The Ultimate Car's Guide Book of Writing by Bravo Grammar Con Online

the gar age

B Y :

N I C K

C A S T E L L A N O S

C A R W A S H

P R E M I U M

U L T I M A T E C A R ' S G U I D E B O O K O F W R I T I N G

T A B L E

O F

C O N T E N T S

Introduction

About the author

Dedication

Punctuation and Capitalization

Parts of Speech

Phrases and clauses

Sentences

Paragraphs

Essays

T A B L E

O F

C O N T E N T

I N T R O D U C T I O N

I started to write this book in my fifth period class of Honors American Literature in which helps me understand the concept of writing. This helped generalize an idea of where to start and where to go to as reference. It also gives these clear points in grammar and writing that if 4 year old me saw, it would’ve helped when I was leearning English. Not only that but, it shows as side of me in which really isn’t shown and brought upon.

The topic I chose for my book of writing is about lowriders and chicano culture. I chose this book due to the concept of how I grew up and being around of what was poverty. I tend to see that my culture is very defined in chicano ways and it influenced my life. It brought what was my family at the time, together and it’s a great distraction. Maybe it’s the risk of a car going 100 miles per hour or the sound of the reving engine or maybe even the mufflers making a harsh noise when starting up but, I find it comforting. Not many people are fascinated at lowriders or bel air’s or any other car but, to some it’s a way of life and living to it’s fullest extent. With this book, I hope to influence others and show references when stuck on writing.

A B O U T

T H E A U T H O R

Pleasure to meet you, my name’s Nick Castellanos. I am an overachiever and burned out gifted kid that just tends to go a bit overboard. I learned how to read and write at the age of 7-8. My family was not one to know English and would always teach me such words in Spanish. My mother tried to teach me to speak in English but, even she couldn’t. So, I struggled in school, learning a language I never knew before. Looking around and hearing this foreign tongue that and then was shunned to speak my own language. I struggled by myself, pushing the limits of what I knew. Reading book per book as a child, hoping I’d understand. Spending my lunch and recess breaks with a book of flashcards in my hand that would help break down the language. I’d spend 5 minutes on one sentence but, slowly I learned. I became more excelled than any of my classmates. Joined spelling bee’s and was forced to win first place due to the determination I had, to show a hispanic that never knew the language, learned and knew it well. I was sent to programs and classrooms of “gifted” that would help exceed my knowledge. Off and on this went everyday until I was skilled in both classes. Yet, I was so young. My lexile score was high for a first grader and not to mention a second grader at a fourth grade reading level. My comprehension was fluid and the accent in my voice faded or melted like butter in summer. As said in Spanish “tengo el nopal en la frente” which means I look hispanic so I must know Spanish but, since my accent faded, it was as if I didn’t dare struggle to speak English.

What I can say is that even till’ the present day, I'm the one teaching my mother English since she still struggles on a daily basis. Teaching her how to write and read. Seeing how excited she got when she would write a sentence correctly. Always pushing me to succeed in life and grow in parts that I tend to run from. Always overworking myself and having drenched sweat and tears buried upon my face. Having my fingernails covered in dirt or sticking my hand in a car engine. I was taught to help fix cars and eventually it got me dirty. In my household, if you come dirty and tired, that’s a job well done. If you didn’t have even a speck of dirt on you or the least bit of tiredness in your face, you truly never tried and maybe that’s what stuck. This is what encouraged me to write about lowriders and chicano culture due to the environment I grew up in , that was more hands on then sitting back and letting it all fall into place.

A B O U T

T H E

A U T H O R

This book is dedicated to my people's culture of how we lived our life. It is also dedicated to the people who grew up in an enviroment that wasn't fit for a child, lived in poverty, grew up in harsh enviroments, and people that have a determination and drive that has never failed them from succeeding of what they wanted to accomplish in life.

