The Rules of Football and Writing by Bravo Grammar Con Online

The Rules of Football and the Book of Writing Written By: Daniel Garcia

“Soccer is simple but it is difficult to play simple.”- Johan Cruyff

Introduction As a footballer/soccer player we all know we have to be disciplined, active with the team, communicative. In other words we need rules to be organized and efficient on the field and on the writing. Yes writing, we need to learn the writing due to having active communication and for applying for future pro teams. For the time being left read the book, analyze it and read what it takes to be a real footballer.

About the Author Hello, my name is Daniel Garcia, as you guys all know ,soccer is a sport that everyone loves. Due to the circumstances we all have during this time many of us can't play a sport that we love. Creating this book was a way of bringing back memories of the times I played for my high school. And I hope to do the same with you guys. To unlock some memories from the past whether it's soccer or anything else. Thank you for taking your time to read.

Table of Contents Introduction

About the Author

Punctuation and Capitalization

Parts of Speech

Phrases and Clauses

PARAGRAPHS

ESSAYS

Punctuation and Capitalization 1. 2. 3. 4. 5.

. Mr. made me do more homework. , It was Marcus, Rashford, Gabriel, and Jessica – Please call Mr. Wick - on friday : He is going to buy three thing: a garbage can, a hat, and a chair ; There are so many thing to do; two of those things are cleaning up, and throwing the trash away 6. ? interrogative, Hello? 7. ! exclamatory, Bye! 8. ‘ There’s so many things 9. “ ”he said, “hi” to Jessica 10. … Hello... 11. [ ] I wished that someday I would be able to see him [Santa Claus] 12. ( ) Please use the instructions (the instructions are included in the box below.) 13. / and/or

Rules of Capitalization ● Capitalize the title's first and last word. ● Capitalize all adjectives, adverbs, and nouns. ● Capitalize all pronouns (including it). Ex. They Sadly all wanted to play for their national team rather than their club.

Parts of Speech NOUNS Types of nouns: (William, boys, delight, suitcases, furniture) · Common Nouns: name a class of people, places, things, or ideas. EX:firefighters, living room, speaker, a slide. · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX: Harvard University·

Compound Nouns: consist of words used together to form a single noun. EX: suitcase, firefighter,·

Concrete Nouns: refer to material things, to people, or to places. EX: phone, computer, food

· Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. EX:exciting, sadly, hopefully.

Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Daniel played with many people at the arcade games.. · Direct Object (comes after the verb and answers what or whom) We all told Joseph to play with us. · Indirect Object (answers to who or to whom) All teachers gave a special diploma to their special students..

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

our, ours your, yours their, theirs

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: I myself think I can do it all We all wanted one but she bought it for herself. to intensify a point: 7

The coordinator himself delivered the speech. Even though it was hard work, “I can finish the job myself” the student 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: Teachers did not receive a gradebook Passive: The gradebook has not come to the teachers.

Verbals: (VERB FORMS NOT USED AS VERBS)

Gerund: word ending in “ing” used as a noun. · We were all hoping she did it.. Participle: word ending in “ing” or “ed” used as an adjective · We really used all the paint. · We will not clean the bulked car. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Josue likes to feed the birds.

ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper (those, red, little)

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (The deadly tiger almost killed the baby.) –ly, -wards, -wise · Conversions (Scientifically, Technically, mathematically) · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – We all waited for her to tell her mother. Time – Felix will take as long as he wants Place – We were forced out of the restaurant. Degree – Ms. Sam did a great job. Frequency – I will work the slowest I can

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.

Transitions of Logic Chart

Addition

Milder

Stronger

a further and and then then also too next another other

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

nor

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

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. Many of my teammates were eating. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. We had three games, and were all going to be playing all day.. 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 coach welcomed many of his players to his field. 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. Lionel Messi, a soccer player, became an idol to many of his fans. 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. I came from a match. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. I carried my team. . ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. We to won our fixture.

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. We will not take a loss for the day. 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. ○ The game made who I am today ○ We will have a positive income despite our opponent. ○ Our coach made it obvious he was mad. ○ We all carefully checked if our equipment was all there.. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ This school is known for the athletes that are made. ○ There is a cream that I need, for my injury. ○ The grade that you wanted is clearly within your grasp. Some adjective clauses begin with relative pronouns: ■ It is pretty clear that our captain gained the most votes to be captain. ■ There goes the coach that usually gives us workouts. ■ Our coaches our so talented that they can make show us the skill that we all contain ■ Lets go! This is the win we desperately needed ■ We invited our teammate whom did not come. ■ Do you refer to this practice? ■ Samantha is an athlete who easily shrugs off criticism. (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: ■ Unfortunately they parked the bus and we couldn't get through and win. ■ Will we finally win our first game? ■ We gave up after they scored the fifth goal and because we were all tired ■ The coach was talking in a sad way as if he was going to leave us. ■ Suzy studied harder than her sisters typically did. (condition) Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The student who finishes first will earn an indulgently tasty cookie. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When driving, the instructor keenly keeps her eyes on the road. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The course that most interests Mr. Marks is clearly AP English Literature.

Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ Mr. Fette’s choir lessons, which began six months ago, are regretfully 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 elite players played for the team. Predicate – what the subject does The elite players played a new style of football never seen before

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Online learning is not very productive. Imperative – a sentence that makes a command (ends with a period mark) Pass the ball. Interrogative – a sentence that asks a question (ends with a question mark) Can you play in that position? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) We Won!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Most teams in the league play simple football. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). We can all be good, but we need practice 17

Complex Sentence: A sentence with one independent clause and at least one dependent clause. If we practice enough, the league can be won Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Whether we practice or not, we can still lose, so that's why we got to give it our best. 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. Soccer is the most played and watched sport in 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. Whether you like soccer or not, it can always be a career for you.. 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. Soccer players tend to workout, for the better of the team, and to improve their performances. 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. Many soccer players spend their day training and later playing. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Each player makes what the team is and without them there would be no team. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Bravo students typically exhibit studiousness, tenacity, grit, excellence. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose.

