation that ends a sentence to make a statement, and it could be used to abbreviate words like Mr. and Mrs. ( ex. Brooke was attacked by the Night Killer in her apartment while she was asleep. )
, The comma indicates a pause that would occur if the sentence were spoken out loud, whatever comes before and after the comma could switch places. It could also separate grammatical components of a sentence. ( ex. The coven consists of Cordelia, Naan, Queenie, Zoe, and Madison. )
— The em dash could take the place of commas, parenthesis, or colons, in each case to a slightly different effect. ( ex. Cordelia - the supreme - didn't allow Micheal Langdon to perform the seven wonders. )
- The hyphen's primary function is used to join words or parts of words together. The hyphen could also be used for word division ( ex. The boy who was lost at the merry-go-round turned out to be Detective John Lowe's son. )
: The colon is used to introduce a list of terms and it could also be used to emphasize a phrase or a single word at the end of a sentence. Everything that comes after the colon relates to what comes before the colon. ( ex. Zoe has two choices: bring back Kyle from the dead or let him die. )
; The semicolon is said to be stronger than the colon but weaker than the period. A semicolon is used between two independent clauses. ( ex. The living could leave Camp Redwood; the dead stayed stuck in the camp. )
? The question mark is used at the end of a direct question. ( ex. Which one of you killed Naan? )
! The exclamation mark is used to express a strong emotion or excitement. ( ex. Go away Tate. I said go away!!! )
‘ The apostrophe has three uses which are contractions, plurals, and possessives. ( ex. Cordelia couldn't let Micheal win so she sacrificed herself in order for Malory to travel back in time. )
“ “ The quotation marks are used to indicate material that is being reproduced word for word. ( ex. The writing on the roanoke house wall read, “ croatoan”. )
… The ellipses is a set of three periods and this indicates an omission, or something unsaid. ( ex. I am tough… but I'm no cookie. )
[ ] The brackets allow the insertion of editorial material inside of the quotations. They are used to include information that isn't essential to the main topic. ( ex. He [ The AntiChrist ] traveled to the coven and murdered most of the witches attending. )
( ) The parenthesis allows the writer to include extra information, like a word or fragment. ( ex. Ivy joined the cult S.C.U.M ( Society for Cutting Up Men) to protect her son Olly. )
/ The slash has several uses and it could be used to indicate the word “or”. ( ex. Go ask Queenie/Zoe where Madison is because she has gone missing. )
SECTION 2
SECTION 2 NOUNS Types of nouns: (list three to five words of each type) · Common Nouns: name a class of people, places, things, or ideas. EX: Witches, Asylum, Circus, Coven, 7 Wonders · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX:Cordelia, Camp Redwood, Hotel Cortez, Roanoke Colony, Hell · Compound Nouns: consist of words used together to form a single noun. EX.Antichrist, Greenhouse, nightmare · Concrete Nouns: refer to material things, to people, or to places. EX: cauldron, cigarette, potion, axe · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. EX: insanity, mature, compassion Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Lana Winters snuck in the male asylum. · Direct Object (comes after the verb and answers what or whom) Violet asked Tate to leave her alone. · Indirect Object (answers to who or to whom) Micheal gave Misty Day one more chance and brought her back.
PRONOUNS Pronouns take the place of nouns that have been established. Personal: Nominative (subjects) Objective (objects) I/we me/us you/you you/you He, she, it, one/they him, her, it, one/them
Possessive My, mine our, ours Your, yours your, yours His, her, hers, its, one’s their, theirs
Nominative who
Relative: Objective whom That of that
those/ this
Possessive whose
Interrogative: who, which, what, whatever, whoever Reflexive: (personal pronouns plus the suffix –self or –selves) Used only: when the action verb is directed toward the subject of the construction: He hates himself more than anyone else. She taught herself how to control pyrokinesis. to intensify a point: The Antichrist himself managed to get Queenie out of Hotel Cortez even though most couldn't do it, he did it himself. 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 witches did the seven wonders. (witches are the subject) Passive: The seven wonders test was offered to the witches. (witches are subject but treated as an object Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · The Roanoke Colony were killing the contestants on the show “My Roanoke Nightmare”. Participle: word ending in “ing” or “ed” used as an adjective · There are ghosts roaming around in this haunted hotel. · Donna helped Brook escape the guarded prison where she was held captive. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Elsa Mars likes to sing and perform. 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) Bette and Dot are conjoined twins. Malory is the next supreme. 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 become adverbs – Example: “Educational” becomes “Educationally” “Mental” becomes “Mentally” “Happy” becomes “Happily” “Relative” becomes “Relatively” · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – Elsa performed beautifully. Time – Mallory traveled back in time to defeat the AntiChrist and save the word immediately. Place – Queenie was willingly staying at the Cortez Hotel overnight. Degree – Belle and Dots performance was exceptionally good. Frequency – Maddison is constantly having a bad attitude around the girls.