P U N C T U A T I O N A N D C A P I T A L I Z A T I O N

. (period) End of a sentence or abbreviates a word - I feel very energized today. 2. , (comma) makes a pause, can switch places - My hobbies include art, poetry, and music. 3. – (em dash) Can replace a colo, paratheses {the students knew what was coming next -a test!} I need to buy three items- snacks, water, and mochi. 4. - (en dash) Hyphenate, brings two words together that aren’t a compound word - I’ve volunteered at the hospital since 2019-2021. 5. : (colon)Indicates what comes next - Even though my hobby is music, my passion is in the medical field. 6. ; (semicolon) indicating a pause, typically between two main clauses We worked so hard on our projects; we didn’t earn first place. 7. ? (question) Interrogrative sentence What type of food do you enjoy? 8. ! (exclamation) Aren’t you pumped for the concert today! 9. ‘ (Apostrophe) Used in contractions , show possession, citing quotes I’ll be there on time. 10. ' ”(quotations) citing quotes, “I don’t want to eat this” said Luis.

P U N C T U A T I O N A N D C A P I T A L I Z A T I O N

… (ellipses) Something unsaid I just don’t know if I should trust you… 2. [ ] (brackets) used to enclose words or figures so as to separate them from the context - He [Kyle] has been playing the ukelele for some time. 3. ( ) (paranthetical) relating to or inserted as a parenthesis - He replied to his question (after in deep thought) that he has a love for any type of music. 4. / (slash)used as a punctuation mark, substitute for "or" which indicates a choice- Our teacher gave us two choices a slumber party/ video game party. Capitalization – Identify and create one (1) example sentence for each rule of capitalization. Please list the rules of capitalization here: 1. Capitalize the First Word of a Sentence 2. Capitalize Names and Other Proper Nouns 3. Capitalize Days, Months, and Holidays, But Not Seasons 4. Capitalize Cities, Countries, Nationalities, and Languages EX: Lowriders such as Impalas were very popular in 1978 and were used by Chicanos.

P A R T

O F

S P E E C H

Types of nouns: (list three to five words of each type) · Common Nouns: name a class of people, places, things, or ideas. EX: pro clubs,dickies, lowriders, reunions, long knee socks · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX: Whittier, Cholos, Chicano, Chicana, Cholas · Compound Nouns: consist of words used together to form a single noun. EX: freeway,, outside, fireworks, nighttime. · Concrete Nouns: refer to material things, to people, or to places. EX: wheels, motor oil, engine · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. EX:pride, enthusiasm, dedication, fear. Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Nico spoke proudly to the chicanos about the changing of the motor oil. . · Direct Object (comes after the verb and answers what or whom) Luis asked Nico to fix the Chevrolet Bel Air for the car show on Saturday. · Indirect Object (answers to who or to whom) Jasmine gave a spare car piece to her boyfriend at the lowrider show.

PRONOUNS Pronouns take the place of nouns that have been established. Personal: Nominative (subjects) Objective (objects) I/we me/us you/you you/you

P A R T

O F

S P E E C H

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 That those/ this

Relative: Objective whom that

Possessive whose of that

Interrogative: who, which, what, whatever, whoever Reflexive: (personal pronouns plus the suffix –self or –selves) Used only: when the action verb is directed toward the subject of the construction: He bought himself more magazines of oldies songs than his friend. She bought herself two pro clubs in the color of black.

to intensify a point: The coordinator of the show himself delivered the spanking new car. Even though it was hard work to work on it for 2 years, “I can finish the Impala tonight” the chicano thought. Demonstrative: this, these that, those Indefinite: all, another, anybody, anyone, anything, both, each, either, everybody, everyone, everything, everywhere, few, many, much, neither, nobody, none, no one, nothing, one, other, several, somebody, someone, such. VERBS Verbs show the time, action, and state of being of a subject.

Tense: verbs indicate time via tenses simple past, past, past perfect, past progressive, simple present present, present perfect, present progressive present perfect progressive, future future perfect

P A R T

O F

S P E E C H

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 crowd got to see the new designs of the latest pieces in the display show. (crowd are the subject) Passive: The display show has brought new designs of latest pieces to the crowd.. (pieces are the subject but treated as the object) Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · Bricely enjoys leisurely watching on the side of the road. Participle: word ending in “ing” or “ed” used as an adjective · There really is no crusing once the show ends.. · Mari carefully drove past the deserted road. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Nico likes to read information on oldies. .

