Cosmos Book of Writing by Bravo Grammar Con Online

Table of content Page # Introduction……………………………………………………………………………………………………………………....3 About the Author…………………………………………………………………………………………………………………...4 Dedication…………………………………………………………………………………………………………………………...5 Section 1: Punctuation and Capitalization…………………………………………………………………………...6-7 Section 2: Parts of Speech…………………………………………………………………………………..…………………8-15 Section 3: Phrases and Clauses…………………………………………………………………………..……………...16-18 Section 4: Sentences……………………………………………………………………………………………...………….19-22 Section 5: Paragraphs………………………………………………………………………………………...……………….23-27 Section 6: Essays………………………………………………………………………………………………..……………...28-31 Reference……………………………………………………………………………………………………………………………...31

Introduction Since the big bang, some 13.7 billion years ago, matter and life has become more complicated as many structures in the universe began to form. Since life started evolving 3.5 billion years ago, we have grown as a byproduct of this series of natural selection, artificial selection, and mutations. With the incorporation of grammar in this writing, you will be able to see the final product of billions of years worth of evolution leading up to what is now used in order to communicate with one another. When reading, look towards space and take in the feeling of billions of years of growth leading up to your formation.

About the Author My name is Daniel Pelayo and ever since the beginning of highschool I’ve taken a liking to space. Ever since an official image of a black hole was released, I have been drawn towards learning about the depths of the universe. The mystery of the unknown within the cosmos has made me want to become a cosmologist or an astrophysicist when I am of age. I understand that astronomy might be a dreadful topic to many, but I encourage the readers to learn about things other than comets or asteroids or meteors. Some things that catch my attention are black holes, neutron stars, and supernovas. Even if it looks boring, I encourage you all to look at these induced pictures with open eyes and to think about how there's things out there that we have yet to discover. Supernova (death of a star) Neutron star (a possible product of a massive star)

Black hole (in simple terms: an unstoppable vacuum cleaner that never gets filled)

Dedication I would like to thank dedicate this work towards Isaac Newton, a 17th century English physicist and mathematician. Because of your knowledge, we were able to make great advances in math and astronomy. Some of your great works that I recognize include: - Your 3 laws of motion - Your notion of gravity as a universal force - Your invention of calculus We have made great strides in the field of astronomy, mathematics and astrophysics. You played one of the biggest roles in this and I like to think that if you were alive today, you would be proud of how far we have come because of your work. Thank you.

Punctuation and Capitalization Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1. . Period (end punctuation declarative/imperative or in abbreviations) -All stars will eventually explode or implode one day. 2. , Comma (used to switch the order of words) -Even though climate change is not a large factor right now, in a couple of years it will be. 3. – Em dash (used as a comma, parentheses, and colon)- Newton was certain of one thing--the orbit of the Earth around the sun was not a perfect circle. 4. - En dash (used to hyphenate words) -Kepler's daughter-in-law was taken due to conviction of witchcraft. 5. : Colon (used to introduce something) -Kepler was wrong about one thing: Saturn had more moons than he expected. 6. ; semicolon (used to connect independent clauses) -Sagan was a wise astronomer; taking a close look at comets and other celestial bodies. 7. ? Question mark (used to indicate the question is inquiring) -Why did it take so long to realize that the sun was not the center of the universe?

