The Technology Book of Writing by Bravo Grammar Con Online

Table of contents 1. A Brief Introduction (pg 2) 2. Dedication (pg 3) 3. [Fox (animal)] BOOK OF WRITING SECTION 1 PUNCTUATION and CAPITALIZATION (pgs 4-5) 4. [Automobiles and more] BOOK OF WRITING SECTION 2 PARTS OF SPEECH (pgs 6-15) 5. [Automobiles and more] BOOK OF WRITING SECTION 3 PHRASES and CLAUSES (pgs 16-18) 6. [Automobiles and more] BOOK OF WRITING SECTION 4 SENTENCES (pgs 19-22) 7. [AI’s are taking over] BOOK OF WRITING SECTION 5 PARAGRAPHS (pgs 23-26) 8. [Automobiles and more] BOOK OF WRITING SECTION 6 ESSAYS (pgs 27-29) 9. About the Author (pg 30)

A Brief Introduction Who doesn't use technology in everyday life? Cars are used daily for most business and personal lives. Phones are used basically every second of the day and with technology on the uprise, almost everything involves technology. At the store Best Buy there's a geek squad and their purpose is to be mechanics of everything technology. More manufacturers are using robots which are pieces of technology, to make products more efficiently and at a lower price. I wrote this story on all kinds of technology and electronics, from cars, to buses, to trains, and even AIâ&#x20AC;&#x2122;s. There may be one about a fox but its ok foxes are cute so it passes...other than that I hope you enjoy my book, thank you :)

Dedication This is dedicated to Hacksmith Industries who I have been following their mechanical and technological inventions and advances for years now. They even created the first real lightsaber… They truly are my inspiration in life to show me that I can make anything real if I try hard enough.

[Fox (animal)] BOOK OF WRITING SECTION 1 PUNCTUATION and CAPITALIZATION

Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1. . Period (used at the end of a sentence and for abbreviations) - The fox was orange and white. 2. , Comma (used to separate independent clauses or after introdroductory) - The fox ran, and then he drank some water. 3. – Hyphen (used for emphasising material in a sentence) - The foxes in the wild –arctic and more– can survive in dangerous conditions. 4. - Dash (used for expressing a period of time) - Most foxes have a lifespan from 5-7 years. 5. : Colon (used for announcing, or direct attention to a list, a noun or noun phrase, a quotation, or an example/explanation) - The fox liked three things: pancakes, syrup, and butter. 6. ; Semicolon (used for separating items in a list, when some of those items already contain commas) - The fox liked pancakes; he ate them every day for breakfast. 7. ? Question Mark (used at the end of the sentence or phrase to indicate a direct question) - How fast was the fox? 8. ! Exclamation (used as a punctuation mark usually used after an interjection or exclamation to indicate strong feelings, and often marks the end of a sentence) - The fox was faster than the wind! 9. ‘ Apostrophe (used to indicate the omission of a letter or letters from a word or the plurals of lowercase letters.) - The fox`s coat was orange. 10. “ ” Quatation (used primarily to mark the beginning and end of a passage attributed to another and repeated word for word) -Witnesses say that they heard the fox yell “I like pancakes!” 11. … Ellipsis (used in writing or printing to indicate an omission, especially of letters or words) - The fox waited… 12. [ ] Brackets (used for technical explanations or to clarify meaning) - He [Freddy the Fox] did in fact scream out that he loves pancakes. 13. ( ) Parenthesis (used to contain further thoughts or qualifying remarks) - The fox loved pancakes (he ate them every morning), and he had a great recipe for them. 14. / Slash (used in a formal or informal text to separate lines) - If/when Freddy gets here, give him pancakes. 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 – Identify and create one (1) example sentence for each rule of capitalization.

1. (used to capitalize the First Word of a Sentence) - I was bestfriends with Freddy. 2. (used to capitalize Names and Other Proper Nouns) - Jack knew about Freddy as well. 3. (don’t use to don’t Capitalize After a Colon) - I have one true passion: diving in the pool with Freddy. 4. (used to capitalize the First Word of a Quote) - Charlie asked, “Where is Freddy?” 5. (used to capitalize Days, Months, and Holidays, But Not Seasons) - Freddy and me usually go out on Fridays but not this part of the year because it’s winter. 6. (used to capitalize Most Words in Titles) - In the popular game series Five Nights at Freddy’s there is a fox as a character.. 7. (used to capitalize Cities, Countries, Nationalities, and Languages) - There was a fox sighting in Los Angeles. 8. (used to capitalize Time Periods and Events) - Foxes do an annual Fox Race for charity. EX: (Used to begin a sentence) – Sadly for some, 11th grade is the year with the most high-stakes testing.