P A R T

O F

S P E E C H

ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrate, Common,Rare, Unsure ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each) Loudly, Leisurely, Godly, Forward, Outwards,Likewise, Profitwise, Lengthwise · Conversions (Show how three words related to your subject can become adverbs – Example: “Rare” becomes “Rarely”) Common becomes commonly Sound becomes soundly · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – Nick asked around what times where people were going to show up quickly. (How did he answer?) Time – Sierra will leave for a homework assignment due at the same time of the event, immediately. (When will he leave?) Place – Mr. Leal was willingly here earlier today working with other artist. (Where was he?) Degree – Ms. Sandra’s exceptionally good work on the vehicle cannot be over-recognized. (How good is she?) Frequency – Camry is consistently pleasant to the crowd of watchers. (How often is she pleasant?) CONJUNCTIONS Coordinating (FANBOYS): for, and, nor, but, or, yet, so Correlative: Either/or; neither/nor; not only/but also; both/and; whether/or; as/so Subordinate: after, though as, as if, as long as, as thought, because, before, if, in order that, provided that, since, so, so that, that, though, till, unless, when, where, whereas, while Relative pronouns: who (refers to people), which (refers to nonliving object or animals), that (may refer to animals or nonliving objects)

P A R T

O F

S P E E C H

PREPOSITIONS Prepositions link nouns, pronouns, and phrases to other parts of the sentence. Prepositions are NEVER followed by verbs. There are one-word prepositions and complex prepositions. These are some common one-word prepositions: aboard, about, above, according to, across, across from, after, against, along, alongside, alongside of, along with, amid, among, apart from, around, as, as far as, aside from, at, away from, back of, because of, before, behind, below, beneath, beside, between, beyond, but (except), by, by means of, concerning, despite, down, down from, except, except excluding for, for, from, from among, from between, from under, in, in addition to, in behalf of, including, in front of, in place of, in regard to, inside, inside of, in spite of, instead of, into, like, near, near to, notwithstanding, of, off, on, on account of, on behalf of, onto, on top of, opposite, out, out of, outside, outside of, over, over to, owing to, past, prior to, to, toward, under, underneath, until, unto, up, upon, up to, versus, with, within, without. INTERJECTIONS Interjections are the final part of speech. A: Aha, Ahem, Ahh, Alas,Arg,Aw B: Bam, Bingo, Boo, Blah, Bravo C: Cheers, Congrats D: Dang, Darn, Duh E: Eek, eh, encore, eureka F: Fiddlesticks G: Gee whiz, Golly, Goodbye, Goodness Gracious H: Ha-ha, hallelujah, hey Hmm, Hot dog O: Oh, Oh dear, Oh my, Oh well P: Phew, Phooey, Pooh R: Rats S: Shh, Shoo T: Thanks, There U: Uh-Huh, Uh-oh, Ugh W: Well, Woah, Whoops Y: Yeah, Yikes, Yo

P A R T

O F

S P E E C H

Transitions of Logic Chart

Milder Stronger 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

P A R T

O F

S P E E C H

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

P H R A S E S / C L A U S E S 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 chicanos seriously wanted an extension to plug in their cars at night. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. The team of engineers knew they would be working hard for the show. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Matt was extremely welcomed in anticipation of seeing al of the cars.. 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. Ronny, a new rider, worked diligently to help the crowd receive free photos of his autographed car.. 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 street, the women finally saw the old lowrider. Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The man quickly got up from the floor due to the accident of slipping on motor oil. . Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. Many officers actually knew it was a lowrider show and tinted vehicles had to write violations . 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. Car shows requires a bunch of oldies and engineers to work really hard.

P H R A S E S / C L A U S E S 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 the chicano who he is.

Kindly give whoever calls an answer.

That the man was happy when the girl finished was totally obvious. Ms. Flores wisely checked what he had for utilities.

Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: This is the show where cholos triumphantly get praise well. (“where” is an introductory word) There is the suit that I absolutely needed. The grade that you wanted is clearly within your grasp.

Some adjective clauses begin with relative pronouns: Danny is obviously the one who got the most votes in the display for best color. (ONE is the antecedent of WHO and is modified by the adjective clause.) There goes the kid whose is usually alone. (KID is the antecedent of whose and is modified by the adjective clause.) They informatively teache you how relative climate change is the affects the state of the engine. Is this the book that you so vehemently want? (that is the direct object of want) Tina is the player whom he shyly challenged to a duel. (whom is the direct object of challenged.) The recommendation letter to which you refer has sadly been lost. (which is the object of the preposition to.) Hector is an athlete who easily shrugs off criticism. (who is the subject of shrugs.) .

