BOOK OF WRITING
SPORTS WRITTEN AND EDITED BY JULIO CHIMIL
Table of Contents Topics
Pages
Introduction
3
About the Author
4
Dedication Punctuation & Capatilazation Parts of Speeches
5 6
Phrases & Clauses
7 17
Sentences
21
Paragraphs
25
Essays
30
Introduction I wrote this book during the time given in Mr.rodriguez english class . This book was slowly witten week by week until it was finally completed. This book is designed to help others with their writing and grammar in the 6 sections provided. Writing this book was not easy but It proved to be a learning experience for me as I had to find a way to complete the sentence I had trouble with. At the end I got it done and completed my own book of writing.
The subject I chose was sports. I choose sports since I love playing any sport. Sports have always been fun for me and a huge part of me as well . Since I was little, I could remember playing basketball and soccer with my cousins and having a great time. Sports have always been a part of my communiuty and helped me connect with many people.
About The Author My name is Julio Chimil. I am 16 years old . I live in Los Angeles California with my parents and three sisters. The school I am currently attending as a junior in highschool is Francisco Bravo Medical Magent.School is not a thing I enjoy going to, however the people and staff make it enjoyable. My favorite thing to do outside of school is basketball . That's mostly my routine, school during the day and basketball in the afternoon. How did I learn to write? Learning to write is not something I remember. However I do remember things I was taught during school that still influence the way I write to this day. During class I remember my 3rd grade teacher making the class write introduction paragraphs and then reviewing ways to introduce ourselves in our paragraphs . Little memories like that are what highlight the way I write. Based on what I've been taught and have learned in school are what influenced my writing.
DEDICATION
TO ALL THE SPORTS LOVERS
PUNCTUATION and CAPITALIZATION Punctuation – 1. A punctuation mark is used to end a sentence.
2., A comma is whatever is in front and behind it can switch places.(not a pause)
3.– EM Dash Used to hyphenate
4. - EN Dash Two words that are connected but do not form a compound word.
5. : A colon indicates that what comes after it relates to what came before it.
6. ; A semicolon only has one purpose: it means you are connecting multiple independent clauses.
7. ? (Interrogative) A question mark ends a question.
8. ! (Exclamatory) An exclamation point exclaims.
9. ‘ Apostrophe Contraction or
10. “ ” Quotation marks are used for quoting anything.
11. … Ellipsis is something left unsaid.
1. [ ] Brackets are adding/inserting something into the context.
1. ( ) Parenthesis is parenthetical information, something that is useful but not necessary.
1. / BackSlash is used for a decision (Possession)
Parts of Speeches
NOUNS Types of nouns: · Common Nouns: name a class of people, places, things, or ideas. Gym , Arena , Players · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). Japan , Tokyo Olympics · Compound Nouns: consist of words used together to form a single noun. Basketball , Sportscenter, · Concrete Nouns: refer to material things, to people, or to places. Ball, · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. Ambition, determination , demotivated Functions (How nouns are used): · Subject (comes before the verb) Mr.Clarkson spoke aggressively as she explained the class rules to the sutdents. · Direct Object (comes after the verb and answers what or whom) Mr.Clarkson asked Johnny to explain and repeat everything he had said.
· Indirect Object (answers to who or to whom) Mr.Clarkson gave his student an F for not paying attention in 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 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 a new suit to wear. She herself knew what she had done was wrong. to intensify a point: Try your best for yourself. I wanted to eat all the pizza by myself. 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
VERBS Verbs show the time, action, and state of being of a subject. Tense: verbs indicate time via tenses:
simple past past past perfect past progressive simple present present present perfect present progressive present perfect progressive future future perfect
Types: There are at least eleven (11) types of verbs: auxiliary verbs (helping verbs) linking verbs (verbs that do not describe action, but connect the subject of a sentence to other parts of the sentence – usually the predicate) lexical verbs (main verbs) dynamic verbs (indicate action) stative verbs (describe a condition) finitive verbs (indicate tense) nonfinitive verbs (infinitives or participles) regular verbs (weak verbs) irregular verbs (strong verbs) transitive verbs (verbs followed by a direct object) intransitive verbs (verbs that do not take direct objects) Voice: Voice is the form of the verb that indicates how it relates or interacts with the action. The English language has two voices: ACTIVE and PASSIVE. Active: All students were given free lunch. Passive: The school bought free lunch for the students.. Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · My mom enjoys researching healthy foods. Participle: word ending in “ing” or “ed” used as an
adjective · I didn't end up watching the end of the movie. · A man was worshipped for saving the earth. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · I like to jump and run a lot. ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper I like to limit the amount of juice I drink. I describe each scenario with detail. I had to modify the color to my liking. ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings They happily agreed to the terms. The police had the guy walk backwards. When given a compliment he always responds, “likewise”. · Conversions Educational- Educationally Joking-Jokingly Nation-Nationally
Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – The referee called a foul quickly. Time – The sports director announced he will be leaving immediately. Place – Our coach agreed to willingly stay after school to scout other teams. Degree – Everyone recognized the exceptionally good athlete.
