A
G R A F F I T I
G U I D E B O O K
THE EDUCATION BOOK OF WRITING B Y
E M M A N U E L
J O B
Table Of Contents
Introduction—Page 3
Lesson 1—Page 4
Lesson 2—Page 5
Lesson 3—Page 7
Lesson 4—Page 8
Lesson 5—Page 10
About the Author—Page 12
Introduction This book, the idea of helping those understand the beginning and rules of the English language. The creation and idea of this book came as an assignment, but a very useful one. To teach me about things that could and was missed when growing up. As a Human it is simple we forget about the beginning and certain rules of tools taught to us many years ago. This book is to refresh, reteach, relearn all tools necessary to improve and make your writing better. With simple understanding, your knowledge will expand and continue to grow throughout time.
I chose the subject education to represent and reteach all these materials to you again. The reasoning behind it is that we all are familiar with it; Whether you graduated or dropped out to pursue your career your own way, we all still experienced education. This universal experience can maybe make this book a better learning and beneficial involvement by connecting ideas to your own experiences.
Lesson 1 Punctuation – Identify the functions of each mark and create one (1) example sentence of the usage for each mark. ——(THE PERIOD) [.] = Ends a sentence and provides abbreviations. Example: The Elementary children are beginning to understand the need for school. ——(The comma) [,] = Allows the phrase before and after the comma to switch places and still make sense. Example: To ensure the best possible teaching, the elementary students were given a list of supplies,. ——(EM Dash) [—] = Has multiple uses including to used to draw emphasis on something. Can replace a comma, parentheses, a colon, and etc. Example: This book had one mission—to teach. ——(EN Dash) [-] = to hyphenate words (to connect them) Example: A warm-up was given to the students before the lesson begins. ——(Colon) [:] = Whatever comes after a colon, is directly related to the sentence beforehand. Example: I was starving in class: I decided to grab a snack. ——(Semicolon) [;] = A semicolon connects multiple independent clauses. They all have to be related. Example: I was super tired after class; I needed a break from everything and just needed to relax. ——(Question Mark) [?] = an interrogative sentence. Example: Is this homework considered late? ——(Exclamation mark) [!] = Exclamation mark- To end an exclamatory sentence. (adds emphasis) Example: I hope this homework isn’t considered late! ——(Apostrophe) [‘] = to show Possession. Contractions. And a Quote mark- Quote inside a quote. Example: The teacher’s teaching style differed from all the others. ——Quotation marks [“ “] = To quote something said or written from somewhere else. Example: “Welcome to the hardest class you will ever encounter” stated the economics teacher. ——Ellipses […] = ellipsis is when Something is unsaid in a quote. Can end a paragraph this way. Example: “Can anybody explain to me what I just… explained?” ——(Brackets) [[ ]] = To change or added something in a quote Example: “Don’t let anyone bully you [at all]” stated the teacher. —— (Parenthesis) [()] = Parenthesis means something is parenthetical which means it is useful to know but not necessary. Example: The students aced the final (based on chapter 1) ——(Back Slash) [\] = indicates a choice. Example: “Ms./Mr. will be the new teacher in room 112?” ——Rules of Capitalization—— 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 most words in titles.