P H R A S E S / C L A U S E S 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 bus sign where a few could see it. (place)

When the bell finally rang, everyone left. (time)

We sluggishly left the library because we were tired. (purpose)

The ASB president talked as if she were passionately running for re-election. (condition)

Modifying adjectives: Spring semester coldly seems twice as long as it used to be. (how much)

Mr. Russell is as amusingly funny as his students. (to what extent)

Modifying adverbs: Suzy studied harder than her sisters typically did. (condition)

Relative Clauses: Dependent clause that begins with a relative pronoun. The student who finishes first will earn an indulgently tasty cookie.

Elliptical Clauses: Adverb clauses in which part of the clause is omitted. When driving, the instructor keenly keeps her eyes on the road.

Essential Clauses: Clauses necessary to the meaning of the sentence. The course that most interests Mr. Marks is clearly AP English Literature.

Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. Mr. Fette’s choir lessons, which began six months ago, are regretfully over.

S E N T E N C E S 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 judges patiently watched the rustic cars. Predicate – what the subject does The judges patiently watched the rustic cars. Sentence Types

Declarative – a sentence that makes a statement (ends with a period mark) Going to car shows helps helps people know prices of older cars better. Imperative – a sentence that makes a command (ends with a period mark) Go to car shows for better prices immediately. Interrogative – a sentence that asks a question (ends with a question mark) Why would anyone not want to get cheaper prices? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) That Chevrolet Corvett is so gorgeous!

Sentence Patterns

Simple Sentence: A sentence that is just one independent clause. Most of the people at shows tend to take pictures in front of them to show off on insta as if it was theirs. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Many projects on renovating cars can take up time, but they all can be finished.

S E N T E N C E S

Complex Sentence: A sentence with one independent clause and at least one dependent clause. When you set up an blueprint, renovating a car can regularly get done fast. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Whether you set up a blueprint or not, most ideas planned get done, but they can take up more time in the building process. 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. Viewing cars will amaze you, no matter where you go to see them.

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 where you go to see them, viewing cars will amaze you. 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. Emgineers tend to work hard, to build and brainstorm during night, and to succeed in their masterpieces. 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. Car show engineers tend to spend their days turning old cars from their garage and taking new cars to shows.

Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. The judges make the car shows what it is and it would be nothing without their critiques.

S E N T E N C E S

Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. The judges typically exhibit studiousness, tenacity, picky, bold. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. The judges typically exhibit studiousness and tenacity and pickiness, and ultimately, boldness. 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 engineers, car shows can be the best time of their lives, while for others car shows is the worst part of their lives, but most will agree that car shows can feel like the most stressful and exciting part of their lives.

Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words.

The viewers often spend their days talking about the upcoming show, their nights seeing engineers working, their breaks thinking about the classic cars and that it sometimes can feel like they live only for shows. Sentence Errors

Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. The engineers wanted to stop working on their project they needed to do work for other upcoming cars they had no time. [WRONG] The engineers wanted to stop working on their project BECAUSE they needed to do work for other upcoming cars AND they had no time. [RIGHT]

S E N T E N C E S

Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas The engineers wanted to stop working on their project, they needed to do work for other upcoming cars, they had no time. [WRONG] The engineers wanted to stop working on their project. They needed to do work for other upcoming cars; they had no time. [RIGHT] Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because the judges had no time. [WRONG] Because the judges had no time, they had to critique faster. [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 team meetup, the captain on the team gave the only wrench to the engineer that was broken. [WRONG] At the team meetup, the captain on the team gave the only wrench that was broken to the engineer. [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force

The buyers knew that it wouldn’t do them no good to waste time on one car. [WRONG] The buyers knew that it would not do them any good to waste time on one car. [RIGHT]

P A R A G R A P H S

Paragraphs – a group of sentences that together convey a shared purpose structured around the same topic. Introductory Paragraphs (Introductions) Hook (Lead / Opening Statement) – Is it possible to negotiate effectively when you think you have no power?