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. Find and copy/paste an alphabetical list of interjections here. A aah, ack, agreed, aha, ha, ahem, alas, all right, amen, argh, as if, away, aye B bah, blast,boo hoo, bother, boy, brr, by golly, bye C Cheerio, cheers, chin up, come on, crikey,curses D dear me, doggone,drat,duh E easy does it, eek, egads, exactly F fair enough, fiddle-dee-dee, fiddlesticks, fie fo, fooey G G'day, gadzooks, gangway geegee lost, get outta here, go on, good good, jolly good, job, gosh, gracious, great, grr, gulp H haha-haha, hallelujah, harrumph, hawhee, here, hey, hmm,ho hum, hoo,hooray,hot dog, how, huh, hum, hurray, huzza
I I say, ick, is it, ixnay J Jeez, just a sec, just kidding, just wondering K kapish L lala-di-dah, lo, long time, look, look here, lordy M Man, meh,mmm, most certainly, my, my my, my word N Nah, naw, never, no ,no can do, no thanks, no way, nooo, not ,nuts O Oh oh, okay, okey-dokey, om, oof, ooh, oopsey, over, oy P Peace, pew, pff, phew, pish, posh,psst,ptui Q quite R Rah, rats, ready,right, right on, roger, roger that, rumble S Say, see ya, shame, shh, shoo, shucks, sigh,sleep tight, snap, sorry,sssh,sup T tata, tata-da, take that, tally hotch, thanks, there there there, time out, toodles, touche, tsktsk-tsk, tut, tut-tut U Ugh, uh, uh-oh, um, ur, urgh V very nice, very well, voila, vroom W wah, well, well done, well, well what, whatever, whee, when, whew, whoa, whoo, whoopee, whoops, whoopsy, why, word, wow, wuzzup Y Ya,yea, yeah, yech, yikes, yippee, yoyoo-hoo, you bet,you don't say, you know, yow, yum,yummy Z Zap, zounds, zowie, zzz
SECTION 3
SECTION 3 Phrases – groups of words that function as a part of speech. Noun Phrase: A group of words consisting of nouns or pronouns and their modifiers that function as a noun. All the witches seriously wanted to pass the seven wonders. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. The Harmon family knew they would be working hard to resell the Murder House since no one was interested. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Kyle was warmly welcome aboard the coven. 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. Mallory, a new witch, worked hard and in return won the title of supreme. 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. Running down the strairs, Madison finally got out of that party. Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The couple returned and explored the abandoned asylum. Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. Cordelia knew it was time for Micheal to test the seven wonders.