Punctuation and Capitalization
Lesson 2
Parts of Speech
Types of nouns: · Common Nouns: name a class of people, places, things, or ideas. EX: Classroom, Library, Auditorium, School. · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX: John Adams Middle School, Principle Gonzale, · Compound Nouns: consist of words used together to form a single noun. EX: midterm, hallways, classmates. · Concrete Nouns: refer to material things, to people, or to places. EX: Table, markers, projectors. · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. EX: ambition, Intelligence,determination. Functions (How nouns are used): Subject (comes before the verb) The Principe asked the students to participate in all school activities. · Direct Object (comes after the verb and answers what or whom) The Principal asked all students to respect the rules and guidelines provided by the district. · Indirect Object (answers to who or to whom) The students gave their teachers multiple gifts thanking them at the graduation ceremony. PRONOUNS Pronouns take the place of nouns that have been established. Personal: Nominative (subjects) Objective (objects) I/we me/us you/you you/you He, she, it, one/they him, her, it, one/them Possessive My, mine our, ours Your, yours your, yours His, her, hers, its, one’s their, theirs Relative: Nominative who That those/ this
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: She feels that she needs to allow herself to relax and take a break every once in a while from studying too hard. . to intensify a point: The teacher herself is very lenient when it comes to grading because she feels as if the students have enough stress from the other 5 classes. 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) infinitive verbs (indicate tense) non-infinitive verbs (infinitives or participles) regular verbs (weak verbs) irregular verbs (strong verbs) transitive verbs (verbs followed by a direct object) intransitive verbs (verbs that do not take direct objects) Voice: Voice is the form of the verb that indicates how it relates or interacts with the action. The English language has two voices: ACTIVE and PASSIVE. Active: The students saw their test scores from math class. (students are the subject) Passive: The math teacher showed the test scores to the students. (students are the subject but treated as the object) Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · The Hall monitor was observing the halls to catch students skipping class. Participle: word ending in “ing” or “ed” used as an adjective · There really is no running track at bravo medical magnet high school. · The counselors saw the talking students not getting to class. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · The teachers like to torture the students with homework. ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper The teacher told a student that he won’t fail him this grading period if he starts to try. The average test score of all classes was a 95. In history class, they used Egyptian calligraphy to explain passed events.
ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each) –ly, -wards, -wise The students were abnormally quiet. The teacher asked all students facing forward to please face the back of the classroom to see the painted mural. The principal explained that all the clocks are not working but are still turning clockwise. · Conversions Scholar to Scholarly Educational to Educationally Academic to Academically · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – She ran her mile quickly for gym class Time – The students had their midterm yesterday and are freaking out. Place – The teachers are willingly here, after school to tutor kids who are in need of more help. Degree – The teachers absolutely need more recognition for the work they do and for what they have to put up with. Frequency – The students told their parents that they always do their homework on time but the teacher knows that isn’t the truth. 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. Absolutely: To express certainty Aha: Exclaiming a great finding or revelation Ahoy: A greeting, particularly in a nautical context Anyhow: To move a conversation along, like "anyway" Behold: To draw attention to something Bingo: To express that something is correct Dang: Exclamation of disappointment Doh: Popularized by Homer Simpson, used when something goes wrong Hallelujah: A happy expression, literally meaning "God be praised" Hmmm: Thinking or pondering about something Nah: A casual variant of the word "no" Oops: Used in the context of an accident Tut: To express annoyance, more common in British English, as in Winnie the Pooh Waa: Onomatopoeia for crying Woah: Utterance of amazement or surprise Yikes: Used to indicate shock or fear
Lesson 3
Phrases/ 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. All the staff members were keeping the students safe from the virus by making sure everyone is following protocol. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. Junior and Senior Students are working hard studying for the SAT this upcoming week. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. The students and faculty are all on schedule to take their covid test. 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. The science teacher was teaching about Edison, the inventor of the light bulb, to the students. 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. Reading the 500 page book, the students in the reading club finally finished after 3 weeks. Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The electrician checked every classroom looking for damaged wires. Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. All faculty members knew it was time to call the students back into class.