Anecdotal (Brief story to set the mood and lead the reader into the topic) Ex. Often during a conflict or disagreement there’s always an irrational deal. Not knowing where to start and just jumping into play. Conflicts may arise at different levels, and parties may address conflict by avoidance, by yelling or accommodating the other or, by competing to dominate the other. Some even give up when no power has been handed to them. When managed appropriately, conflict can be constructive. This constructive conflict is negotiation.

Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Ex. How might you deal with people who are acting aggressively or unprofessionally, or who are too stubborn to negotiate?

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. There are times when conflict is escalating and no one is willing to back down Fact (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim) Ex. Negotiations lead to situations where people are behaving in ways that are irrational or hostile.

Opinion (personal position on a topic) Ex. Negotiation is hard at first but, if made correctly then a deal can be reached. 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)

P A R A G R A P H S 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 negotiations ends up being a lost cause and at times ends up in an argument.

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. Negotiation is overall about human interaction even when it’s not about shaking hands.

Document Based (cites a specific source, author, and position on a topic) Ex. In Negotiating the Impossible, Deepak Malhotra discusses that negotiations Is a teamwork effort in which one side has to come to some sort of agreement.

Theory (a statement that can be tested and potentially proven - often answers a research question) Ex. Negotiations don’t need a written contract to be done or said.

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. Malhotra expands on his claim by explaining that, no matter the agreement ordeal made upon, it is something solid. He states that it doesn’t need to be a written contract but, it just needs to be enforced and stated clearly. Ex. The author states the point of view in negotiations in order to Help people decipher on coming to a conclusion or deal (purpose of thesis) Ex. This information about deadlocks and deals between handshakes and the concept of it might lead to crucial information in making a connection. (establishing the importance or significance of thesis)

P A R A G R A P H S 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. Leading to a negotiation, there’s often fissures in the deal that leads to expectations in both parties. (Now every sentence in this paragraph must be related to the connection between fast food and health)

Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) ORIGINAL QUOTE – “Fast food can have adverse effects on people’s health” (Schlosser 73). Ex. Malhotra examines evidence that states, “Educate the other side at the outset about the limits of what you can offer and about the areas where you have more or less flexibility. ” (Malhotra). Ex. “-The problem is how to get the other side to admit that they initially asked for more than was reasonable, and to back down and accept what is actually possible. ,” according to Malhotra’s research (Malhotra). Ex. Unfortunately the issue is, “when the other side will have to back down publicly, because they have committed to aggressive positions in front of others” (Malhotra). Ex. Malhotra implies , “There are no''right `` or''wrong `` frames, but which frame takes hold has important implications for how the parties behave and what they will ultimately be willing to accept” (Malhotra).

P A R A G R A P H S ORIGINAL QUOTE – “Educate the other side at the outset about the limits of what you

can offer and about the areas where you have more or less flexibility.” (Malhotra ). Ex. PARAPHRASE – Show what you are able to give within the limit of the situation(Malhotra). .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 – “The “frame” of the negotiation is a psychological lens. It is a sensemaking apparatus that influences how people perceive each other, the issues at hand, and the options that exist” ” (Malhotra). Ex. SUMMARY – Negotiation takes two parties in which influences the perspective of one another to get what each party wants. You pay attention to what each individual wants and what they can get from each other. It may not end up immediately but shortly there will be a deal made. Negotiation is the ability to prepare, plan, and think ahead while hearing the best possible outcomes in this situation. It sets up a barrier that doesn’t need defending and will resolve any conflict in the future .

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 win contracts or deals if they think about the other’s perspective and the agreement that can be reached. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote)

Ex. A study in Negotiating the impossible shows that there are times in which either side has to yield. You have to meet in the middle somehow in some way. You may give an offer and the other refuses but, it’s all in how we present the idea and deal. You have to think about how they will say yes to the offer you’ll give them without actually declaring some sort of win or glory.

