The Engineering Book of Writing by Bravo Grammar Con Online

Engineering Book of Writing

By: Alin Garcia

Table of Contents Page INTRODUCTION……………………………………………………………………………………………….3 ABOUT THE AUTHOR……………………………………………………………………………………….4 SECTION 1- PUNCTUATION AND CAPITALIZATION…..………………………………….5 SECTION 2- PARTS OF SPEECH……………………………………………………………………….8 SECTION 3- PHRASES…………………………………………………………………………………….17 SECTION 4- CLAUSES……………………………………………………………………………………20 SECTION 5- SENTENCES……………………………………………………………………………….25 SECTION 6- ESSAYS………………………………………………………………………………………30 DEDICATION………………………………………………………………………………………………….33

INTRODUCTION

Engineering, a topic of interest to those who like to problem solve and build new things to make the world better for everyone. An important aspect of engineering is knowing how to write properly, so this book will do just the trick. From the most simple topics in grammar and learning how to engage others in engineering, after reading this book you will increase your knowledge of engineering topics and grammar. Now, get ready to learn about the world of engineering and everything you need to know about grammar!

About the AuthorÂ Hi all! My name is Alin Garcia and I am interested in pursuing a career in engineering. I love that engineering allows people to challenge their problem solving skills and change the world with inventions that are designed to help with pending issues. In an environment where climate change and resources are an issue, engineers are very helpful, as they can design products that reduce damage to the environment! Reading about fictional worlds where there are inventions that we donâ&#x20AC;&#x2122;t see in our daily lives has been very interesting. Thank you for taking the time to read my book about engineering and grammar!

SECTION 1 PUNCTUATION AND CAPITALIZATION

1. . Period (used to end a sentence, abbreviations)- People can be introduced to engineering at a very young age. 2. , Comma (Used to the comma separates grammatical components of the sentence)- On Wednesdays, Ms. Jones introduces STEM activities to her students. 3. – Em dash (can take the place of commas, parentheses, or colons)However, when the materials needed for the cardboard card were delivered-which was ordered one month prior- the students had moved onto a new engineering activity. 4. - En dash (brings words together)- There are numerous fun-engaging activities to spark engineering interests in children. 5. : Colon (can be used for definitions, introducing lists)- There are numerous STEM projects to introduce engineering to kids including: a rubber band powered car, a paper tower, and a straw rocket. 6. ; Semicolon (separates two independent clauses)- Many kids are introduced to engineering at a young age; STEM activities are great ways to introduce people of all ages to engineering. 7. ? Question Mark (used at the end of a direct question)- What is the earliest age to introduce children to STEM activities? 8. ! Exclamation point (used to indicate exclamations)- The rubber band powered car is my favorite STEM activity! 9. ‘ Apostrophe (possession)- Jack’s paper tower was the tallest paper tower in the class. 10. “ ” Quotation Mark (indicates a material is being copied word per word)- A student once said “Engineering activities are my favorite!”. 11. … Ellipse (indicates something is left unsaid)- Could we do the other… Oh, this STEM activity seems interesting. 12. [ ] Brackets (includes something in a sentence)- The substitute teacher [Ms.T] had mentioned this week's engineering activity is messy. 13. ( ) Parenthesis (provide additional information)- The teacher (and the teacher’s assistant) gathered the materials needed to perform the STEM activity.

14. / Slash (indicate “or”)- Although STEM activities are meant to spark interest in engineering, each child will develop his/her interest in a future career at different ages.

Capitalization – Identify and create one (1) example sentence for each rule of capitalization. 1. Capitalize the first word of a sentence- Engineering activities help spark an interest in the engineering field. 2. Capitalize names and other Proper nouns- The student Jane will demonstrate a STEM activity to the class. 3. Capitalize the first word of a quote- Jack said, “I cannot wait to perform the STEM activity today!”. 4. Capitalize Days, Months, and Holidays, But Not Seasons- STEM activities on Tuesdays in October will be Halloween themed. 5. Capitalize most words in titles- 100 Easy STEM Activities by Andrea Scalzo Yi provides numerous STEM activities to do with children. 6. Capitalize Cities, Countries, Nationalities, and Languages- An Argentinian engineer from Buenos Aires will demonstrate how to do the lab, but they speak Spanish so we will need to translate. 7. Capitalize Time Periods and Events (Sometimes)- The Middle Ages provided many important engineering discoveries that influence today’s world.