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. High School is where teachers truly begin to teach you about life in college. 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. Whichever school ranks the highest in attendance scores, gets recognition from the district. An empty wallet was handed to the school’s lost and found and havent found whose it is. That the principal was glad to see the students participating in all school activities. The teachers always make sure if what’s on the kids’ mind is correct. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: The students who live next door to a school are always the luckiest since it won’t take long to get there. Club rush, which took place yesterday, was a success. The attendance score that the students wanted was within a reasonable goal. Some adjective clauses begin with relative pronouns: The student council are the ones who have the most information about the school among the students. The woman who is checking out of the school is my counselor who is favored by the students The speech given by the principal is one of the best that the students ever heard. The room that the students had to go to for their ID picture was closed. The treasure of the school, whom the students gave the position to, was given the responsibility to maintain a well and organized community in the school. The history paper the students wrote, which was 8 pages long, took around 8 school days to complete. The harsh teacher who failed multiple students in one semester knows how to maintain the students in check. 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: The Highschool marching band plays Christmas music well. The teacher finally allowed the students to talk among themselves. The school cafeteria was strangely quiet because some students were testing in there. When suggested running for ASB president, the girl nodded enthusiastically. Modifying adjectives: The kids were very tired, enough for them to sleep through the 1st period. The ASB president was as excited as the students for the dance. Modifying adverbs: The president prepared more for the speech at graduation than the ASB president. Relative Clauses: Dependent clause that begins with a relative pronoun. The class that turns in all paperwork needed at the office will receive an award. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. The teacher completes all the questions faster than I. Essential Clauses: Clauses necessary to the meaning of the sentence. The office is searching for any student to volunteer to help with paperwork. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. The season for sports, which was something the students truly enjoyed, is sadly over
Lesson 4
Sentences Sentence Patterns Simple Sentence: A sentence that is just one independent clause. The students are exhausted after walking to class.
Sentence Parts Subject – what/who the sentence is about The Chem majors formed a study group for the upcoming midterms. Predicate – what the subject does The Chem majors took turns memorizing the flashcards. Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) The class was filled with enthusiastic students. Imperative – a sentence that makes a command (ends with a period mark) The teacher told the students to begin the project immediately. Interrogative – a sentence that asks a question (ends with a question mark) Why did the students wait until the last minute to complete this project? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) He finally scored a perfect score!
Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses connected by FANBOYS (coordinating conjunctions) or a semicolon (;). The time needed for the project was told, yet the math majors proceeded to wait until the last minute. Complex Sentence: A sentence with one independent clause and at least one dependent clause. Although the class is stressful, many students take it to show exceptional skills on their transcripts. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Ever since the English majors were assigned a book to read, the students took an hour of their day to read, and they're almost done. 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 students who majored in history wept, fearing that the upcoming quiz would be their downfall. 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. Fearing that the upcoming quiz would be their downfall, the math majors wept outside of class. 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. When adding the extra class, she realized that she had no time to socialize with friends, do other activities, or have time for other classes. 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. The English majors truly enjoyed the class while the Math majors felt differently.
Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. “You forget what you want to remember, but you remember what you want to forget” was a quote given from the teacher to the students. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. College students have a range of emotions of happiness, tiredness, sleepiness, and stress. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. College students have a range of emotions including happiness, tiredness and sleepiness, and ultimately, stress. 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 many college students, they say college is easy, On the other hand some college students state college is way harder, but many can agree that effort is needed for college. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. College life can be overwhelming for students as they feel to be perfect, meaning to be a hard working student, a smart student, a capable student, and much more. '
Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. The Statistics majors wanted to give all other majors a survey on the number of hours they get a week they needed it for a school project. [WRONG] The statistics major wanted to give all other majors a survey on the number of hours they get a week because they needed it for a school project. [RIGHT]
Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas Every major wanted to have time off, their vacation isn’t until another month, they still need to wait. [WRONG] Every major wanted time off of school. Their vacation isn’t until another month, they still need to wait. [RIGHT] Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because the professor explained. [WRONG] Because the professor explained, the students finally understood the reasoning. [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 an assembly, the professor gave the student a well sharpened pencil. [WRONG] At an assembly, the professor gave a well sharpened pencil to the student. [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force The sorority house didn’t have no money left for events. [WRONG] The sorority house didn’t have any money left to participate in events. [RIGHT]
Lesson 5
Sentences
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. Forever grained into our head since the moment of birth is finishing college. The expectations placed onto you, following until the end. Although once or if completed, many don’t know what comes next. Their “life-mission” is complete, so they wonder what happened after. Multiple options open with post-college education, the option that best suits you and your preferences is the option that should be chosen, along with the consideration of other aspects such as money, companions, and etc. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Ex. What comes post-college? 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)
subject)
Assertion (claim - a subject + a “so what” about the
Ex. Having Post College education opens many more doors for those without it. Fact (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim) Ex. Having a post college education is a factor that many businesses or high quality places search for. Opinion (personal position on a topic) Ex. College is a place of high hopes that will help a lot in the future. 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. College is one’s choice since it isn’t for everyone. 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. Post College students almost always never know where to start when trying to pursue their career.