Frequency – The athlete plays well consistently all the
time. 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 oneword 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. An interjection is a word that expresses emotion as an interruption or an aside. An interjection often starts a sentence but it can be contained within the sentence or can stand alone. Some interjections are: ah, aha, alas, aw, ay, bah, eh, hurray, man, oh, oho, oh-oh, ooh, oops, ow, oy, phew, ugh, uh, woah, wow, yay, yow.
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 athletes petitioned for a higher wage since they felt they were being scammed. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. The basketball teams knew they would be working hard this weekend. 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 basketball team boarded the train. 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. Lebron James, a new player, worked hard to earn his respect in the league. 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.
Training really hard , the team saw improvement in their ability to play. Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The NBA players quickly left the abandoned gym. Infinitive Phrase verbs preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. Many players actually knew it was time to warm up. 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. The National Basketball Association requires players to play hard. 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 player who he was. Kindly give any snacks to a player that asks. That the coach was happy , when the players got the play correctly was fairly obvious. Coach Carter checked all the players he had received for the new season. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: This is the NBA where players are the best of the best. . There is the player I absolutely need on my team. The goal you wanted is clearly within your grasp. Some adjective clauses begin with relative pronouns: Lebron James is clearly the one who received the most votes. There goes the player who clearly knows he's the best. Kevin Durant is the player who shyly challenged Lebron to a match up. The player which you ask for is unfortunately taken. Lebron James is the player who shrugs off criticism easily.
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 arena where very few could see it. When the time finally came all the players rushed to the court. They sadly left the court because they had lost the game All the players casually walked as if they had not lost the game. Modifying adjectives: The next season seems to be in a few more months. The new player is extraordinarily better than his peers. Modifying adverbs: Lebron trained harder than the other players typically did. Relative Clauses: Dependent clause that begins with a relative pronoun. The player who finishes first will receive an extraordinary trophy. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. When dribbling the player keenly keeps his eyes on the rim. Essential Clauses: Clauses necessary to the meaning of the sentence. The sport that clearly amuses Lebron is basketball. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. Coach Carter's training camp ,which began a few months ago , are unfortunately over.
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 NBA star players played a game against each other. Predicate – what the subject does The NBA star players played a game against each other. Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Practicing every single day makes you a better player. Imperative – a sentence that makes a command (ends with a period mark) Learn how to dribble a ball immediately. Interrogative – a sentence that asks a question (ends with a question mark) Why is the NBA the most watched basketball league in the world? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) That basketball game was the most intense and exciting game I've ever watched.
Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Most players in the NBA make more money than doctors. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). The team lost their first game , but they could have a chance at winning their second game. Complex Sentence: A sentence with one independent clause and at least one dependent clause. When you train really hard towards something, almost anything can be accomplished. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Whether you win or lose, mostly all games that you play will be with full effort, but losing shouldn't unmotivate you from trying. 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 NBA will change your life, no matter if you're the best player in the league or the top paid player. 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 how much you suck or can't seem to get better , training will make you better.
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. Good players seem to train hard, spend late nights training , and succeed where others fail. Balanced Sentence: A sentence where phrases or clauses at the beginning and the end parallel each other by virtue of their likeness of structure, meaning, or length - this sentence requires symmetry. Basketball players spend their time training at school and then training after school. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Good players make the NBA what it is and without them it wouldn't be what it is. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. FAmous athletes typically receive praise, admiration, support, and love.Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Famous athletes typically receive praise, admiration, support, and ultimately love. Anaphora: A sentence that features the purposeful repetition of a word, words, or a phrase at the beginning of several successive clauses in order to place emphasis and draw attention. For so many people, playing a sport can be the funniest thing to do, while for others playing sports is the worst thing to do , but most will agree that sports are a huge part of people's lives. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Basketball players so often spend their days talking about basketball, their night's training for basketball , their breaks thinking about basketball that it sometimes can feel like they live only for basketball
Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. The athletes wanted to stop practicing because they had homework for their classes and had no time. Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas The students wanted to stop practicing . They needed to do take a break; they had to rest Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Since they had no time , they needed to train harder. 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 barbeque, the coach gave a round of applause to the player who helped win the team a national title. Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force The atheltes knew that it would not do them any good
PARAGRAPHS 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) The most skilled athletes in sports are the highest paid. This inspires kids to be like those players and creates a fantasy that if you get good at a sport you'll be rich. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) . Does being a skilled athlete really bring you fame and money? 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) . Wrestling provides no value and should be avoided.
Fact (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim) Wrestling has been found to cause brian damage. Opinion (personal position on a topic) Ex. Wrestling is boring and no one likes it. 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. Wrestling goes against christian beliefs therefore sinful. 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. Wrestling in general has been found to cause anger issues in adolescents. Document Based (cites a specific source, author, and position on a topic) According to Dr.Chang at Stanford University wrestling can lead to serious mental and health problems. Theory (a statement that can be tested and potentially proven - often answers a research question) Ex. Boxing can systematically lead to health problems in young people.
