The Grey Grammatical Method Book of Writing
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The Grey Grammatical Method Book of Writing By: Samantha Perez Limon
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Table Of Contents Introduction……………………………………………………………..4 About the Author……………………………………………………………..5 Dedication ……………………………………………………………………………6 Section 1- Punctuation and Capitalization ……………………………7 Section 2- Parts of Speech………………………………………………10 Section 3- Phrases and Clauses……………………………………………19 Section 4- Sentences……………………………………………22 Section 5- Paragraphs……………………………………………26 Section 6- Essays……………………………………………30
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Introduction Welcome! This is your starting line. This is your arena. How you learn to improve your writing, that's up to you. This book's theme is no other than Grey’s Anatomy. Through this theme, learning the anatomy of writing will be an enjoyable and engaging experience. Mostly, everything would include examples of the main cast. The Grey Grammatical Method Book of Writing is solely for those who wish to improve their writing skills or just like to read Grey’s Anatomy themed books. Don't worry there won't be any spoilers of the new season!
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About the Author
Hi, I am Samantha Perez Limon and I am a big fan of Grey's Anatomy. I love how all the characters have different personalities and backgrounds. In addition the show speaks on current events in the nation, which is something many shows don't put out there. What I love to see the most is the development of the characters. Seeing how they help people on a daily basis is what inspired me to chase a career in the medical field. I hope you feel as inspired as I was when writing this book. Enoy!
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Dedication
I want to dedicate this book to my mother and all my fellow Grey's Anatomy lovers. <3
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Section 1 Punctuation and C apitalization
Punctuation-a mark (a coma, parenthesis, etc.) used to separate sentences in literature in order to convey meaning Punctuation Marks: . ? ! ; : , “” … [ ] ( ) ‘ / <> { } - Terminal Points
Pausing Points
Quotations
Other Punctuation
Hyphens 1.
Period (this mark is used to end a sentence) a. Ellis Grey has alziehmers.
b. Derek Shepherd is McDreamy. 2. Question (a question mark is used at the end of a question) a. Did Richard Webber have an affair with Ellis Grey?
b. Is Critina Yang nervous about being pregnant with Dr. Burke's baby? 3. Exclamation (an ! mark is utilized when one is surprised or enforcing emphasis) a. Derek Shepherd is married to Addison Montgomery!
b. George O'Malley was filled with anxiety not knowing if Callie would find out about his unfaithful night with Izzie! 4. Semicolon (a semicolon is used to pause between two main ideas)
a. Grey Sloan Memorial Hospital was split into two teams before: Mercy West Hospital; and Seattle Grace Hospital.
b. Mark Sloan had to choose between: Callie (carrying his unborn baby); or Lexie Grey (the love of his life).
5. Colon (the mark : is put to separate two clauses when one part explains more in depth than the other)
a. Cristina is known for being: a shark, competitive, and knowing what she wants.. b. The hottest men on Grey Anatomy are: Grey Sloan, Derek Shepherd, Jackson Avery, and Andrew De Luca.
6. Comma (a comma is used to pause, list, and mark a place in numbers) a. Izzie needs to get flour, blueberries, and eggs for her muffins.
b. Zola needs Meredith to buy a pack of pencils, glue, and highlighters for school. 7. 7
c. Miranda Bailey thinks the correct answer is 17,000.
Quotation (the “” mark is applicable when someone is saying or said something)
a. Cristina told Meredith, “He’s very dreamy, but he's not the sun, you are”. b. Ellis Grey once said, “the carousel never stops turning”.
8. Ellipses (an ellipsis mark is too remove information that is irrelevant)
a. If Mark would have known about the plane crash... he would have gotten back together with Lexie. b. Ellis Grey should have been more... affectionate towards Meredith.
9. Brackets (brackets are useful when seperating words from the original context)
a. Alex Karev [the defendant] had to show up to court to face Andrew De Luca [the plaintiff].
b. She [Cristina] was determined to get an abortion, although her husband [Owen] wanted kids so badly. 10. Parenthesis (show additional information)
a. Benjamin and Rosalinda (originally Benjamin's brother but turned into his sister) love to go hiking.
b. Meredith missed Cristian (Meredith's best friend) so much when she moved to Switzerland to take over Burkes (Cristinas ex-boyfriend) Hospital.