[Automobiles and more] BOOK OF WRITING SECTION 2 TEMPLATE AND GUIDELINES PARTS OF SPEECH NOUNS Types of nouns: (list three to five words of each type) · Common Nouns: name a class of people, places, things, or ideas. EX: station,dealership, airport, trains, cars. · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX: Los Angeles, Honda, Patsaouras Union Station · Compound Nouns: consist of words used together to form a single noun. EX: highway, airplane, railroad. · Concrete Nouns: refer to material things, to people, or to places. EX: car, bus, train. · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. EX: comfort, excitement, movement. Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Mr. Drew made an announcement to the passengers while driving the train. · Direct Object (comes after the verb and answers what or whom) Ms. Grande told Manny to go and pick up her friend using her car. · Indirect Object (answers to who or to whom) Mr. Jose gave a permit to his driving student after he passed the driving test. 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

our, ours your, yours

His, her, hers, its, one’s Relative: Nominative who That

their, theirs

Objective whom that those/ this

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 pushes himself to get his pilot's license. She bought herself a car and a truck. to intensify a point: The pilot himself made an announcement. Despite having to do the night shift “I can get through the shift myself” the worker thought. Demonstrative: this, these

that, those

Indefinite: all, another, anybody, anyone, anything, both, each, either, everybody, everyone, everything, everywhere, few, many, much, neither, nobody, none, no one, nothing, one, other, several, somebody, someone, such. VERBS Verbs show the time, action, and state of being of a subject. Tense: verbs indicate time via tenses: simple past past past perfect past progressive

simple present present present perfect present progressive

present perfect progressive future future perfect

Types: There are at least eleven (11) types of verbs: auxiliary verbs (helping verbs) linking verbs (verbs that do not describe action, but connect the subject of a sentence to other parts of the sentence – usually the predicate) lexical verbs (main verbs) dynamic verbs (indicate action) stative verbs (describe a condition) finitive verbs (indicate tense) nonfinitive verbs (infinitives or participles) regular verbs (weak verbs) irregular verbs (strong verbs) transitive verbs (verbs followed by a direct object) intransitive verbs (verbs that do not take direct objects) Voice: Voice is the form of the verb that indicates how it relates or interacts with the action. The English language has two voices: ACTIVE and PASSIVE. Active: The employees got their salary by mail. (employees are the subject) Passive: The salary gave the employees money. (employees are the subject but treated as the object) Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · Mr. Reyes really enjoys casually driving around the city. Participle: word ending in “ing” or “ed” used as an adjective · There is no training in the DMV office. · The bus driver passed the abandoned station. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Mr. Carl loves to drive around the neighborhood. ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper (Give one example of each using words related to your subject) -Mr. Doug was really demonstrative of his brand new sports car. -“Trains are very common around the Downtown” Ms. Racheal said. -The airplane pilot wore a very proper uniform to work.

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each) -slowly, -towards, -sidewise · Conversions (Show how three words related to your subject can become adverbs – Example: “Educational” becomes “Educationally”) -Quickly, -Slowly, -Rapidly · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – Mr. Lex quickly hopped on the car.. (How did he get on?) Time – The pilot departed the airport immediately. (When will he leave?) Place – The bus operator was willingly here e arlier today to pick up the passenger. (Where was he?) Degree – The conductors' exceptionally good work gave him a raise. (How good is he?) Frequency – Mr. Reyes iis consistently pleased to drive his Honda Civic. (How often is he pleased?) CONJUNCTIONS Coordinating (FANBOYS): for, and, nor, but, or, yet, so Correlative: Either/or; neither/nor; not only/but also; both/and; whether/or; as/so Subordinate: after, though as, as if, as long as, as thought, because, before, if, in order that, provided that, since, so, so that, that, though, till, unless, when, where, whereas, while Relative pronouns: who (refers to people), which (refers to nonliving object or animals), that (may refer to animals or nonliving objects) PREPOSITIONS Prepositions link nouns, pronouns, and phrases to other parts of the sentence. Prepositions are NEVER followed by verbs. There are one-word prepositions and complex prepositions. These are some common one-word prepositions: aboard, about, above, according to, across, across from, after, against, along, alongside, alongside of, along with, amid, among, apart from, around, as, as far as, aside from, at, away from, back of, because of, before, behind, below, beneath, beside, between, beyond, but (except), by, by means of, concerning,

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

INTERJECTIONS Interjections are the final part of speech. Find and copy/paste an alphabetical list of interjections here.