Clarification/Expansion of Thesis (could extend the thesis, preview the evidence supporting the thesis, give the purpose of thesis, establish the importance or significance of examining the intricacies of the thesis – this could be several sentences long) Schlosser expands on his claim by examining the various elements, such as advertising and marketing schemes, that can hook people on fast food, particularly at an early age, along with reports about the negative health impacts of consuming processed foods. The author examines the often-disturbing state of meat production in order to discourage people from consuming so much fast food. This information about the connection between fast food and potential health outcomes might lead to crucial reforms in the food industry. 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 boxing has a huge impact on the mental health of young adolescents. Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be
embedded within sentences) QUOTE – “Boxing can have adverse effects on the mental health of young adolescents. ” (Dr.Chang). Several researchers agree, “Boxing can have adverse effects on the mental health of young adolescents.” (Dr.Chang). 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) QUOTE – “Boxing can have adverse effects on the mental health of young adolescents. ” (Dr.Chang). PARAPHRASE – People’s health may be negatively impacted by boxing (Dr.Chang). Summarizing (condensing larger quotes or sections useful for closing the examination of the quote/evidence and transitioning to your analysis of the quote) QUOTE – “Boxing can have adverse effects on the mental health of young adolescents. ” (Dr.Chang)
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 boxing was truly safe for people’s health, there probably would not be such an abundance of people suffering from mental health in the nation. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. As such the national epidemic of mental health issues is closely connected with the abundance of boxing matches and centers in America. Reestablishing the Significance of the Thesis (could be one or more sentences) Therefore boxers carry a huge chance of facing mental health issues in the future and overall health problems. 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…) So given all the health problems associated with boxing , maybe the teaching of self defense is actually harming you instead…
ESSAYS Essays – An essay is, generally, a piece of writing that gives the author's own argument, but the definition is vague, overlapping with those of a letter, a paper, an article, a pamphlet, and a short story. Essays have traditionally been sub-classified as formal and informal. Types – Persuasive (Argumentative)- Persuasive writing, also known as the argument essay, uses logic and reason to show that one idea is more legitimate than another. It attempts to persuade a reader to adopt a certain point of view or to take a particular action. Expository (Informative) Definition or Description- The definition of expository is something intended to explain or describe. An essay that is intended to explain a series of events is an example of an expository essay. Process (How-to)Expository texts typically follow one of five formats: cause and effect, compare and contrast, description, problem and solution, and sequence. Students can learn to recognize the text structure by analyzing the signal words contained within the text. Compare and Contrast-An expository essay contains a thesis statement within the first paragraph, informing the reader of the main argument of the text. ... An informative text is not intended to persuade your reader, but to educate. Providing a thesis statement depends on the type of text.
Cause and Effect- A cause and effect essay is a type of expository essay that explains the causes or reasons for an event or natural phenomenon. Writers must be careful to write only facts and make sure that there is a clear relationship between causes and effects or reasons and results. Analytical/Critical EvaluativeWhen you critique, you offer both negative and positive analysis of the content, writing, and structure of a source. ... When you evaluate, you assess how successful a source is at presenting information, measured against a standard or certain criteria. Interpretive- A critical essay is a form of academic writing that analyzes, interprets, and/or evaluates a text. ... Critical essays analyze and evaluate the meaning and significance of a text, rather than making a judgment about its content or quality. Narrative (Tells a story) Personal Statement/Anecdote- To start an anecdote for your narrative essay, begin by letting the reader know WHERE you were (just enough so they get the idea), and then put yourself in the scene. Then go from there. Research - A research paper is an expanded essay that presents your own interpretation or evaluation or argument. When you write an essay, you use everything that you personally know and have thought about a subject. TimedDocument Based Question (DBQ)- Write two sentences that address the topic of the question in a general way. Write an organizational statement in which you mention the two or three issues or aspects of the topic about which you are going to write (your argument categories). Write a clear thesis sentence that expresses your response to the task.
Synthesis- A synthesis essay is a type of essay that gathers information from a variety of sources to form a new idea, question, or argumentative thesis. Writers composing a synthesis essay will discuss ideas, data, and evidence from a series of sources to either explain or argue something original. Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts. Pre-writing/Prompt Analysis/Outlining- Prewriting exercises provide structure and meaning to your topic and research before you begin to write a draft. Using prewriting strategies to organize and generate ideas prevents a writer from becoming frustrated or stuck. Prewriting exercises can help you focus your ideas, determine a topic, and develop a logical structure for your paper. An outline is a plan for the paper that will help you organize and structure your ideas in a way that effectively communicates them to your reader and supports your thesis statement. You'll want to work on an outline after you've completed some of the other exercises, since having an idea of what you'll say in the paper will make it much easier to write. Researching/Evaluating of Sources- As you examine each source, it is important to evaluate each source to determine the quality of the information provided within it. Common evaluation criteria include: purpose and intended audience, authority and credibility, accuracy and reliability, currency and timeliness, and objectivity or bias 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 A standard MLA Works Cited entry is structured as follows: Author. “Title of the Source.” Title of the Container, Other contributors, Version, Number, Publisher, Publication date, Location. Only include information that is available for and relevant to your source. APA Format- In APA, the “Works Cited” page is referred to as a “Reference List” or “Reference Page. In APA format, follow the author, date method of in-text citation and the page number for the reference.