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)

P A R A G R A P H S Ex. Clearly, negotiating has various steps on both subjects of agreeing about and its

influence. 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.During negotiations, there’s a certain connection that initiates a fire within to arise a dispute (Now every sentence in this paragraph must be related to the connection between fast food and health)

Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) ORIGINAL QUOTE – “Fast food can have adverse effects on people’s health” (Schlosser 73). Ex. Malhotra examines evidence that states, “Make it safe for the other side to ask for help on optics. Build a reputation for rewarding transparency and not exploiting their moments of weakness.” (Malhotra 25). Ex. “Avoid negotiating over a single divisive issue. Add issues or link separate one-issue negotiations,” according to Malhotra’s research (Malhotra). Ex. Malhotra states, “You build trust by reciprocating when others have shared sensitive information or made a concession, by following through on your commitments, and by showing a willingness to be flexible when possible rather than fighting tooth and nail on every point.”(Malhotra).

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 – “Make it safe for the other side to ask for help on optics. Build a reputation for rewarding transparency and not exploiting their moments of weakness.”

P A R A G R A P H S Ex. PARAPHRASE –Keep an open mind when speaking to your other party. Build trust

and confidence while negotiating instead of being on the defense side and exploiting when they don’t have much left to say.(Malhotra).

.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 – “Avoid negotiating over a single divisive issue. Add issues or link separate one-issue negotiations. ” (Malhotra). Ex. SUMMARY – “When negotiating over a subject or matter, only focus on what is important at the moment. Negotiate within one issue but don't stay at that same issue and argue over it. Make precise points to state your case and come back to the issue when the rest have been resolved.

ORIGINAL QUOTE – “Make it safe for the other side to ask for help on optics. Build a reputation for rewarding transparency and not exploiting their moments of weakness.” (Malhotra). Ex. SUMMARY’ Focus on the other party. Due to conflicts arising, it’s not ideal to show and exploit their flaws. When you exploit their flaws, deals can’t be made due to untrustworthy responsibility and honor. Start by building trust and companionship so that the other party is more understanding of your demands. ORIGINAL QUOTE – ““You build trust by reciprocating when others have shared sensitive information or made a concession, by following through on your commitments, and by showing a willingness to be flexible when possible rather than fighting tooth and nail on every point” (Malhotra). Ex. SUMMARY- When building trust it is easier to make a connection with whoever you’re making a deal with. You build this relationship which is focused and fundamented on sensitivity in which the other person can see that this deal is rather reasonable and without a flaw. Meanwhile, if you fought, every time they tried to explain their reasoning, they wouldn’t make a deal with you and would act the same when you state your point of view.

Abstract Examples (hypothetical, “what if” examples that do not refer to a source – AVOID USING THEM AS EVIDENCE – but useful for examining the quote)

P A R A G R A P H S EEx. Being reasonable and sensitive instead of aggressive with the other party, you

might win some trust and connection. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. As stated in a source in 1991 by Getting Past No, William Ury, he states that the art and skill to consider value in each argument and focus on bonding within each side. It also says on how to construct a win without declaring so, ahead of time. 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, negotiating is a complex art that requires a lot of perspective and quick like thinking. 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. Becoming a skilled deal breaker comes down to precise and focus on one topic at a time. (Now every sentence in this paragraph must be related to the connection between fast food and health)

Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) ORIGINAL QUOTE – “Fast food can have adverse effects on people’s health” (Schlosser 73). Ex. Malhotra examines evidence that states, “In other words, instead of trying to reach agreement one issue at a time, create the habit of making “package” offers and counteroffers ” (Malhotra ) Ex. “ crafting proposals that are sensitive to the other side’s audience needs and which help to maneuver around divisive issues will not necessarily resolve the entire conflict or seal the entire deal ,” according to Malhotra’s research (Malhotra). Ex. Malhotra states, “The sooner you shift from arguing over positions to exploring underlying interests, the more quickly you will ascertain whether the needs of both sides can be reconciled”(Malhotra).

P A R A G R A P H S 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 – “In other words, instead of trying to reach agreement on one issue at a time, create the habit of making “package” offers and counteroffers ” (Malhotra ). Ex. PARAPHRASE Don’t focus on a lot of topics at once, focus on one so you can throw in offers to throw off the other party.–.(Malhotra).

.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 – “In other words, instead of trying to reach agreement on one issue at a time, create the habit of making “package” offers and counteroffers ” (Malhotra).