A Aah, ack, agreed, ah, aha, ahem, alas, all right, amen, argh, as if, aw, ay, aye B Bah, blast, boo hoo, bother, boy, brr, by golly, bye C Cheerio, cheers, chin up, come on, crikey, curses D dear me, doggone, drat, duh E easy does it, eek, egads, er, exactly F fair enough, fiddle-dee-dee, fiddlesticks, fie, foo, fooey G G'day, gadzooks, gah, gangway, gee, gee whiz, geez, gesundheit, get lost, get outta here, go on, good, good golly, good job, gosh, gracious, great, grr, gulp H Ha, ha-ha, hah, hallelujah, harrumph, haw, hee, here, hey, hmm, ho hum, hoo, hooray, hot dog, how, huh, hum, humbug, hurray, huzza I I say, ick, is it, ixnay J

Jeez, just a sec, just kidding, just wondering K kapish L La, la-di-dah, lo, long time, look, look here, lordy M Man, meh, mmm, most certainly, my, my my, my word N Nah, naw, never, no, no can do, no thanks, no way, nooo, not, nuts O Oh, oh no, oh-oh, oho, okay, okey-dokey, om, oof, ooh, oopsey, over, oy, oyez P Peace, pew, pff, phew, pish posh, psst, ptui Q quite R Rah, rats, ready, right, right on, roger, roger that, rumble S Say, see ya, shame, shh, shoo, shucks, sigh, sleep tight, snap, sorry, sssh, sup T Ta, ta ta, ta-da, take that, tally ho, tch, thanks, there, there there, time out, toodles, touche, tsk, tsk-tsk, tut, tut-tut U Ugh, uh, uh-oh, um, ur, urgh V very nice, very well, voila, vroom W Wah, well, well done, well, well, what, whatever, whee, when, whew, whoa, whoo, whoopee, whoops, whoopsy, why, word, wow, wuzzup Y Ya, yea, yeah, yech, yikes, yippee, yo, yoo-hoo, you bet, you don't say, you know, yow, yum, yummy

Z Zap, zounds, zowie, zzz Transitions of Logic Chart

Milder

Stronger

Addition

a further and and then then also too next another other nor

further furthermore moreover in addition additionally besides again equally important first, second finally, last

Comparison

just as ... so too a similar another... like

similarly comparable in the same way likewise

Contrast

but yet and yet still otherwise or though but another rather

however still nevertheless on the other hand on the contrary even so notwithstanding for all that in contrast alternatively at the same time though this may be otherwise instead nonetheless conversely

Time

then now soon afterward later shortly earlier recently first, second, third next before after today tomorrow

meanwhile at length presently at last finally immediately thereafter at that time subsequently eventually currently in the meantime in the past in the future

Purpose

to do this so that

to this end with this object for this purpose for that reason

because of this in order to

Place

there here beyond nearby next to

at that point opposite to adjacent to on the other side in the front in the back

Result

so and so then

hence therefore accordingly consequently thus thereupon as a result in consequence

Example

that is specifically in particular for one thing

for example for instance an instance of this this can be seen in

Summary and Emphasis

in sum generally after all by the way in general incidentally naturally I hope at least it seems in brief I suppose

in short on the whole as I said in other words to be sure in fact indeed clearly of course anyway remarkably I think assuredly definitely without doubt for all that on the whole in any event importantly certainly

[Automobiles and more] BOOK OF WRITING SECTION 3 TEMPLATE AND GUIDELINES 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 driving ed students seriously wanted to get their driving license.

Verb Phrase: A group of words consisting of verbs working together and that function as a verb. The Nascar teams knew they would be practicing a lot for the race. 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 bus operator welcomed the customers aboard the bus. 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. Rob, a new pilot, worked hard to get the passenger where they needed to go. 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. Cruising down the highway, the truck driver decided to pull over and take a break. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. People left the disappointing car show. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. Many trainees had to study for their pilots test. 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 California driving school requires competent students to drive. 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 she got her license shows how good the california driving school is. ○ Whoever is sober can drive the car.