Document Based (cites a specific source, author, and position on a topic) Ex. In Counseling Today, Bethany Bray argues the ideas and problems that follow after post college education. She goes into detail about the struggles many are experiencing now, due to the disease spreading around making everything harder. Theory (a statement that can be tested and potentially proven often answers a research question) Ex. Multiple issues and predicaments will be encountered post college.
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 author begins to list types of issues and problems that she encountered in order to show the process of graduating from college. 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 many people encounter multiple issues when trying to pursue their career post-graduating. (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 – “The coronavirus pandemic has affected everything from relationships to career planning for new graduates.” (Bray 73). Ex. Several researchers agree, “The coronavirus pandemic has affected everything from relationships to career planning for new graduates.” (Bray 73). Ex. Unfortunately for patrons, “The coronavirus … affected … career planning for new graduates.” (Schlosser 73). Examining the Evidence Paraphrasing (rewording of a quote into other words of the same length without quotation marks, but still citing the source - useful for examining the quote and transitioning to your analysis of the quote) Ex. PARAPHRASE – COVID 19 has had a major impact in the process of post graduating. (Gray 73). Summarizing (condensing larger quotes or sections - useful for closing the examination of the quote/evidence and transitioning to your analysis of the quote)
SUMMARY – Post Graduation had a major shift due to covid 19 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 struggle more with the emergence of covid 19. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. A study in August 2021, Counseling today studied the multiple possibilities and predicaments real people encountered by interviewing and understanding them. 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, we can conclude that you and many people will encounter predicaments when first finishing college. 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 everyone was warned and guided about these future issues, there wouldn’t be a high rate of confused graduates. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. As such, waiting until the last minute can lead to unneeded stress or more predicaments that can be more harmful towards one’s future. Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. Thus, as the prevalence of academic research indicates, the responsibility of a well planned out future starts with one thinking of a plan avoiding possible predicaments. 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 heads up, maybe planning ahead is the best choice for once… 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)la Ex. Forever grained into our head since the moment of birth is finishing college. The expectations placed onto you, following until the end. Although once or if completed, many don’t know what comes next. Their “life-mission” is complete, so they wonder what happened after. Multiple options open with post-college education, the option that best suits you and your preferences is the option that should be chosen, along with the consideration of other aspects such as money, companions, and etc. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Ex. What comes post-college? 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. Having Post College education opens many more doors for those without it. Fact (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim) Ex. Having a post college education is a factor that many businesses or high quality places search for. Opinion (personal position on a topic) Ex. College is a place of high hopes that will help a lot in the future. 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. College is one’s choice since it isn’t for everyone. 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. Post College students almost always never know where to start when trying to pursue their career.
About the Author The English language, an important subject part of the public education system in America, has always been and will continue to be an important tool necessary for the future generations and their advancements. Myself, along with thousands of kids born here, were taught English and Spanish at a very young age trying to adapt to culture and social norms here while continuing to follow the cultures and traditions of our families. To start, my cousins and family played a major role in teaching me about the English language and the way things are around here. They would go out of their way to make sure I practiced these skills at home whether it was through movies, shows, toys, games, etc. Strengthening these skills came from my kindergarten teacher to present time. As I continue to grow, I become more fluent in writing, listening, and speaking. Learning tools along the way helped me reach my reading and writing levels. Whether it is about easier reading strategies, punctuation, sentence structure, and much more. At the present time, I still learn more rules and tricks when it comes to writing. I continue to grow in my writing as I grow as a whole.