8. ! Exclamation mark (used to indicate the sentence is exclamatory) -We have not made any large space explorations in the last 50 years! 9. ‘ Apostrophe (used to connect two words or contraction)— The problem was we didn't have the technology to get to where we wanted to go on Mars. 10. “ ” Quotation marks (text coming from somewhere else)— The misunderstandings of comets hitting earth could be a possible trigger of a “nuclear war.” 11. … Ellipsis (used to indicate something is left out)— Sagan Said, “When the light by which we now see this star set out on its long voyage...Einstein had just published his special theory of relativity here on earth.” 12. [ ] Brackets (used for context and to indicate something that is added) -”If [I] was able to visit Mars, I would explore every inch of it”. 13. ( ) Parenthetical information (information that’s not necessary, but could potentially be used- “We had finally landed on Mars (even though we couldn’t live there” in order to gather information.” 14. / Slash (to indicate an option)- “It was Isaac Newton and/or Albert Einstein who were considered the greatest minds on Earth.” EX: Comma (used to switch words around in a list) – Students at Bravo can freely choose between AP World History, AP US History, AP Government, and AP European History. Capitalization – Rules of Capitalization 1. (Used to begin a sentence)-Fortunately, we were able to reach the moon before the Soviets were. 2. (Capitalize the first word of a sentence)-Carl Sagan was well known because of his work. 3. (Capitalize names)-Isaac Newton discovered gravity. 4. (Capitalize the first word of a complete sentence in a quote)-”The Cosmos is all there is or ever was or ever will be”-Carl Sagan. 5. (Capitalize days, months, and holidays)-National Space Day dedicates the first Friday of May to space. 6. (Capitalize words in Titles)-Cosmos is an all time best selling novel. 7. (Capitalize cities, countries, nationalities, and languages)-Kelper made his discoveries in America. 8. (Capitalize time periods and events)-The novel Cosmos was written during the Cold War.

Parts of Speech NOUNS Types of nouns: · Common Nouns: name a class of people, places, things, or ideas. EX: star,

planet, comet, black hole · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX:Los Angeles, California, The United States of America, North America, Earth · Compound Nouns: consist of words used together to form a single noun. EX: watermelon, strawberry, blueberry

· Concrete Nouns: refer to material things, to people, or to places. EX: oxygen, inhabitable planet, organic chemistry · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. EX: passion, emotion, negativity

Functions (How nouns are used): · Subject (comes before the verb) Mr. Rodriguez told Daniel that he was going to get an A for his Book of Writing project on the Cosmos. · Direct Object (comes after the verb and answers what or whom) Mr. Morgan asked Daniel to pass out the textbooks about astrophysics to the students in the class. · Indirect Object (answers to who or to whom) Mr. Rodriguez gave Daniel an A in his 5th period english class.

PRONOUNS Pronouns take the place of nouns that have been established. Personal: Nominative (subjects) Objective (objects) I/we me/us you/you you/you He, she, it, one/they him, her, it, one/them Possessive My, mine Your, yours His, her, hers, its, one’s Relative: Nominative who That

Interrogative:

our, ours your, yours their, theirs

Objective whom that those/ this

Possessive whose of that

who, which, what, whatever, whoever Reflexive: (personal pronouns plus the suffix –self o r –selves) Used only: when the action verb is directed toward the subject of the construction: He hates himself more than he hates those around him. She bought food for herself before she bought food for others. to intensify a point: The professor told himself “you will grade all these papers before the day ends”. 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

Types: There are at least eleven (11) types of verbs:

present perfect progressive future future perfect

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) 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 got their diploma in person. (students are the subject) Passive: The school is going to give the students their diplomas. (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. · Ms. Gutierrez enjoys leisurely studying in the library. Participle: word ending in “ing” or “ed” used as an adjective · There really is no running track on the sixth floor. · Mrs. Marks carefully drove past the populated school. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Mrs. Montes likes to drive h er car quietly.

ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper Brave Calm Agry Big scary

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each) –ly, -wards, -wise Dangerously, afterwards, demise · Conversions (Show how three words related to your subject can

become adverbs – Example: “Educational” becomes “Educationally”) intelligent=intelligently, thankful=thankfully, hopeful=hopefully · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – Ms. Ramirez answered the phone call about the space mission very slowly. (How did she answer?) Time – Mr. Morgan will leave the spaceship eventually. (When will he leave?) Place – Mr. Roberts was willingly able to go to space. (Where was he?) Degree – Ms. Sanchez was admirably good at the job she was doing. (How good is she?) Frequency – Ms. Villaneda is consistently well rounded when completing her mission in the space unit. (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 non living object or animals), that (may refer to animals or nonliving objects)

PREPOSITIONS Prepositions link nouns, pronouns, and phrases to other parts of the sentence. Prepositions are NEVER followed by verbs. There are one-word prepositions and complex prepositions. These are some common one-word prepositions: aboard, about, above, according to, across, across from, after, against, along, alongside, alongside of, along with, amid, among, apart from, around, as, as far as, aside from, at, away from, back of, because of, before, behind, below, beneath, beside, between, beyond, but (except), by, by means of, concerning, despite, down, down from, except, except excluding for, for, from, from among, from between, from under, in, in addition to, in

behalf of, including, in front of, in place of, in regard to, inside, inside of, in spite of, instead of, into, like, near, near to, notwithstanding, of, off, on, on account of, on behalf of, onto, on top of, opposite, out, out of, outside, outside of, over, over to, owing to, past, prior to, to, toward, under, underneath, until, unto, up, upon, up to, versus, with, within, without.