11. Apostrophe (represents missing letters and shows possession)
a. It’s snowing so hard that Cristinas car is already covered in a blanket of snow. b. There wasn’t enough space in the ER so Miranda had to clear the cafeteria to care for severely burned victims.
12. Slash (means per, and, or; a choice between paired or multiple terms; an abbreviation ) a. Mark Sloan likes his coffee w/o vanilla.
b. Cristina Yang says the heart beats 60-100/minute.
13. Angle Brackets (for side comments; quotient marks)
a. <Miranda start reading script> “I am the nazi”. b. <Lexie starts to sing> “breathe just breathe”
14. Braces (rarely used in english, but mostly used in math, music, and poetry ) a. Jo Wilson told Miranda that A={1,2,3}.
b. Tuck asked Miranda if the answer was A={6,8,10}.
15. Hyphen (divides a word and im compound words ) a. Mark Sloan lived from 1968-2012.
b. Penny and Callie were not going to last long-term if they went for a long distance relationship.
Capitalization- utilizes capital letters at the beginning of a word The following are capitalization rules:
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I.
Capitalizing the first letter of a sentence a. George O’Malley helped deliver Dr. Baileys son.
II.
Capitalizing Names and Other Proper Nouns (cities, religions, companies, political parties, etc) a. Cristina got PTSD after the hospital shooting. b. Meredith was distraught seeing Derek get shot, causing her to miscariage.
III.
c. Cristina and Meredith work at Gr ey-Sloan Memorial Ho spital.
Capitalize the First Words of a Quote (on some occasions)
a. Miranda Bailey said, “I’m short, so my punches land low”. IV.
b. Derek’s modo was, “It ’s a great day to save live”.
Capitalize Holidays, Months, and Days
a. Meredith will celebrate Mother’s Day with Derek and Zola. b. Teddy’s friend died on the 11th of September. V.
c. Cristian hates Mondays.
Capitalize Titles
a. Zola loves to read a book called M idnight M o on.
b. Dr. Shepherd was greatly missed at Grey Sloan Memorial hospital. VI.
Capitalize Events in History a. Greys Anatomy was filmed during Modern Times.
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Section 2 Parts of Speech NOUNS Types of nouns: ·
Common Nouns: name a class of people, places, things, or ideas. EX: hospital,
stethoscope, surgeons, airport, plane. ·
Proper Nouns: give the name or title of a particular person, place, thing, or
idea (must be capitalized). EX: Grey-Sloan Memorial Hospital, Seattle, The Avery Foundation. ·
Compound Nouns: consist of words used together to form a single noun. EX:
Aircraft, lifespan, friendship ·
Concrete Nouns: refer to material things, to people, or to places. EX: Paper,
mug, clip, salt, apple ·
Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. EX:
Humble, chaos, success, brilliant, sorrow Functions (How nouns are used): · ·
Subject (comes before the verb) Dr. Webber h ad to fire employees to make room for the merger.
Direct Object (comes after the verb and answers what or whom)
Dr. Bailey asked Dr. Parker why he was banned from owning a computer. 10
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Indirect Object (answers to who or to whom)
Meredith Grey gave an application to her pupil to escape I.C.E.
PRONOUNS Pronouns take the place of nouns that have been established. Personal: Nominative (subjects)
Objective (objects)
I/we
me/us
you/you
you/you
He, she, it, one/they
him, her, it, one/them
Possessive
My, mine
our, ours
Your, yours
your, yours
His, her, hers, its, one’s
their, theirs
Relative: Nominative
Objective
Possessive
who
whom
whose
That
that
of that
those/ this
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: ➢ Amelia Shepherd pushes herself m ore harshly than her patients. ➢ Catherine bought herself two hospitals. to intensify a point:
➔ Derek Shepherd himself delivered the speech.
➔ Even though it was hard at first, “I can finish the job myself” Meredith Grey thought.
Demonstrative: this, these
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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
present
future
past
present perfect
future perfect
past perfect
present progressive
past progressive
present perfect
simple present
progressive
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 interns got their score in the mail. (interns are the subject) Passive: The mail has brought the grades to the interns. 12
(interns are the subject but treated as the object) Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. ·
Stephanie Edwards enjoys researching on the internet.