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. Cordelia requires the witches of the coven to work really hard for their powers. 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. Where he grew up firmly made Tate who he is. Kindly give whoever asks a cigarette. The supreme was happy when the witches finished the seven wonders. Lana Winters wisely checked what the bakery had for food. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: This is the coven where witches triumphantly do well. (“where” is an introductory word) There is the black rubber suit that I absolutely needed. The powers that you wanted is clearly within your grasp. Some adjective clauses begin with relative pronouns: Cordelia is obviously who got the most power. (ONE is the antecedent of WHO and is modified by the adjective clause.) There goes Twisty the Clown whose victim is usually children and teens. (TWISTY THE CLOWN is the antecedent of whose and is modified by the adjective clause.) Misty Day teaches Zoe and Madison how amazing the healing properties that the mud contains. Is this the warlock that you so vehemently want? (that is the direct object of want) The Supreme is the witch whom he confidently challenged to a bet. (whom is the direct object of challenged.) Naan's innocent soft soul which you refer to has sadly been murdered. (which is the object of the preposition to.) Queenie the voodoo girl who easily shrugs off criticism from Madame Delphine. (who is the subject of shrugs.) 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: They unfortunately put the “Do Not Enter” sign where a few could see it. (place) When the camp bell finally rang, everyone left. (time) We sluggishly left Hotel Cortez because we were tired. (purpose) Kai talked as if he were passionately running for president. (condition) Modifying adjectives: This years camp seems twice as long as it used to be. (how much) Myrtle Snow is as amusingly stylish as her students. (to what extent) Modifying adverbs: Naan studied harder than her fellow witches typically did. (condition) Relative Clauses: Dependent clause that begins with a relative pronoun. The camper who finishes first will earn an indulgently tasty sandwich. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. When debating, Ally keenly keeps her eyes on Kai. Essential Clauses: Clauses necessary to the meaning of the sentence. The power that most interests Queenie is clearly voodoo magic. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. Brooke's yoga lessons, which began three months ago, are finally over.
SECTION 4
SECTION 4
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 Coven Witches patiently learned about how to use telekinesis. Predicate – what the subject does The Coven Witches patiently learned about how to use telekinesis.
Sentence Types
Declarative – a sentence that makes a statement (ends with a period mark) Learning to walk in the dark the campers make their way to their cabins. Imperative – a sentence that makes a command (ends with a period mark) Learn to walk in the dark immediately.
Interrogative – a sentence that asks a question (ends with a question mark) Why would anyone walk in the dark? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) That walk in the dark was terrifying!
Sentence Patterns
Simple Sentence: A sentence that is just one independent clause. Most dead people who have unfinished business come back in the form of ghosts.
Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Many seasons of AHS can take up time, but they all can be finished. Complex Sentence: A sentence with one independent clause and at least one dependent clause. When you set up a plan, escaping the asylum will be easier. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Whether you plan ahead or not, most assignments for school get done, but they can take up a lot of time. 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. The Coven is going to change your life, no matter what your gift is or how long it takes to develop it. 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 your gift is or how long it takes, the coven will change your life. 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. Witches tend to be superior, to practice spells, and to succeed where others fail. 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. Camp Redwood spends its days gaining more campers while the campers never return home. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. The Countess makes up Hotel Cortez and without her they would be nothing. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Warlocks typically exhibit inferiorness, stubbornness, power, lack of knowledge. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose.
Warlocks typically exhibit inferiorness and stubbornness and power and, ultimately, lack of knowledge.
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 so many people, the seven wonders could lead to death and loss, and for others it could lead to power and leadership, but most will agree that the seven wonders is a very risky task. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Witches give their all to the coven, their loyalty, their respect, their all, their lives to the coven and fellow witches and if broken, burned at the stake. Sentence Errors
Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. Violet wanted to stop going to school the girls bullied her she was not comfortable. [WRONG] Violet wanted to stop going to school BECAUSE the girls bullied her AND she was not comfortable. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas Violet wanted to stop going to school, the girls bullied her, she was not comfortable. [WRONG]
Violet wanted to stop going to school. The girls bullied her; she was not comfortable. [RIGHT]
Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because the girls bullied her. [WRONG] Because the girls bullied her, she was not comfortable. [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 asylum, the Nun gave the patient food that was tied down. [WRONG} At the asylum, the Nun gave the patient who was tied down food. [RIGHT]
Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force
The campers knew that it wouldn’t do them no good to waste time. [WRONG] The campers knew that it would not do them any good to waste time. [RIGHT]
Section 5
SECTION 5 Paragraphs – a group of sentences that together convey a shared purpose structured around the same topic. Introductory Paragraphs (Introductions) Hook (Lead / Opening Statement) – can begin with the title Anecdotal (Brief story to set the mood and lead the reader into the topic) Ex. Often parents would send their children to Camp Redwood during the summer to let their kids have fun while the parents take some time off. Usually after camp the children return home back to their parents but not at camp redwood. Something sinister is happening at camp redwood where kids never return home and where murders happen back to back. After the camp shuts down the camp redwood murders disappear a new owner opens Camp Redwood and brings it back to its glory Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Ex. Does the consumption of human blood have a negative impact on a kid's growth?