INTERJECTIONS Interjections are the final part of speech. A Aah, Ah, Aha, Ahem, Argh, Aw, Aye )

B Brr, Bye )

C Cheese, Curses )

D Darn, Drat, Duh )

E Eek, Er )

F Fine )

G Gee, Gesundheit, Good job, Gosh, Grr )

H Ha, Ha-ha, Hallelujah, Hee, Hey, Hmm, Ho hum, Hooray, Hum )

I )

Ick, Icky

J )

Jeez

K )

Kee

L )

Loh

M Mmm, My oh my )

N Nah, Naw, No, Nooo, Not, Nuts )

O Oh, Okay, Okey-dokey, Oof, Ooh, Oy )

P Pew, Phew, Phooey, Psst )

Q Quite so )

R Rah rah, Rats )

S Shh )

T Ta da, Ta ta, Thanks, Touche, Tsk tsk, Tut tut )

U Ugh, Um )

V Voila, Vroom )

W Well well, Whatever, Whee, Whoa, Whoops, Wow )

X )

Xee

Y Yea, Yeah, Yech, Yikes, Yippee, You bet, Yummy )

Z Zap, Zip, Zzz )

Phrases and Clauses Phrases – groups of words that function as a part of speech. Noun Phrase: A group of words consisting of nouns or pronouns and their modifiers that function as a noun. All the scientists wanted to explore the moon. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. The astronaut teams knew they would be working together in order to reach the moon in this decade. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Alber tEinstein was greeted in front of the door.

Appositive Phrase: A group of words that include all the words that modify an appositive and function as an adjective - IT MUST BE SURROUNDED BY COMMAS. Mr. Pelayo, the newest space explorer, began his research on the gravity of earth. 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. Flying away from the moon, the astronauts were on their way to home. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The chemical scientists quietly left the abandoned lab. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. All the students knew it was time to study the moon. 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. Bravo Medical Magnet is the reason for students sleeping at 5 in the morning. 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. ○ Please give whoever asks a picture of the universe. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ There is this 3d model of the universe that I truly need. Some adjective clauses begin with relative pronouns: ■ The lab report to which you have requested has been lost. (which is the object of the preposition to.)

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 black hole is in the center of the galaxy where few could see it. (place) Modifying adjectives: ■ Albert Einstein is as amusingly funny as his father was.. (to what extent) Modifying adverbs: ■ Isaac Newton studied harder than his family did. (condition) Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The student who finishes first will earn a free trip to the international space station. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When flying, the instructor keeps her eyes on the fuel. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The course that most interests Mr. Pelayo is clearly an introduction to astrophysics. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ Mr. Morgan's space lectures, which began 1 year ago, are still going.

Sentences Sentence – a set of words that contains a subject and a predicate and conveys a statement, command, question, or an exclamation.

Sentence Parts Subject – what/who the sentence is about The planet mercury is the closest planet to the sun. Predicate – what the subject does The planet mercury is the closest planet to the sun.

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Reading about the sun will bring us closer to living to mars. Imperative – a sentence that makes a command (ends with a period mark) Read about the sun now. Interrogative – a sentence that asks a question (ends with a question mark) Why wouldn't the whole world want to learn about the origins of the universe? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) Your model of the solar system was excellent!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Most of the gas in outer space is hydrogen. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Hydrogen gas makes up the majority of the gas in the universe, but all gases contribute towards life. Complex Sentence: A sentence with one independent clause and at least one dependent clause. When we began taking pictures about the moon, traveling to it became history. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Whether I learn about the sun or not, stars will continue growing, but they won’t affect me in my lifetime. 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 universe will continue to expand, no matter what I do in this life or however I might do 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 I do or however I might do something, the universe will continue to expand. 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. The sun continues to give off heat, expand, and get hotter. 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 solar system expels meteorites while bringing in new meteors that circle planets. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. The sun makes the earth what it is and would be nothing without it. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. The earth shows off gastly, heating, drifting. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. The earth shows off gastly properties and heating and, above all, drifting elements. 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 some plants, the sun provides a lot of heat, while others feel hardly any heat from the sun, but all of them feel a certain amount of heat from the sun. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words.