Participle: word ending in “ing” or “ed” used as an adjective · ·
There is no running on the sixth floor.
Mark carefully drove past the deserted bar.
Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs ·
Maggie Pierce likes to run in the morning. ADJECTIVES
Adjectives modify, describe, limit, and identify nouns and pronouns. ·
Kinds: Demonstrative, Common, Proper
Demonstrative- This stethoscope belongs to me. Common- The weather is cloudy in Seattle.
Proper- Dr. Bellow is Salvadorian.
ADVERBS Adverbs modify verbs, adjectives, and other adverbs. ·
Endings –ly: costly -wards: upwards -wise: clockwise
·
Conversions
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“Dead” becomes “Deadly”
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“Slow” becomes “Slowly”
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“Sudden” becomes “Suddenly” ·
Types: Manner, Frequency, Degree, Place, Time
Example Types: (Create one example each related to your subject) Manner – Owen Hunt answered his pager quickly.
Time – Dr. Yang will leave for Sweden immediately.
(How did he answer?)
(When will she leave?)
Place – Lexie Grey was willingly here earlier today working with Mark Sloan. 13
(Where was she?) Degree – Meredith Greys exceptionally good surgical skills cannot be over-recognized.
(How good is she?) Frequency – April Kepner is consistently pleasant to family members and staff. (How often is she pleasant?) CONJUNCTIONS Coordinating (FANBOYS): for, and, nor, but, or, yet, so Correlative: Either/or; neither/nor; not only/but also; both/and; whether/or; as/so
Subordinate: after, though as, as if, as long as, as thought, because, before, if, in order that, provided that, since, so, so that, that, though, till, unless, when, where, whereas, while Relative pronouns: who (refers to people), which (refers to 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.
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adios
alleluia
all hail
aloha
ay
Bah hambug
bleep
brrr
bye
ciao
cripes
eureka
fiddlesticks
gadzooks
goodbye
great
ha-ha
heigh-ho
hello
holy cow
holy smokes
hot diggity dog
hurray
hush
jeepers
jeepers creepers
lo and behold man
my word
oh
oh my
oh well
ooh
ow
phooey
pow
presto
pshaw
right-o
shh
shoo
so long
thanks
touché
ugh
uh-huh
uh-oh
voila
wahoo
wham
whoopee
whoops
whoosh
yea
yeah
yippee
yo
yuck
yummy
zap
Transitions of Logic Chart
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Addition
Comparison
Milder
Stronger
a further
further
and
furthermore
and then
moreover
then
in addition
also
additionally
too
besides
next
again
another
equally important
other
first, second
nor
finally, last
just as ... so too
similarly
a similar
comparable
another... like
in the same way likewise
Contrast
but
however
yet
still
and yet
nevertheless
still
on the other hand
otherwise
on the contrary
or
even so
though
notwithstanding
but another
for all that
rather
in contrast alternatively at the same time though this may be otherwise
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instead nonetheless conversely
Time
Purpose
then
meanwhile
now
at length
soon
presently
afterward
at last
later
finally
shortly
immediately
earlier
thereafter
recently
at that time
first, second, third
subsequently
next
eventually
before
currently
after
in the meantime
today
in the past
tomorrow
in the future
to do this
to this end
so that
with this object for this purpose for that reason because of this in order to
Place
there
at that point
here
opposite to
beyond
adjacent to
nearby
on the other side
next to
in the front in the back
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Result
so
hence
and so
therefore
then
accordingly consequently thus thereupon as a result in consequence
Example
that is
for example
specifically
for instance
in particular
an instance of this
for one thing
this can be seen in
Summary and
in sum
in short
Emphasis
generally
on the whole
after all
as I said
by the way
in other words
in general
to be sure
incidentally
in fact
naturally
indeed
I hope
clearly
at least
of course
it seems
anyway
in brief
remarkably
I suppose
I think assuredly definitely without doubt for all that on the whole in any event importantly certainly
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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 interns were sick of not getting practice and tried to take out Sadie’s appendix. Verb Phrase: A group of words consisting of verbs working together and that function as a verb.