○ That the trainer was excited was very clear. ○ The mechanic checked what he had for materials. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ This is the driving school where students do their best. (“where” is an introductory word) ○ There is the driving school where students do their best. ○ The car that you wanted is not available in your country. Some adjective clauses begin with relative pronouns: ■ Jeff is obviously the one who failed his pilot exam. (ONE is the antecedent of WHO and is modified by the adjective clause.) ■ There goes the conductor whose train usually goes to LA. (CONDUCTOR is the antecedent of whose and is modified by the adjective clause.) ■ Drivers Ed teaches how to do a three point turn that the driving exam contains. ■ Is this the Honda that you so vehemently want? (that is the direct object of want) ■ John is the dude who asked for a taxi. (who is the direct object of asked.) ■ The license plate to which you refer has expired since last year. (which is the object of the preposition to.) ■ Karla is a truck driver who easily shrugs off sleep. (who is the subject of shrugs.) Adverb Clause: Used to modify verbs, adjectives, and adverbs in an independent clause, introduced by a subordinate conjunction and used to indicate time, place, cause, purpose, result, condition, and/or concession. Modifying verbs: ■ They fortunately put the bus stop where people could see it. (place) ■ When the light turned green, everyone zoomed out of the intersection. (time) ■ They left the car dealer happily because of their new car. (purpose) ■ The forklift driver talked as if he was passionately running the ■ company. (condition) Modifying adjectives: ■ The Train seems to take twice as long as it used to back then. (how much) ■ Mr. Lincoln is as incredible of a Nascar driver as his grandfather. (to what extent) Modifying adverbs:

■ Drake drove more than his other truck driver friends typically did. (condition) Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The Nascar driver who finishes first will earn a really big trophy. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When driving, the bus operator keeps his eyes on the road. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The race track course that most interests Mr. Stark is clearly the big number eight. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ Ms. Clair’s driving lessons, which began five months ago, are very informative.

[Automobiles and more] BOOK OF WRITING SECTION 4 TEMPLATE AND GUIDELINES 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 Drivers Ed teacher taught his students how to drive a car. Predicate – what the subject does The Drivers Ed teacher taught his students how to drive a car.

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Learning all the road rules will help people drive better. Imperative – a sentence that makes a command (ends with a period mark) Learn all the road rules quickly. Interrogative – a sentence that asks a question (ends with a question mark) Why would someone not want to drive better on the road? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) That driving was extraordinary!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Driving cars has been the same for decades now. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Many train conductors take time to do a route, but they always can finish it. Complex Sentence: A sentence with one independent clause and at least one dependent clause. When you go on a field trip, the school bus regularly gets there on time. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Whether you go on a field trip or not, the school bus regularly gets there on time, but they aren’t really reliable all the time.

Loose Sentence: A sentence that contains an independent clause plus a subordinate construction (either a clause or phrase) with your main point at the beginning. Driving is gonna change your life, no matter what bus you take in or what train you ride. 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 bus you take or what train you ride,driving will change your life. Parallel Structure: A sentence using the same pattern of two or more verbs or ideas that match in tense or structure to show that they are of equal importance and to help the reader comprehend what is being written - this sentence requires symmetry. Bus operators tend to work hard, to do night shifts, and to give the best service possible where other transportation services 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. Bus operators spend their days dropping off passengers and taking new passengers in. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Trains made what transportation is now and it would be nothing without them. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Pilots usually exhibit some stress, excitement, excellence, determination. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Pilots usually exhibit some stress and excitement and excellence and, ultimately determination. 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,driving is the best way to get around town , while for others they think transit is the best way to get around town, but most will agree that walking is the slowest way to get around town. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words.

Cargo Ship Captains often spend their days on sea, their nights sleeping on sea, their breaks thinking about sea that it sometimes can feel like they live only for the ocean. Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. The bus operator wanted to take a short cut he needed to get to the stop earlier so he had no time. [WRONG] The bus operator wanted to take a short cut BECAUSE he needed to get to the bus stop earlier AND he had no time. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas The bus operator wanted to take a short cut, he needed to get to the bus stop earlier, he had no time. [WRONG] The bus operator wanted to take a short cut. He needed to get to the bus stop earlier; he had no time. [RIGHT]

Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because the bus operator had no time. [WRONG] Because the bus operator had no time,he had to take the short cut. [RIGHT] Misplaced/Dangling Modifiers – modifiers are words, phrases, or clauses that add description; a misplaced modifier describes the wrong part of a sentence and a dangling modifier is missing the part it’s supposed to modify At the driving school, the instructor gave a test to the student that was pretty hard. [WRONG] At the driving school, the instructor gave a test that was pretty hard 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 train conductors knew that it wouldn’t do them any good to waste time. [WRONG] The train conductors knew that it would not do them any good to waste time. [RIGHT]

[AI’s are taking over] BOOK OF WRITING SECTION 5 TEMPLATE AND GUIDELINES 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 intro the topic)

Ex. Throughout these past few decades technology has evolved so much to the point where robots can do things on their own. Since robots are so advanced at being able to do things on their own they have recently been taking over people's jobs. Robots are becoming more efficient and quicker than a lot of industrial places are trying to obtain more robots over people. Lots of people are starting to get concerned over their job being taken over by a robot. Query Based (Question that brings the reader to the topic) Ex. Can robots start taking over people's jobs and have an impact on the economy? 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. Robots are very fast and efficient and that's why they're being bought. Fact (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim) Ex. Robots are pretty expensive. Opinion (personal position on a topic) Ex. Robots should not leave people jobless.. Belief (social, religious, or political in nature – an opinion held by many to be a fact, though it is not necessarily factual) Ex. Taking away people's jobs is really wrong. Generalization (uses absolute or statistical pronouns: all, always, every, never, none, most, half – avoid using this type of thesis statement unless citing the source of the data) Ex. Everyone that works in industry has their jobs at risk. Document Based (cites a specific source, author, and position on a topic) Ex. In Fast Food Nation, Martin Ford argues that robots can extremely impact the economy and the job market Theory (a statement that can be tested and potentially proven - often answers a research question) Ex.The advancement of robots can lead to people being jobless. 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. Martin Ford expands on his claim by examining the various elements, such as technology and industrial jobs, that can leave people jobless, particularly the ones that work in a factory, along with reports about the impacts it does to the economy of using robots in factories. (preview of evidence) Ex. The author examines the accelerating change of robots in order to

show people the impact it could have in the labor market. (purpose of thesis) Ex. This information about accelerating change in robots and how robots can take over jobs might lead to crucial reforms in the labor market. (establishing the importance or significance of thesis) Body Paragraphs (must have echoes of the thesis in each AND present evidence to support or expand on the thesis) Topic Sentences (must specifically indicate the topic of the paragraph and focus on one subject and/or area of evidence or support – could start with a “Transition of Logic” that connects to the previous paragraph to give context) Ex. Additionally, multiple sources indicate that robots taking over people's jobs has a dramatic impact on the labor market. (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 – “No one doubts that technology has the power to devastate entire industries and upend specific sectors of the economy and job market” (Ford XVII). Ex. Several researchers agree, “No one doubts that technology has the power to devastate entire industries and upend specific sectors of the economy and job market” (Ford XVII). Ex. “No one doubts that technology has the power to devastate entire industries and upend specific sectors of the economy and job market,” according to several researchers (Ford XVII). Ex. Unfortunately for patrons, “No one doubts that technology has the power to devastate entire industries and upend specific sectors of the economy and job market,” according to several researchers (Ford XVII). Ex. Unfortunately for patrons, “No one doubts that technology has the power to [horribly] devastate entire industries and upend specific sectors of the economy and job market” (Ford XVII). Ex. Unfortunately for patrons, “No one doubts that technology... [devastate]...economy and job market” (Ford XVII). 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 – “No one doubts that technology has the power to devastate entire industries and upend specific sectors of the economy and job market” (Ford XVII).

Ex. PARAPHRASE – People’s jobs may be negatively impacted by robots (Ford XVII). 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 – “No one doubts that technology has the power to devastate entire industries and upend specific sectors of the economy and job market” (Ford XVII). Ex. SUMMARY –Robots can impact the labor market. 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 lose their jobs if robots become more efficient than them. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. A study in the November 2020 Cointelegraph The Future Of Money p redicts that by 2030, robots will have assumed 20 million jobs from human workers. . Closing Sentences (must end the discussion of the topic within the paragraph with a transitional or culminating word – possibly an adverb – and should echo the thesis of the essay) Ex. Clearly, valid authorities on the subject of robots taking jobs agree that it's gonna have a major impact in the labor market. 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 robots taking over people's jobs is good, then it shouldn't be able to impact the labor market. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. As such, the impact on the labor market is clearly connected with robots taking people's jobs away leaving them jobless. Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. Thus, as the prevalence of academic research indicates, robots don't just take people's jobs away – it also impacts people trying to find or get a job.