Bravo students typically exhibit studiousness and tenacity and grit and, ultimately, excellence. 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, high school can be the best time of their lives, while for others high school is the worst part of their lives, but most will agree that high school can feel like the longest part of their lives. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Each player works on their fitness, and their stamina, on their skills just to get better at the gamel.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. The players were tired because they trained so many times today. Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas We need to stop the game, one of the players, my friend, was injured, and had to be rushed to hospital because he had a fracture in the skull

Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause The players were caught off guard because they counter attacked, meaning that they had to fall back on defense 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 hamburgers to all his players and coach staff. Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force My teammate knew that it will not be good to foul someone when he had a yellow card.

PARAGRAPHS Paragraphs – a group of sentences that together convey a shared purpose structured around the same topic. Introductory Paragraphs (Introductions) Hook (Lead) – can begin with the title Anecdotal (Brief story to set the mood and lead the reader into the topic) Ex. The game and the characteristics of Football have been out for many years. It has been said by many historians that its origins come from many places. These places include central america during the time of the aztecs and in Europe during the renaissance. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Ex. Can Football really become an actual career for many people? 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. Football can be seen as a job and should ot be ignored as a career. Fact (empirically verifiable but often difficult to argue extensively about better used as evidence to support a claim) Ex.Football does take imensive skill. Opinion (personal position on a topic) Ex.Football can be considered the best sport. 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.Racism in Football is very indeed wrong and should not be tolerated. 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.Benefits in football can help a person. Document Based (cites a specific source, author, and position on a topic) Ex. According to Pep Guardiola =, ex manager of Barcelona, his tactics were, take the ball, pass the ball

Theory (a statement that can be tested and potentially proven - often answers a research question) Ex.Football can lead to injuries. 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. We as players need to understand that playing with an injury can be really bad. It can cause a greater injury as many players have done it before and has never ended well. Ex. The author examines the often-disturbing state of meat production in order to discourage people from consuming so much fast food. (purpose of thesis) Ex. This information about the connection between football and american football is just not right. American football has shown it takes much more athleticism than football.

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. Forbes has actually stated that football can help get out of poverty. (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 – “Its easy to play football but its hard to play simple football.” (Cruyff)Ex. Several researchers agree, “Fast food can have adverse effects on people’s health” (Schlosser 73). Ex. He stated that he was tired of being injured.”(Koeman 15) Ex. “The coach gave me the greatest opportunity of my life.(Koeman). Ex. Unfortunately for patrons, “Fast food can have [horribly] adverse effects on people’s health” (Schlosser 73). Ex. Unfortunately for patrons, “Fast food … [a]ffects … people’s health” (Schlosser 73). Examining the Evidence

Paraphrasing (rewording of a quote into other words of the same length without quotation marks, but still citing the source - useful for examining the quote and transitioning to your analysis of the quote) ORIGINAL QUOTE – “Football can cause many injuries during the time you play it. (Koeman76) Ex. PARAPHRASE – You can suffer so many injuries in your career as a footballer (Koeman 76) 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 – “You play football for the love of the sport not for the money” (Messi 31)Ex. SUMMARY – Fast food can be unhealthy. 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. You might avoid some injuries if you stretch. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. New studies have shown that more women in the U.S. are showing interest in this sport. It has become a big sport for both men and women. 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) Football is one of the most popular sports in the world.

ESSAYS Essays – An Essay is a writing that consists of an introductory paragraph a # of body paragraphs and a conclusion paragraph. An essay is used to persuade someone. To inform someone, or to compare something or someone. Types – A Persuasive essay is used to persuade the reader into their argument and make them side with you An expository essay is used to explain or to inform someone about a subject. An analytical or critical essay is satting your opinion or evaluating a piece of reading and stating what it says or what you think about it. A narrative essay basically a story whether is fiction or nonfiction A research or timed essay is and essay that is based on questions and synthesis Persuasive (Argumentative) Expository (Informative) Definition or Description Process (How-to) Compare and Contrast Cause and Effect Analytical/Critical Evaluative Interpretive Narrative (Tells a story) Personal Statement/Anecdote Research Timed Document Based Question (DBQ) Synthesis Strategies/Planning Tips/Steps – Start off with a hook after giving credit to your main source for example if its a book you're analyzing. Then state your thesis. After mentioning or proving your thesis with body paragraphs. AFter restate your thesis in your conclusion Pre-writing/Prompt Analysis/Outlining Researching/Evaluating of Sources

Work Cited Page – .Toward a Recovery of Nineteenth Century Farming Handbooks While researching texts written about nineteenth century farming, I found a few authors who published books about the literature of nineteenth century farming, particularly agricultural journals, newspapers, pamphlets, and brochures- MLA Format Today, SETs play an important role in teacher assessment and faculty development at most universities (Davis, 2009). Recent SET research practically takes the presence of some form of this assessment on most campuses as a given. Spooren et al. (2017), for instance, merely note that that SETs can be found at “almost every institution of higher education throughout the world” (p. 130)-APA Style

Dedication To A book that brings memories should be based on a person who has unlocked and created memories for you. That is the reason why I am dedicating this book for my uncle. He has the same love for the same sport as I do. He has cared for me and has almost been like a third parent for me. Despite not seeing him due to many restrictions I dedicate this book towards him. Thank you.