M.A.G.I.C. knew they would be working hard during their internship.
Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb.
Derek Shepherd was warmly welcomed aboard the ferry boat.
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.
Owen Hunt, a new head of trauma, stabbed pigs to teach his students.
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.
Staying in the same place, the surgeons were able to be rescued.
●
Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective.
●
Amelia did drugs in an abandoned car.
Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. Multiple med-students were ready to study for various tests during med school.
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”)
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INDEPENDENT – CAN stand alone as a c omplete sentence, known as a simple sentence pattern.
Being a surgeon requires multiple years of experience. DEPENDENT (SUBORDINATE) – CANNOT stand alone as a complete sentence
and MUST begin with a SUBORDINATE CONJUNCTION. There are seven (7) kinds:
Noun Clause: Used as the noun in a sentence and may function as a subject, a predicate noun, a direct object, an object of a preposition, an indirect object, or an appositive. ○ ○ ○ ○
Where he was taught firmly made the chief who he is.
Cautiously give whoever walks in a temperature check.
Dr. Bailey was very happy and it was totally obvious it was Dr. Warren. Dr. Koracick cleverley checked what he had for COVID supplies.
Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○
This is the hospital where surgeons triumphantly win awards. (“where” is an introductory word)
○ ○
There is the 3D printer that I absolutely needed.
The grant that you wanted is only a few pages away from happening. Some adjective clauses begin with relative pronouns: ■
Ellis Grey is obviously the one who got the most awards at her age. (ONE is the antecedent of WHO and is modified by the adjective clause.)
■
There goes the surgeon who has a deathwish . (SURGEON is the antecedent of WHO and is modified by the adjective clause.)
■
Meredith Grey believes that the air transmits COVID-19.
■
Is this the surgical procedure that you so vehemently want? (that is the
■ ■ ■
direct object of want)
Amelia is the girl whom he asked to marry him. (whom is the direct object of asked. )
The patient's records to which you refer has sadly been lost. (which is the object of the preposition to.)
Dr. Bailey is an empowered woman 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: ■
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They placed the lap pads where a few could see it. (place)
■
When the sunrise, everyone left the hospital. (time)
■
Meredith Grey left Seattle because she was grieving. (purpose)
■
Mark Sloan talked to the board as if he were passionately running for re-election. (condition)
Modifying adjectives: ■ ■
Residency seems to drag on twice as long as it should be. (how much) Alex Karen is as burdened with a past as Jo Wilson. (to what extent)
Modifying adverbs: ■
Jo Wilson studied harder than her co-workers typically did. (condition)
Relative Clauses: Dependent clause that begins with a relative pronoun. ○ ○
The surgeons who finish first will perform the first penis transplant.
Elliptical Clauses: Adverb clauses in which part of the clause is omitted.
○
When in surgery, the surgeon must look out for bleeders.
○
Essential Clauses: Clauses necessary to the meaning of the sentence.
○
The specialty that most interests Cristina is clearly cardio.
Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○
Dr. Shepherds lessons, which began 2 months ago, have been cancelled.
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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 Chief Webber patiently read through the new COVID procedures.
Predicate – what the subject does Chief Webber patiently read through the new COVID procedures.
Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Studying real surgical cases helps residents better perform for the boards. Imperative – a sentence that makes a command (ends with a period mark) Learn to diagnose the ER patients correctly. Interrogative – a sentence that asks a question (ends with a question mark) Why would anyone not know how to do a whipple stitch? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) Cristina got elected for the Harper Avery Award! Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Maggie Pierce likes to run laps to stay in shape.
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Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Developing surgical skill takes time, but it can be accomplished. Complex Sentence: A sentence with one independent clause and at least one dependent clause.
Maggie Pierce was still one of the most gifted surgeons, despite her skipped years. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause.
Whether she planned ahead or not, since Sadie got here, she’s been nothing but a bad influence. 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. Medical School will be difficult, if you put your mind to it anything is possible. 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.
If you put your mind to it anything is possible, Med-School will be difficult. 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.
Future surgeons tend to be driven with competitiveness, memorize many medical conditions, and succeed where others fail. Balanced Sentence: A sentence where phrases or clauses at the beginning and the end parallel each other by virtue of their likeness of structure, meaning, or length - this sentence requires symmetry.