Venus spends its days spinning very slowly, their surface faces great amounts of heat that is absorbed very slowly, their core burning as they become hotter internally and externally very slowly.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. The students wanted to stop reading the Cosmos book they wanted to read about anything other than space. [WRONG} The students wanted to stop reading the Cosmos book BECAUSE they wanted to read about anything other than space. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas The students wanted to stop reading the Cosmos book, they wanted to read about anything other than space. [WRONG] The students wanted to stop reading the Cosmos book. They wanted to read about anything other than space. [RIGHT]

Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because the sun lost its energy. [WRONG] Because the sun lost its energy, it exploded into a supernova. [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 During the supernova, the sun ruptured the atmospheres of the planets because of its solar radiation. [WRONG] During the supernova, the planet's atmospheres were ruptured because of the solar radiation emitted by the sun. [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force The humans knew that it would do them no good to increase pollution. [WRONG] The humans knew that it wouldn’t do them any good to increase pollution. [RIGHT]

Paragraphs Paragraphs – a group of sentences that together convey a shared purpose structured around the same topic. Introductory Paragraphs (Introductions) Hook (Lead) – can begin with the title Anecdotal (Brief story to set the mood and lead the reader into the topic) Ex. Over the course of less than 5 billion years life has infiltrated and become accustomed to earth. As it is the oldest science, astronomy has always been interesting to humans. As we have developed technology over the years, we have become knowledgeable about the place we live in and have sought to see the greater picture of our existence in such a grand vacuum, of space and time. As we

have continued to evolve from specific genetic codes and billions of years of evolution, we started looking at the universe as a whole and started wondering about our place in space. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Ex. What is our role in the universe? 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. We do not have a role in the universe, and nothing we do will change the cosmos. Fact (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim) Ex. In the little time that life has evolved on earth, we have made no drastic change to the Cosmos and the universe as a whole. Opinion (personal position on a topic) Ex. We should not focus too hard on trying to integrate ourselves into the cosmos, as we already are and we can’t change much else. 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. Focusing on trying to somehow integrate yourself, humans, and earth in general is morally wrong when there are more important issues to focus on (Cold War) because we were more focused on beating the Russians to the moon than actually stopping the war. 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. Almost all of the Americans who were focused on space exploration during this time were ignorant and selfish, as people were dying and they cared more about walking on the moon. Document Based (cites a specific source, author, and position on a topic)

Ex. In Cosmos, Sagan argues that humans are so insignificant in the universe and illustrates this by showing our small size and short time on the planet. This indirectly relates to the idea of people need to understand this in order to focus on war efforts instead of trying to walk on the moon Theory (a statement that can be tested and potentially proven - often answers a research question) Ex. The Cosmos will remain after our time on earth and the sooner we realize this, the better. 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 information of humans being so small in the universe connects to the idea that we are insignificant and the contextualization of this information gives us reasoning why it was true and important to realize sooner than later (Cold War).

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 depict the insignificance that humans have on the universe in relation to our short time here, our size, and our accomplishments. (Talk about how long humans have been here, how many planets/stars are here, and us barely landing a rover on the moon). (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. In accordance with this, research agrees, There are some 1011 galaxies, each with, on the average, a hundred billion stars...as many planets as stars, ten billion trillion” (Sagan 4). 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: “Less than ten million years ago, the first creatures who closely resembled human beings evolved” (Sagan 31). Ex. PARAPHRASE-Human related organisms have not been here for a large portion of the universe's life, only around less than 10 million years (Sagan 31). 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 initial gases, and the energy sources, are common throughout the Cosmos” (Sagan 37) Ex. SUMMARY-We are already integrated into the universe (Sagan 37). 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 focus on more important issues if they focused less on integrating themselves into the universe and more about actual problems going on. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. A study in July 2013, NASA’s department of astrophysics s hows that the universe is expanding faster than the speed of light and we won't ever be able to see the ends of the universe. 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, these sources and evidence upon examination show our insignificance to the Cosmos even before and during our time.