Final Sentence (connects to the hook and finishes the essay – the “Smokey the Bear”/”Drop the mic”/dot dot dot moment…) Ex. So given all the technological advancements in robots, maybe it's not very good after all…

[Automobiles and more] BOOK OF WRITING SECTION 6 TEMPLATE AND GUIDELINES ESSAYS Essays – Explain what an essay is (I know, this is where I usually explain it to you but now that you have made it to the end of this project, it’s your turn) An easy is a piece of writing that focuses on a subject or an argument.

Types – Explain each type of essay and state its purpose Persuasive (Argumentative) A persuasive essay is an essay that is convincing or manipulative. The persuasive essay’s purpose is to try to persuasive the reader to do things, or to not do things Expository (Informative) Definition or Description: A descriptive essay is supposed to describe something, some situation, some area, some experience. Process (How-to): A process essay explains how something is done or made. Compare and Contrast: A comparison essay is supposed to compare and contrast two things. Cause and Effect: A cause and effect essay is supposed to find out the cause of something and how it affects something else. Analytical/Critical Evaluative: A evaluative essay is supposed to judge a particular subject according to a criteria. Interpretive: An interpretive essay is supposed to provide an analysis of some other piece of writing. Narrative (Tells a story) Personal Statement/Anecdote: A personal statement essay is supposed to describe yourself and is mostly used to be admitted to a school. Research A research essay is supposed to revolve around a research question which is meant to answer a specific question throw using research. Timed Document Based Question (DBQ): A DBQ essay is an essay that is written using the documents that were provided to you. Synthesis: A synthesis essay is supposed to synthesis different ideas to create a judgment about their qualities. Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts. Pre-writing/Prompt Analysis/Outlining First pre-writing the essay is a good idea because you get to prepare your ideas for your essay before starting it. Next you should analyze the prompt so you know what you're gonna be writing about and what is your goal. Next you should create an outline of the essay so that you have a planning of the structure and how its gonna be organized. Researching/Evaluating of Sources

Next you should do the research for your essay by finding background information on your subject. Finally you should evaluate the information you found, and use the best and most convincing facts into your writing. Work Cited Page – Explain and give an example of how to set up a works cited entry in both MLA and APA formats - there are subtle differences between each format, so be sure to identify them clearly.

MLA Format: To set up a work cited page in MLA format you have to first create a separate page, title it Work Cited, double-space, 12pt, TImes New Roman font, Indent the second and subsequent lines of citations by 0.5 inches, and add page number. The difference between MLA and APA are the titles. Example: Page number # Work Cited

Author’s Name, Title of Book, City:Publisher, Year.

Author’s Name, “Title of Article,” Title of Publication Date Published: Pages.

Pages.Date Accessed <Web address>.

APA Format: To set up APA format you have to create a separate page, title it Reference and bold it, 12pt, TImes New Roman font, Indent the second and subsequent lines of citations by 0.5 inches, and add page number. The difference between MLA and APA are the titles. Example: Page number # Reference

Author’s Name, Title of Book, City:Publisher, Year.

Author’s Name, “Title of Article,” Title of Publication Date Published: Pages.

Pages.Date Accessed <Web address>.

â&#x20AC;&#x2039;About the Author

Hi, my name is Daniel Diaz V. I am the fifth generation of Daniel in my family. I am 16 years old and my favorite holiday is Halloween. I love horror movies just as much as I love comic book movies and boy do i love comic book movies. The biggest thing that got me into comic book movies was not just the superpowers but it was also the technology. I mean look at Tony Stark, Peter Parker, Bruce Wayne, Harry Osborne, Reed Richards, etc. they all create such brilliant inventions that bring such powerful technology to the people in their books or movies. My favorite youtube channel is this channel called Hacksmith Industries and what they do is bring ideas from comics or books or movies into real life. He created a working Iron Man helmet, a real Iron Man repulsor, a real electron magnetic Captain America shield, a real Stormbreaker Axe from Thor that can conduct electricity and also did i mention...A REAL FREAKING LIGHTSABER!!!! I want the readers to know that not only is anything possible with enough will power and effort but that your dreams are not just dreams but can actually become reality if you truly believe they can and work hard for them to be real. Dream big, and remember to never stop trying because everything will work out one way or another but that's up to you how it turns out, your life is only in your hands...no one else's.