Sweet book of writing Written by:Diana Huerta
Table of contents Introduction………………………………... 3 About the author……………………………..4 Dedication………………………………………..5 Punctuation/capitalization ……………….6 Parts of speech…………………………………..9 Phrases and clauses……………………………19 sentences ………………………………………...22 Paragraphs………………………………………….26 Essays………………………………………………..29
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Introduction There are many reasons that I am writing this book but one of the things I have come to realize is that writing itself has so many parts. The reason for this book is that writing is often perceived as a big thing but it has so many aspects to it that many people just skip over. I also wrote this book because I had to for my English class. As I was writing this book I realized how much I didn know about writing in itself. Writing this book was a very long and stretched out process but I think a lot was learned through the process of writing it. The topic that I chose for my book was sweets. The reason I chose this topic was because I really like sweet stuff and I thought why not make it my topic. I thought that it would be cute and colorful. Also with sweets there is a wide variety of things I can choose from. I also included many ways to make these sweets. I was really glad I chose this topic because of the diversity of things I could choose from.
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About the author I am a 16 year old girl in her junior year of high school. I grew up with many hobbies. I have danced, swam, sang, acted, and even played an instrument. I didn't keep up with all of them but I did learn a lot from being in those programs. The ones that I am still currently in are dance and swimming. I have always been saturated with many things all at once. I didnt even include the academic programs that I am in. The point that I am going with is that people always ask me how do I manage to do everything? If I'm being honest It has so much to do with my family. I come from a big Mexican family with lots of cousins that support me. I wouldn't be able to be here if it weren't for my supportive family. They taught me so many things in life. I wanna specifically talk about my mother who taught me two very important things: peace and patience. Those two things I have been able to implement into my writing over the years. My first recollection of writing was when I was 3 years old, barely learning how to pick up a pencil. I remember being frustrated at the fact that I couldn't hold the pencil right or make my name look nice like how my mom would do it. At the time I could barely trace the letters on a printed hand book. But what happened was that over time the more I practiced the better I got at writing. Holding a pencil didn't feel like a struggle anymore. To think that I came from struggling to write my own name to writing essays and a whole book is a pretty great accomplishment. My three year old self would look at me now with awe.
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Dedication
For my beautiful mother who has taught me many valuable things in life
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Punctuations 1. 2. 3. 4. 5. 6. 7. 8. 9.
. indicates the end of a sentence and abbreviations , shows that what is in front and behind can switch places – EM DASH guide the eyes of the reader to something important - EN DASH hyphenate check-in : colon means that it is related to the word that came before it ; semicolon connecting independent clauses ? interrogative ends a question ! exclamatory provides emphasis ‘ apostrophe CONTRACTION it is to it’s POSSESSION can become the quote mark within a quote 10. “ ” it comes from another place 11. … ELLIPSIS means something is un said 12. [ ] BRACKETTS this is what has been added 13. ( ) )PARENTHETICAL is unnecessary for the flow of the sentence 14. / Slash this one is backslash used for a decision and /or
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Capitalization 1. Capitalize the First Word of a Sentence. ……... The baker had many orders to take. 2. Capitalize Names and Other Proper Nouns. ……... Nina rushed to the kitchen when she smelled smoke. 3. Don't Capitalize After a Colon (Usually) ... I had to get chocolate chips, all purpose flour, and brown sugar to make the cookies. 4. Capitalize the First Word of a Quote (Sometimes) ... When making caramel it is important to “Never take your eyes off the pot”, and to keep a consistent pace. 5. Capitalize Days, Months, and Holidays, But Not Seasons. ... With Christmas around the corner we will be decorating a lot of gingerbread houses. 6. Capitalize Most Words in Titles. In the Harry Potter movies they always have a great feast. 7. Capitalize Cities, Countries, Nationalities, and Languages
It is said that the best macaroo s come from Paris. 8. Capitalize Time Periods and Events (Sometimes) Jessica was starving after attending the Hosa meeting in San Francisco.
EX: Grammar being used in a sentence
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1. Period We were baking cupcakes in the oven. 2. Comma In the dining hall they were offering Hershey's chocolate, reeces, and kit-kats. 3. EM dash The smell of the warm cookies wafted in the air- that is what made the kids rush into the kitchen. 4. EN dash I sat down with the 5. Colon Churros: a mexican desert covered in cinnamon sugar 6. Semicolon The ice cream was delicious; it was made with lime. 7. interrogative What is gum made out of ? 8. Exclamatory The brownies were made with special butter! 9. Apostrophe It's always busy at the bakery during Christmas time. 10. Quotation mark Elias had told everyone that the cake was ¨good¨ 11. Ellipsis Jakie burnt the cookies right before the party... 12. Brackets The [chocolate chip] cookies took 2 days to be finished. 13. Parenthetical The cake was enjoyed by everyone at the wedding(there was no left overs). 14. Back slash The birthday party/ quince had a huge candy bar.