SECTION 2 PARTS OF SPEECH

NOUNS Types of nouns: (device, Thomas Edison, aircraft, amazement) · Common Nouns: name a class of people, places, things, or ideas. EX: engineers, laboratory, machine, device, road . · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX: Boeing, Thomas Edison · Compound Nouns: consist of words used together to form a single noun. EX: Skyscraper, aircraft, background.

· Concrete Nouns: refer to material things, to people, or to places. EX: board, bridge, architect. · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. EX: joy, adventure, amazement.

Functions (How nouns are used): · Subject (comes before the verb) Electrical engineers work with huge power station generators. · Direct Object (comes after the verb and answers what or whom) Engineer students asked a chemical engineer to explain how they process food. · Indirect Object (answers to who or to whom) The civil engineer builds roads for drivers t o get to their destination safely.

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

our, ours your, yours their, theirs

Relative: Nominative who That

Objective whom that those/ this

Possessive whose of that

Interrogative: 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: The electrical engineer tends to compare herself to Edison’s work. to intensify a point: Industrial engineers can run businesses themselves with their knowledge of industries. 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: 10

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: Mechanical engineers design products. (mechanical engineers are the subject) Passive: Products are designed by mechanical engineers. (mechanical engineers are the subject but treated as the object) Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · Engineers enjoy solving problems at work. Participle: word ending in “ing” or “ed” used as an adjective · There really is no playing while working on projects. · The industrial engineer worked in several fields. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Engineers like to create projects.

ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper (This, friendly, Spanish engineers )

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings: Thoughtfully (-ly) , backwards (-wards), likewise (-wise) · Conversions: 11

Example: “Tremendous” becomes “Tremendously” “Frequent” becomes “Frequently” “Quick” becomes “Quickly” ·

Types: Manner, Frequency, Degree, Place, Time

Example Types: (Create one example each related to your subject) Manner – Mechanical engineers work on projects carefully. (How did they work?) Time – The electrical engineers instantly worked with electric-powered technology. (When did electrical engineers work on the technology?) Place – Civil engineers willingly a rrived at the city to fix the road. (Where were the civil engineers?) Degree – Edison’s exceptionally great invention cannot be forgotten. (How good is Edison?) Frequency – Engineers are consistently designing new projects. (How often are engineers working?)

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 aha, ahem, ahh, ahoy, alas, arg, aw. B bam, bingo, blah, boo, bravo, brrr. C cheers, congratulations. D dang, drat, darn, duh. E eek, eh, encore, eureka. F fiddlesticks. G gadzooks, gee, gee whiz, golly, goodbye, goodness, good grief, gosh. H ha-ha, hallelujah, hello, hey, hmm, holy cow, holy smokes, huh, humph, hurray O oh, oh dear, oh my, oh well, oops, ouch, ow P phew, phooney, pooh, pew R rats S shoo, shh T thanks, there, tut-tut U uh-huh, uh-oh, ugh W wahoo, well, whoa, whoops, wow Y yeah, yes, yikes, yippee, yo, yuck

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

SECTION 3 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 busy engineers wanted to improve their organization skills . Verb Phrase: A group of words consisting of verbs working together and function as a verb. She will be writing her goals in a to-do list. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. According to the speaker, one must stay focused when working. 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. Engineers hope to be organized like Thomas Eddison, the inventor of the light bulb, who is very accomplished. 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. By meditating, the engineer was able to relax. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The engineers were envious of the architect’s organized schedule. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. The engineers needed to organize their calendar.

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. Everyone needs to make sure they sleep well. 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. ○ Do you know what the engineer was doing? ○ I admire how the engineers work to stay organized. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ The reason that engineers are stressed is their disorganization. Some adjective clauses begin with relative pronouns: ■ Finding engineers who are organized is rare. Adverb Clause: Used to modify verbs, adjectives, and adverbs in an independent clause, introduced by a subordinating conjunction and used to indicate time, place, cause, purpose, result, condition, and/or concession. Modifying verbs: ■ The engineers did not know where to find their to-do list (place) ■ When the engineers finished, everyone celebrated. (time) ■ They made a new to-do list because they lost the old list. (purpose) Modifying adverbs: ■ Engineers studied harder than they usually did for regular tests. (condition) Relative Clauses: Dependent clause that begins with a relative pronoun. ○ It was helpful when the engineer helped me complete the project. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When writing, the engineer forgot her tasks. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ There were several books that the speaker suggested for organization. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ The project, which began six months ago, was finally completed!