Residents spend their days hunting for surgical cases and at nights dreaming of performing award winning surgical procedures. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry.
Miranda Bailey is the spirit of the Grey-Sloan Memorial Hospital and it would be nothing without her.
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Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose.
Surgeons typically exhibit leadership, empathy, honesty, excellence. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose.
Surgeons typically exhibit leadership and empathy and honesty, and in the end, 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 some residents, their residency year can be the best time of their career, while for others residency year can be the worst years of their career, but most will agree that residency year keeps you on your toes. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words.
Interns often spend their day doing grunt work for their resident, their nights filling charts for their resident, their breaks fetching coffees for their resident so that sometimes it can feel like they live only to serve their resident. Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation.
Lexie Grey wanted to stop reading old patients charts she needed to check on her current patients vitals she was mentally exhausted. [WRONG] Lexie Grey wanted to stop reading old patients charts BECAUSE she needed to check on her current patients vitals AND she was mentally exhausted. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas
Lexie Grey wanted to stop reading old patients charts, she needed to check on her current patients vitals, she was mentally exhausted. [WRONG] Lexie Grey wanted to stop reading old patients charts. She needed to check on her current patients vitals; she was mentally exhausted. [RIGHT]
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Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause
Because the board exam was coming up.[WRONG] Because the board exam was coming up, they had to review immediately.[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 meet n greet, the chief gave their lives the greatest speech. [WRONG] At the meet n greet, the chief gave the greatest speech of their lives. [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force
The attending knew that it wouldn’t do them no good to waste time. [WRONG] The attending knew that it would not do them any good to waste time. [RIGHT]
Section 5 25
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. Everyone wishes they could go back to their teenage years. At that age, many experience their first love, adventures, and taste a bit of independence. And with independence there comes responsibility. Sadly, some make the wrong decisions and come in contact with people who only have sinister intentions in mind. As children, they are bound to be naive, but those who are adults should know when they are in the wrong.
“you”)
Query Based (Question that brings the reader to the topic - avoid second person POV Ex. Does lowering the age of consent attract predators or protect children?
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. Lowering the age of consent would only attract predators and should not be
permitted.
Fact (empirically verifiable but often difficult to argue extensively about - better used
as evidence to support a claim)
Ex. 82% of victims who are minors are female.
Opinion (personal position on a topic)
Ex. Changing the age of consent is absurd. 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. Indulging in sex with a minor is a sin.
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. Little less than half of assault or rape victims are below the age of consent.
Document Based (cites a specific source, author, and position on a topic)
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Ex. The NSPCC, or the National Society for the Prevention of Cruelty to Children,
states that five child sex offences are reported every hour.
Theory (a statement that can be tested and potentially proven - often answers a
research question)
Ex. Lowering the age of consent could double the amount of sexual assualt and rape
cases. Clarification/Expansion of Thesis (could extend the thesis, preview the evidence supporting the thesis, give the purpose of thesis, establish the importance or significance of examining the intricacies of the thesis – this could be several sentences long)
Ex. The NSPCC expands on it’s claim by illustrating a chart showing the
statistics rates of cases reported and provides real life scenarios.(preview of evidence)
Ex. The organization speaks out on this topic in order to bring awareness and
encourage victims to speak up or to help others read signs of sexual abuse, assualt, rape. (purpose of thesis)
Ex. This information about sexual abuse, assault, and rape could be crucial in helping
someone prevent suicide, psychological breakdowns, and ultimatley save the victim. (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 there have been many cases
where those in power over a child have taken advantage of them. (Now every sentence in this paragraph must be related to the connection between fast food and health) Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) ORIGINAL QUOTE – “Fast food can have adverse effects on people’s health” (Schlosser 73). Ex. Several researchers agree, “We have consistently highlighted the
growing levels of abuse and harm children are facing on social media platforms, and we believe that the problem has been made worse by coronavirus.” (NSPCC 3). Ex. “We have consistently highlighted the growing levels of abuse and harm children are facing on social media platforms, and we believe that
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the problem has been made worse by coronavirus,” according to several researchers (NSPCC 3). Ex. Unfortunately COVID has worsened these conditions, “We have
consistently highlighted the growing levels of abuse and harm children are facing on social media platforms, and we believe that the problem has been made worse by coronavirus,” according to several researchers (NSPCC 3). Ex.Unfortunately, COVID has worsened these conditions, “We have consistently highlighted the growing levels of abuse and harm children are facing on social media platforms, and we believe that the problem has been made worse by coronavirus” (NSPCC 3). Ex.Unfortunately, the pandemic has worsened these conditions, “the growing levels of abuse and harm children are facing on social media platforms...the problem has been made worse by coronavirus” (NSPCC 3). 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 – “We have consistently highlighted the growing levels of abuse
and harm children are facing on social media platforms, and we believe that the problem has been made worse by coronavirus.” (NSPCC 3) Ex. PARAPHRASE – The NSPCC has spoken about the spike of abuse cases through social media and it may be worsened during the pandemic. (NSPCC 3). 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 – “We have consistently highlighted the growing levels of abuse
and harm children are facing on social media platforms, and we believe that the problem has been made worse by coronavirus.” (NSPCC 3) Ex. SUMMARY – The pandemic has magnified the rate of abuse.