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PARTS OF SPEECH NOUNS Types of nouns: · Common Nouns: name a class of people, places, things, or ideas. Cake, Pie, Candy, Ice cream · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). Zumbo's just desserts, Baskin Robbins, The Sugar Factory, See's candies. · Compound Nouns: consist of words used together to form a single noun. Cupcake, Shortbread, Sugarcane, buttercream · Concrete Nouns: refer to material things, to people, or to places. Oven, pan, cooking sheet, powdered sugar. · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. Delicious, creative, aromatic
Functions (How nouns are used): · Subject (comes before the verb) Stacy placed the muffins in the oven. ·
Direct Object (comes after the verb and answers what or whom)
Diana asked her students to start rolling the dough for the pies. ·
Indirect Object (answers to who or to whom) Jamie handed over the dry ingredients to the small boy in the kitchen.
PRONOUNS Pronouns take the place of nouns that have been established. Personal: Nominative (subjects) Objective (objects) I/we me/us 9
you/you He, she, it, one/they
you/you 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 or –selves) Used only: when the action verb is directed toward the subject of the construction: She told her students to watch themselves while using knives because they could cut themselves.
to intensify a point: Gordon Ramsey himself told the chef that his food was not good enough to be served. He also said that he should keep horrendous food to himself . 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. 10
Tense: verbs indicate time via tenses: simple past past past perfect past progressive
simple present present present perfect present progressive
present perfect progressive future future perfect
Types: There are at least eleven (11) types of verbs: auxiliary verbs (helping verbs) linking verbs (verbs that do not describe action, but connect the subject of a sentence to other parts of the sentence – usually the predicate) lexical verbs (main verbs) dynamic verbs (indicate action) stative verbs (describe a condition) finitive verbs (indicate tense) nonfinitive verbs (infinitives or participles) regular verbs (weak verbs) irregular verbs (strong verbs) transitive verbs (verbs followed by a direct object) intransitive verbs (verbs that do not take direct objects)
Voice: Voice is the form of the verb that indicates how it relates or interacts with the action. The English language has two voices: ACTIVE and PASSIVE. Active: The guest enjoyed the tiramisu that they ate. Passive: The tiramisu that was eaten was enjoyed by the guest. Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · Jose is enjoying the pastruries from the bakery. Participle: word ending in “ing” or “ed” used as an adjective · Henry told me that baking wasn’t hard. · They made sure that the cake cooled down before having it plated. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs ·Jessica likes to ice the cake with whipped buttercream.
ADJECTIVES 11
Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper (Give one example of each using words related to your subject)
ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each) –ly, -wards, -wise · Conversions (Show how three words related to your subject can become adverbs – Example: “Educational” becomes “Educationally”) Crumbly, shiftwise, · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – Katelynn flipped the pan with grace. (how did she flip it so effortlessly?) Time - The water was taking an eternity to boil. (how long will it take to boil?) Place –The chef told us that if we made an impressive dessert he would take us on a trip. (where would he take us?) Degree – Kamilas creme brulee was amazing. The chef said it was the best he had ever tasted. (how good was that creme brulee?) Frequency – In order to make a good syrup you have to keep stirring at the same pace the whole time it is on the stove. (what pace is it ?)
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
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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 Aah, ack, agreed, ah, aha, ahem, alas, all right, amen, argh, as if, aw, ay, aye B Bah, blast, boo, hoo, bother, boy, brr, by golly, bye C Cheerio, cheers, chin up, come on, crikey, curses D dear me, doggone, drat, duh E easy does it, eek, egads, er, exactly F fair enough, fiddle-dee-dee, fiddle sticks, fie, foo, fooey G G'day, gadzooks, gah, gangway, gee, gee whiz, geez, gesundheit, get lost, get outta here, go on, good, good golly, good job, gosh, gracious, great, grr, gulp
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H Ha, ha-ha, hah, hallelujah, harrumph,haw, hee, here, hey, hmm. ho hum, hoo, hooray, hot dog, how, huh, hum, humbug, hurray, huzza I I say, ick, is it, ixnay J Jeez, just a sec, just kidding, just wondering K kapish L La, la-di-dah, lo, long time, look, look here, lordy M Man, meh, mmm, most certainly, my, my my, my word N Nah, naw, never, no, no can do, no thanks, no way, nooo, not, nuts O Oh, oh no, oh-oh, oho, okay, okey-dokey, om, oof, ooh, oopsey, over, oy, oyez P Peace, pew, pff, phew, pish posh, psst, ptui Q quite R Rah, rats, ready, right, right on, roger, roger that, rumble S Say, see ya, shame, shh, shoo, shucks, sigh, sleep tight, snap, sorry, sssh, sup T
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Ta, ta ta, ta-da, take that, tally ho, tch, thanks, there there, there, time out, toodles, touche, tsk, tsk-tsk, tut, tut-tut U Ugh, uh, uh-oh, um, ur, urgh V very nice, very well, voila, vroom W Wah, well, well done, well, well what, whatever, whee, when, whew, whoa, whoo, whoopee, whoops, whoopsy, why, word, wow, wuzzup Y Ya, yea, yeah, yech, yikes, yippee, yo, yoo-hoo, you bet, you don't say, you know, yow, yum, yummy Z Zap, zounds, zowie, zzz
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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
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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
to do this so that
to this end with this object for this purpose for that reason because of this in order to
Purpose
finally immediately thereafter at that time subsequently eventually currently in the meantime in the past in the future
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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
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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. The culinary students wanted to learn how to make desserts from different countries. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. The bakers knew they would be mixing a lot of dough this weekend. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Ms. Huuges was running to the kitchen. 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. Ms. Mendoza, a new chef, worked diligently to help her family with new recipes. 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. Baking in your own home is very peaceful and therapeutic. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The students were going to practice their caramel making skills in the abandoned cafeteria. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. Many chefs knew it was time to practice for the upcoming event.