SECTION 4 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 engineers slowly increased technology advances. Predicate – what the subject does The engineers slowly increased technology advances.

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Engineers have helped improve healthcare by improving medical technology. Imperative – a sentence that makes a command (ends with a period mark) Improve healthcare now. Interrogative – a sentence that asks a question (ends with a question mark) Why are engineers important to healthcare? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) Healthcare is improving!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Engineers affect the world. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Engineers influence our daily lives, but they are not appreciated enough.

Complex Sentence: A sentence with one independent clause and at least one dependent clause. Because the engineers work with technology, computers and the internet are now available. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Engineers influence our daily lives, after they have worked on technology, but they also work on improving other areas! 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. Engineers work in various environments, always eager to improve the world. 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. Always eager to improve the world, engineers work in various environments. 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. Engineers like to improve the world through medical and technological advances. 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. Engineers complete old projects and begin on new projects. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Engineers make the world what it is and it would be nothing without them. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Engineers planned, collected materials, completed the projects. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose.

Engineers plan projects and collect materials and complete projects and start on new projects . 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. Some say engineers change the world, others say doctors change the world, they say scientists change the world, they say essential workers change the world. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Engineers want the best, for people to be the best, and live their best lives.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. Today is the best day the engineers completed two projects! [WRONG] Today is the best day BECAUSE the engineers completed two projects! [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas The engineers are well organized, they are able to fix the world. [WRONG] The engineers are well organized. They are able to fix the world. [RIGHT]

Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because the engineers are problem solvers. [WRONG] Because engineers are problem solvers, they are able to work with different fields . [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 The engineers gave a machine to the doctor that helped identify diseases. [WRONG] The engineer gave a machine that helped identify diseases to the doctor. [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force

The engineers knew that it wouldnâ&#x20AC;&#x2122;t do them no good to look at social media. [WRONG] The engineers knew that it would not do them any good to look at social media. [RIGHT]

SECTION 5 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. Much of the technology used today was once considered impossible. From telephones, computers, and cars most luxuries we don’t acknowledge on a daily basis were once a thought. Most thoughts like one day founding a revolutionary company, may seem impossible upon hearing. However if founders of revolutionary companies like Jeff Bezos were able to make their dream a reality, then so can many others! Query Based (Question that brings the reader to the topic) Ex. Are all challenges and goals truly impossible? 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. Dreams are not impossible, they are challenges that one can overcome. Fact (empirically verifiable but often difficult to argue extensively about better used as evidence to support a claim) Ex. By setting dreams, one is motivated to work towards their dream. Opinion (personal position on a topic) Ex. Dreams can improve one’s self confidence. Belief (social, religious, or political in nature – an opinion held by many to be a fact, though it is not necessarily factual) Ex. Saying all dreams are impossible is 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. Not all dreams are impossible. Document Based (cites a specific source, author, and position on a topic) Ex. In Physics of the Impossible , Michio Kaku argues that things that seem impossible are only challenges that one can overcome by explaining the breakdown of the plan for developing new technology.

Theory (a statement that can be tested and potentially proven - often answers a research question) Ex. Dreams can lead to a world full of new technology advances. 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. Kaku elaborates on his claim by explaining the process that may take place in developing new technologies, with overcoming one challenge to move on with the project, and completing the project at the end. (preview of evidence) Ex. The author predicts the changes developing new technology can have on society in order to encourage people to continue dreaming. (purpose of thesis) Ex. This information about the connection of dreams being challenges that one can overcome, might lead to a world full of new technology. (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, numerous sources indicate that achieving dreams can lead to a world full of new technology. (Now every sentence in this paragraph must be related to the connection between dreams and new technology) Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) ORIGINAL QUOTE – “Time and again we see that the study of the impossible has opened up entirely new vistas, pushing the boundaries of physics and chemistry and forcing scientists to redefine what they mean by ‘impossible’." (Kaku 27). Ex. Several researchers agree, “Time and again we see that the study of the impossible has opened up entirely new vistas, pushing the boundaries of physics and chemistry and forcing scientists to redefine what they mean by ‘impossible’." (Kaku 27). Ex. “Time and again we see that the study of the impossible has opened up entirely new vistas, pushing the boundaries of physics