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 food at Camp Redwood 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. Camp Redwood is comparatively inexpensive.
Opinion (personal position on a topic) Ex. Madame Laveau is the best hairdresser ever. 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 using your abilities to harm others 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 made at the asylum cafeteria horribly harms a person's health. Document Based (cites a specific source, author, and position on a topic) Ex. The supreme seriously argues that the warlocks has less deep effects on people when using their abilities by illustrating the nature of how witches and warlocks compare. Theory (a statement that can be tested and potentially proven - often answers a research question) Ex. Smoking cigarettes 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. The article expands on its claim by examining the show, such as advertising and marketing schemes, that people who watch the show are more likely to develop trypophobia, particularly at a young age, along with reports about how trypophobia negatively impacts the brain. (preview of evidence) Ex. The author examines the often-disturbing state of fright in order to discourage people from watching the show. (purpose of thesis) Ex. The information about the connection between trypophobia and the show might lead to crucial reforms in the television 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 – “Humans are the real monsters” (Schlosser 73). Ex. (Schlosser 73). Several ghosts agree, “Humans are the real monsters” (season 1) Ex. “Humans are the real monsters” according to several ghosts (season 1). Ex. Unfortunately for humans “Humans are the real monsters,” according to several ghosts (season 1). Ex. Unfortunately for humans, “Humans are [truly] the real monsters” (season 1). Ex. Unfortunately for humans, “Humans … [a]ffects …other humans” (season 1). Examining the Evidence Paraphrasing (rewording of a quote into other words of the same length without quotation marks, but still citing the source - useful for examining the quote and transitioning to your analysis of the quote) ORIGINAL QUOTE – “Humans are the real monsters” (season 1) Ex. PARAPHRASE – Humans are the monsters (season 1) 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 – “Humans are the real monsters” (season 1) Ex. SUMMARY – Humans are monsters” 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. Ghosts might not be seen as monsters if people stop seeing humans as good. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. A study in 1984 says that an average kid who attends Camp Redwood is more likely to be murdered. 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 the nuclear war agree about the constant death rate on humans and animals.
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 property of Camp Redwood was truly safe for children, there would not be many death rates plaguing the camp. 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 missing people seems closely connected with all the murders of humans not ghosts. Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. Thus, as the prevalence of blood suckers the research indicates, humans carry out the content in their blood potential for both illness and premature death. Final Sentence (closing statement that connects to the hook and finishes the essay (finish your argument) – the “Smokey the Bear”/”Drop the mic”/dot dot dot moment…) Ex. So given all the information associated with humans, maybe ghosts aren't the real monsters…
Section 6
SECTION 6 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) Used to convince the reader to agree with the author's argument. Expository (Informative) Written to inform the reader about a topic Definition or Description Written and the author describes a place, feeling, person Process (How-to) An essay that explains how to do something Compare and Contrast An essay that explains how to do something Cause and Effect An essay written to analyze events and outcomes Analytical/Critical Written to critique according to criteria Evaluative Written to critique according to criteria Interpretive Written to analyze another piece of writing Narrative (Tells a story) Personal Statement/Anecdote An essay written about ones achievements Research An essay written about a study Timed An essay written in a certain amount of time Document Based Question (DBQ) evaluation of one's ability to write following a prompt using evidence from sources ( timed) Synthesis central idea using evidence from multiple viewpoints
Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts. Pre-writing/Prompt Analysis/Outlining First you need to identify the type of essay that will be written and then you begin to think about an essay outline (Intro, Body, Paragraphs , conclusion) and if a given prompt follows it directly. Researching/Evaluating of Sources Identify reliable sources that are credible and have to do with the type of essay you're writing 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 is aligned with the left margin and hanging at an indent of 0.5 inches. Then you begin with the author's last name followed by the first name and middle name initial. Then, italicize the title of books or magazines. Place titles or shorter works in quotation marks list page numbers. Each citation should be double spaced and no space should be skipped between entry. All entries must be arranged alphabetically. APA Format Lines subsequent to the first should be indented 0.5 inches from the margin