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. Abuse cases may decrease if children learn how to speak out.
Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote)
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Ex. According to a pdf published May 2017 by SMART, male sex
offenders have a significantlly higher rate of reoffending than females. 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, multiple minors are already in a position to be exploited.
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 it was truly safe to lower the age of consent, there would not be a rise in sexual abuse cases.
Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. As such, the use of social media seems to be one of the main factors connected to sexual abuse cases. Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. Thus, research has proven that naive decisions involving online
friends are not only honest misunderstandings, but may end a replay of traumatic experience for the rest of their life. Final Sentence (connects to the hook and finishes the essay (finish your argument) – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…) Ex. With all the real scenarios presented, maybe carrying a self defense weapon would be best just in case.
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Section 6 Essays Essays – An essay is a response consisting of multiple paragraphs on a specific topic or question to inform or persuade the reader.
Types – Explain each type of essay and state its purpose Persuasive (Argumentative) A persuasive essay incorporates the use of convincing techniques and research.The purpose of a persuasive essay is to influence the reader to agree with the writer's point of view. Its purpose is to persuade the reader. Expository (Informative) Definition or Description Process (How-to) Compare and Contrast Cause and Effect An expository essay clarifies a topic for the reader. Above are the types of expository essays. Its purpose is to inform the reader. Analytical/Critical Evaluative Interpretive 30
An analytical/critical essay breaks down a topic in a clear manner to further the comprehension of the reader. However, a critical essay also explains how these literary terms were used and if their point was made. Above are the types of analytical essays. Its purpose is to inform the reader. Narrative (Tells a story) Personal Statement/Anecdote A narrative essay is written in terms of a short story, but its format is that of an essay. Its purpose is to entertain the reader. Research Timed Document Based Question (DBQ) Synthesis Strategies/Planning Tips/Steps Pre-writing/Prompt Analysis/Outlining -
First, you must know who the audience is or in other words the purpose When analyzing the prompt, you must know what it’s asking for and how
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to answer the whole term.- Create a thesis statement. A thesis statement will show the reader what aspect you chose. It will also help with how the essay will be structured.
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When picking reasons you must ask yourself: Is it relevant to the thesis statement? And how does it relate to the claim?
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To create and outline, simply grab a paper and begin writing down your thoughts. Starting from the thesis statement to the conclusion.
Researching/Evaluating of Sources - For research, see what source the prompt wants you to use to support -
your thesis statement. When evaluating a source you must check its credibility, accuracy, and if
the source is biased. Work Cited Page MLA Format- marks the page number and author. According to the Rappeport “Mr. Mnuchin was also grilled over Treasury’s decision to
extend a loan to a trucking company that was struggling before the coronavirus.”(p.7), Mr. Munchin was questioned on his decision on giving this company more money than it had already earned with helping national security. APA Format- marks the year the book/article was published and author. 31
According to the Rappeport(2020), “Mr. Mnuchin was also grilled over Treasury’s decision to extend a loan to a trucking company that was struggling before the coronavirus”. https://www.nytimes.com/live/2020/12/10/business/us-economy-coronavirus
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