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 we did only focus on our integration into the universe, there probably would have been a greater period of war going on involving the United states. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. As such, the understanding of focusing more on things like world issues rather than integration in the universe is connected to the lack of funding and space exploration within the last 50 years (money went form space to military). Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. Thus, as we begin to acknowledge we have a little to no role in the universe, we are able to focus on more important aspects to life that have a bigger impact on us as a collective whole of Americans and humans in general. Final Sentence (connects to the hook and finishes the essay – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…) Ex. So given the understanding that the Cosmos is all that will remain, maybe next time we can focus less on feeling “part of the universe” and instead focus on things that might affect us, whether it be a war with Russia or an international pandemic that is taking the lives of many.

Essays Essays – An essay is in essentiance a written piece of writing that is used to make, assess, or dependent a point or claim, usually in an argument. Types – Persuasive (Argumentative) A persuasive essay is meant to convince the target audience to do something or not do something. An argumentative essay is meant to present arguments in the favor of something. It has an additional fourth body paragraph that is meant to present opposite arguments.

Expository (Informative) Definition or Description-Expose means to uncover or lay something bare, or to discover something in a way that others know what it is. Process (How-to)- An expository essay is a genre of writing which tends to explain, illustrate, clarify, or explicate something in a way that it becomes clear for readers. Compare and Contrast-It looks at the genre and the writing within the story or novel and as mentioned exposes the different themes, modes, and forms of the story. Cause and Effect-It causes the reader to look at the novel from a different way and therefore makes it be interpreted in a certain way based on the way that it was exposed. Analytical/Critical Evaluative-The critical essay also explains the functions of the literary terms used, and evaluates their usage, and whether they have achieved the intended purposes or not. Interpretive-Forms the way that the reader looks at a certain story and shapes the way that the story is perceived in the eyes of the reader. Narrative (Tells a story) Personal Statement/Anecdote-An opinionated/preferences perspective that is usually based off of emotions and is not always brought by facts or data since it has been perceived and interpreted in a certain way. Research-A research essay revolves around a research question that is meant to answer some specific question through a research of the relevant literature. Timed-Essays that are meant to be written in a certain period of time. Document Based Question (DBQ)-An essay that is written with the help of documents in order to help support you when making a claim and taking a side of an argument, right or wrong, and defending it in a timely order. Synthesis-A synthesis essay is an essay that is formed based on different sources and views all compiled into a written piece in a certain period of time. It requires much analysis and examination to be done before the time runs out. Strategies/Planning Tips/Steps – Pre-writing/Prompt Analysis/Outlining To start off an essay you will need to pre-write the rough draft of what you will write. This allows for a rough sketch of what the final draft will look like. Next you will analyze what form of an essay you will use. You will use the tools given to help write it, such as documents if given, in order to know what you will be writing about and how they will be incorporated into the essay. The next step will be to outline the easy. The outlining portion means to plan and write out the different points within the essay that you will be trying to make thought the piece of writing. This part may consist of main points and subpoints and will overall help with writing the essay faster with much more structure. Researching/Evaluating of Sources

The research aspect of this section usually deals with outside evidence not given as a primary source of information. This will require self diligence in order to use data and useful resources to form and complete the essay. Evaluating the sources usually depends on the type of essay you are being given. There are essays where they give you many sources or docs to use (timed ones) while some only allow you a book to read in order to compile an argument to use. It's just overall dependent on what you will be composing. Work Cited Page MLA Format-MLA style refers to the style recommended by the Modern Language Association (MLA) for preparing scholarly manuscripts and student research papers.

Example: Daniel Pelayo Honors American Lit. Mr. Rodriguez 10 December 2020

The Secrets of the Universe

APA Format-APA style is a writing style and format for academic documents such as scholarly journal articles and books. It is commonly used for citing sources within the field of behavioral and social sciences. Example:

The Secrets of the Universe

Bravo High School Honors American Lit. Daniel Pelayo

10/10/20

Reference Sagan, C. (1980). Cosmos