Ex. SUMMARY – “When trying to form some sort of agreement or bestowed deal, it is preferably more likely to focus on one issue at a time. Focusing on just one issue at a time helps process how the plan resolves and the overall layout.It helps sort out the missing pieces and the perspective of what the other side wants. Meanwhile you focus on one issue, it’s easier to score in packages or counter offers for your opponent to easily get hooked on. These deals can be enticing and put a stop to the conflict and make the other party think about what they really want and what they need.

ORIGINAL QUOTE – “crafting proposals that are sensitive to the other side’s audience needs and which help to maneuver around divisive issues will not necessarily resolve the entire conflict or seal the entire deal.” (Malhotra).

Ex. SUMMARY- When creating counter arguments and deals it can help soften the other opponent. It helps create this glue in which makes the other person think twice of the deal they want to make. It helps maneuver the issue that get really hostile at the moment and puts it at a pause. This may or may not seal any deal or resolve the conflict but, you could see what the other side is willing to give up.

P A R A G R A P H S ORIGINAL QUOTE – ““The sooner you shift from arguing over positions to exploring

underlying interests, the more quickly you will ascertain whether the needs of both sides can be reconciled” (Malhotra). Ex. SUMMARY- Meanwhile, you are creating a deal with the other party, this shifts the energy of arguing into a more pleasant setting. It helps let both parties relax and take some time off the stress in the situation. It helps realize what the other party really wants and convince them in ways how to get what they want but, in your favor. Once this is done, the control of this power is in your own hands. When you realize what they want, you can use that advantage and say what you can give.

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. Staying focused and being more assertive might win you information that have underlying causes.

Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. As stated in research by Negotiating the impossible, Deepak Malohtra, states that in the NFL, they had arguments all the time. They focused on one issue which became hostile. This issue is not ideal to start with. Never let a single issue become prominent to the point where it becomes hostile. Always split an issue into two and break it down. The NFL did some splitting deals to sort out issues such as higher pay and rates.

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. Focusing on one topic helps you visualize what control you have and power you can take on. Body Paragraphs (must have echoes of the thesis in each AND present evidence to support or expand on the thesis)

P A R A G R A P H S Ex. Take control of what you want to be yours and don’t be stepped on. (Now

every sentence in this paragraph must be related to the connection between fast food and health)

Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) ORIGINAL QUOTE – “Fast food can have adverse effects on people’s health” (Schlosser 73). Ex. Malhotra examines evidence that states, “When something is the presumptive or preset choice in a setting, it leads people to conclude “It must be the default for a reason”— that is, it must be what most others do, or it is normal or acceptable ” (Malhotra) Ex. “To be precise, the principle does not say that the default option is always the most attractive option, but that an option’s attractiveness is enhanced when it becomes the default ,” according to Malhotra’s research (Malhotra). Ex. Malhotra states, “The moment you seem apologetic, you give the other side the license to start haggling.”(Malhotra).

ORIGINAL QUOTE – “When something is the presumptive or preset choice in a setting, it leads people to conclude “It must be the default for a reason”— that is, it must be what most others do, or it is normal or acceptable(Malhotra) ” (Malhotra ). Ex. – When a choice is given at a default setting or first offer, people are more likely to be drawn by it (Malhotra). .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 – “When something is the presumptive or preset choice in a setting, it leads people to conclude “It must be the default for a reason”— that is, it must be what most others do, or it is normal or acceptable” (Malhotra).

P A R A G R A P H S Ex. SUMMARY – When you start to give out the choices for the other party, it’s best to

concentrate on default choices. When given a choice for the other party, it raises the questions of why this is the default choice? Is it better than the other options? It helps create this safety net between them and helps create this balance that the power of winning is in their hands.

ORIGINAL QUOTE – “To be precise, the principle does not say that the default option is always the most attractive option, but that an option’s attractiveness is enhanced when it becomes the default” (Malhotra). Ex. SUMMARY- This brings us to how the proposal is presented. When the option is a default option, it’s easier to go for it and not go for even better options. Since it's the default option, it’s easier to assume how easier it can be and how much better is the deal. When given a lot of options, it’s overwhelming but, when given a default option, it’s a weight off shoulders. This helps create a connection between both parties and let’s a deal be really narrow. ORIGINAL QUOTE – ““The moment you seem apologetic, you give the other side the license to start haggling.”” (Malhotra).