and chemistry and forcing scientists to redefine what they mean by ‘impossible’, ” according to several researchers (Kaku 27). Ex. Unfortunately for pessimists, “Time and again we see that the study of the impossible has opened up entirely new vistas, pushing the boundaries of physics and chemistry and forcing scientists to redefine what they mean by ‘impossible’." (Kaku 27). Ex. Unfortunately for pessimists,“Time and again we see that the study of the impossible has opened up entirely new vistas, [even] pushing the boundaries of physics and chemistry and forcing scientists to redefine what they mean by ‘impossible’." (Kaku 27). Ex. Unfortunately for pessimists,“Time and again we see that the study of the impossible has …. forc[ed] scientists to redefine what they mean by ‘impossible’." (Kaku 27). 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 – “Time and again we see that the study of the impossible has opened up entirely new vistas, pushing the boundaries of physics and chemistry and forcing scientists to redefine what they mean by ‘impossible’." (Kaku 27). Ex. PARAPHRASE – After many years of exploring things considered impossible, the word now has a new meaning. (Kaku 27) 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 – “Time and again we see that the study of the impossible has opened up entirely new vistas, pushing the boundaries of physics and chemistry and forcing scientists to redefine what they mean by ‘impossible’." (Kaku 27). Ex. SUMMARY – The definition of “impossible” has changed. 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. The future can change if people make their dreams a reality. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. A study in August 2014 by Professor Dr. Gail Mathews shows that achieving goals is easier by taking steps to motivate yourself then just thinking about achieving a goal. 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, it is more possible to achieve dreams and change the world by making a plan.

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 all dreams were impossible, we would not have all the technology advances we have today. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. As such, today’s technology is closely related to “impossible” dreams that with the help of science and alot of planning became a reality. Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. Thus as dreams of driving a car or turning on a light once seemed impossible, these dreams are now our reality through the hard work and dedication from those people who did not give up. 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 previous dreams that once seemed impossible, we can continue to dream and work to change our future.

SECTION 6 ESSAYS

Essays – Essays are short (usually formal) pieces of writing that share the author’s argument. Types – Persuasive (Argumentative) Persuasive (Argumentative) essays hope to persuade readers into believing in an idea or to do something. Expository (Informative) Definition or Description Process (How-to) Compare and Contrast Cause and Effect Expository (Informative) essays explain topics using reasoning and facts, none of which can be referenced by the writer’s opinions and emotions. Analytical/Critical Evaluative Interpretive Analytical/Critical essays tend to analyze a claim or argument made by someone else. The purpose is to increase the reader’s knowledge on the topic. Narrative (Tells a story) Personal Statement/Anecdote Narrative essays are often personal, anecdotal, and experiential. These essays allow the author to move their audience and allows for creativity. Research Research essays require the writer to conduct research on a topic and gather materials and sources. These materials and sources will then be used to inform the audience of what is said about the topic. Timed Document Based Question (DBQ) Synthesis Writers are required to use their knowledge to write an essay during a short period of time. These essays help determine how well one can write under pressure. Strategies/Planning Tips/Steps – Pre-writing/Prompt Analysis/Outlining

Pre-writing: Pre-writing is a process a writer undergoes before writing a paper. This process usually includes choosing a topic, taking notes, organizing your information, analysing information, and reading critically. Prompt Analysis: Prompt analysis includes analysing a prompt. A prompt tells the writer what to write about, what type of essay needs to be written, and who may be the writer's intended audience. Outlining: Outlining allows writers to organize their information. That can include organizing paragraphs or categorizing main ideas. Allowing the writer to gather all information needed to write their essay. Researching/Evaluating of Sources Researching: Research includes organizing, collecting, and analysing information about a topic. This allows the writer to increase their knowledge on a topic using scientific methods. Evaluating of Sources: Source evaluation is a process used to evaluate if the purpose of the source is appropriate for the essay. Not to mention, writers must also determine if the sources are reliable to use in their essay. Work Cited Page – Is usually at the end of your research paper on a separate page. The page should be labeled “Works Cited” and centered. MLA Format When citing a source using MLA format, one must use the following format: Author's Last name, First name. "Title of Source." Title of Container, other contributors, version, numbers, publisher, publication date, location. Ex: Gage, John T., editor. The Promise of Reason: Studies in the New Rhetoric. SIU Press, 2011. APA Format When citing a source using APA Format, one must use the following format: last name and the year of publication, page number Ex: (Smith, 2020, p. 170).

DEDICATIONÂ I would like to dedicate this book to all the engineers (past and present) that have impacted the world with their amazing discoveries and inventions. Iâ&#x20AC;&#x2122;d additionally like to thank my family who has guided me through my journey in school and outside of school. From helping me on late nights or showing me basic knowledge that I will need in the future. Thank you!