Ex. SUMMARY- When arguing between the other party to make a deal, do not apologize. Apologizing gives the other party an upper hand and makes you look weaker in the topic that you’re discussing. It makes the other party decide on what to do since you are unsure of the situation and how to handle it. So, take that control from the other party and don’t apologize for what you have to say. It creates a boundary in which the other party can’t pass over.

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. When taking control of a deal and making options limited, it creates this ease of stress for the other party.

Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote)

P A R A G R A P H S Ex. As stated in research by Negotiating the impossible, Deepak Malohtra, states that

default proposals are structured and aren’t menient. It creates a clear advantage of whose template will create the deal and that makes it easier which is an upper hand. This also makes something called anchoring that frames negotiation and shapes the other side’s view about what is possible and acceptable in the deal.

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 negotiation was so easy to do, why is it hard for people to win deadlocks and make it harder to make deals that sort in the middle.

Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. As such, negotiations affect how to create deals and how to start to see the other perspective and not your own.

Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. Thus, as the prevalence of negotiations, it makes an easier stability on how to approach such deadlocks that are harder to accomplish.

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 guidance for negotiation maybe you have power in you after all…

E S S A Y S

Essays – An essay is a piece of writing that is written to convince someone of something or to simply inform the reader about a particular topic. Whether it’s in contract, paper, article, or pamphlet.

Types – Explain each type of essay and state its purpose Persuasive (Argumentative)- Persuading the reader that your content ot information is accurate ot why their opinion is correct

Expository (Informative)- Investigating an idea with evidence on sources or information cited

Definition or Description- Portrays an image, person, place, during a nonfiction book, biographies, etc. Process (How-to)-Gives instructions and guidance

Compare and Contrast-Provides similarities and differences within the subject or topic Cause and Effect- Gives a reason on why something occured and the faults/repercussions of the situation

Analytical/Critical- Reviewing what you have read and making an arguments of the subject

Evaluative- Making judgements of some kind that reaches a certain criteria of the subject

Interpretive- Interperating a piece of the topic into the concept that you think it is (It’s open for discussion)

Narrative (Tells a story)- An essay in which can be fiction or nonfiction that dramatitizes the events that unfolded

Personal Statement/Anecdote- A brief personal essay or paragraph of your own life

E S S A Y S

Research- Using evidence in journals, books, magazines, the Internet, experts, etc.) to persuade or inform an audience about a particular point

Timed- Essays require you to demonstrate disciplinary knowledge by producing a writing sample within a limited time period

Document Based Question (DBQ)- a combination of information of the knowledge of the student in which is written in an essay to see how much information you have retained Synthesis- a written discussion incorporating support from several sources of differing views and requires you to examine a variety of sources and identify their relationship to your thesis.

Strategies/Planning Tips/Steps: explain how to organize and organize essays and how to analyze and break down prompts Visualize where you want to get to. Focus on Areas - focusing will help you maintain on track and help your progress. Objectives - what you want to achieve and making a schedule or formatting to help you reach end point Projects - how you'll achieve them. Pre-writing/Prompt Analysis/Outlining- Five useful strategies are listing, clustering, freewriting, looping, and asking the six journalists' questions. These strategies help you with creating your vision and organization of ideas, and can aid you in developing topics for your writing.

Researching/Evaluating of Sources- Evaluate sources of information by examining them for authority, accuracy, objectivity, currency, and coverage. These can be evaluated on Credentials. What does the author know about the subject? Objectivity. Does the author have an agenda? Documentation. Where did the author get the information? Timeliness. When was the material written? Review and Editing.

E S S A Y S 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 follows the author-page method of in-text citation. This means that the author's last name and the page number(s) from which the quotation or paraphrase is taken must appear in the text, and a complete reference should appear on your Works Cited page.

APA Format1. All text should be double-spaced. 2. Use one-inch margins on all sides. 3. All paragraphs in the body are indented. 4. Make sure that the title is centered on the page with your name and school/institution underneath. 5. Use 12-point font throughout. 6. All pages should be numbered in the upper right hand corner.

The Ultimate Car's Guide Book of Writing

Articles inside

Sentences

Phrases and clauses

About the author

Parts of Speech

Dedication