CLAUSES Clauses – groups of words with BOTH a subject and a verb that function as parts of speech. There are TWO kinds: Independent and Dependent (called “Subordinate”) INDEPENDENT – CAN stand alone as a complete sentence, known as a simple sentence pattern. The cheesecake factory has different flavors of cheesecake. DEPENDENT (SUBORDINATE) – CANNOT stand alone as a complete sentence
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and MUST begin with a SUBORDINATE CONJUNCTION. There are seven (7) kinds: Noun Clause: Used as the noun in a sentence and may function as a subject, a predicate noun, a direct object, an object of a preposition, an indirect object, or an appositive. ○ Where he grew up firmly made him the chef he is today. ○ Kindly give whoever calls an answer. ○ The teacher was happy when the students finished making their creme brulee from scratch. ○ Mr. Hoffman wisely checked what ingredients he had to make the cake. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ This is the culinary school where students tend to drop out. (“where” is an introductory word) ○ where is the torch that I absolutely need. ○ The new spatula that you wanted is going on sale. Some adjective clauses begin with relative pronouns: ■ Olivia is obviously the one who got the most stars. (ONE is the antecedent of WHO and is modified by the adjective clause.) ■ There goes the teacher whose class is usually failing. (TEACHER is the antecedent of whose and is modified by the adjective clause.) ■ The sculpting class informatively teaches how to make a decorative tall cake without having it collapse or cave in. ■ Is this the knife that you so vehemently want? (that is the direct object of want) ■ Tina is the sous chef who was shyly challenged to a duel. (who is the direct object of the challenge.) ■ The recommendation letter to which you refer has sadly been lost and the chef will not be receiving any more chefs. (which is the object of the preposition to.) ■ Hector is a chef 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: ■ They unfortunately took out all of the flammable desserts where there was small spaces. (place) ■ When the alarm finally rang, she went to check on the oven. (time) 20
■ We sluggishly left the bakery because we were tired from baking all day. (purpose) ■ The sous chef talked as if she was already the head chef of the restaurant. (condition) Modifying adjectives: ■ For the doughnuts there needs to be fifty grams of powdered sugar. (how much) ■ Casey is being generous to her customers by giving free samples. (to what extent) Modifying adverbs: ■ Suzy stirred the pot harder than her co-workers 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 are Japanese desserts. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ Garret had finally finished his first semester at culinary school, which began six months ago.
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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 My aunt was mixing the dough with her hands. Predicate – what the subject does My aunt was mixing the dough with her hands.
Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Learning how to make a good base allows the cake to be sturdy. Imperative – a sentence that makes a command (ends with a period mark) They need to pipe buttercream better. Interrogative – a sentence that asks a question (ends with a question mark) What ingredients are used in a creme brulee? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) The whipped cream looked so good! 22
Sentence Patterns Simple Sentence: A sentence that is just one independent clause. The majority of simple syrups take 10 minutes to make. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). . Making cupcakes can be time consuming, but they are very delicious. Complex Sentence: A sentence with one independent clause and at least one dependent clause. When you are making caramel, you need to have patience Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Even when you have all the ingredients, not everything will taste good, but the 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. Making a five tier cake is a struggle, you need to get the perfect ratio of cake to buttercream. 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. Even if it takes five hours, the cake will be finished. 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. Dessert makers tend to work hard, stay awake at night, and complete desserts that naren astonishing.
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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. Chefs spend their days creating new recipes and perfecting old ones. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. The hotel is infamously known for their desserts and without it the hotel would be just like any other. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. . The dessert was light, refreshing, airy, fluffy. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. The cake was moist and sweet and spongy and, ultimately, delicious. 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. The process of making caramel can seem very easy, to others that have made it before it is very easy but to people that have never made it before it can be tricky to get it right. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Some days all I can think about is chocolate, when I wake up I want chocolate milk, when I go to sleep I want hot chocolate, during the day I crave chocolate, some might say that I am obsessed with chocolate.
Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation.
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Making cupcakes is a tiring process; it requires time, effort and attention to small details the people that make them often get camps in their hands from piping the frosting [wrong] Making cupcakes is a tiring process; it requires time, effort and attention to small details. The people that make them often get cramps on their hands from piping the frosting. [right] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas The kids wanted to stop making the batter for the cake, they wanted to work on the frosting first, it was easier for them. [WRONG] The kids wanted to stop making the batter for the cake. They wanted to work on the frosting first; it was easier for them. [RIGHT]
Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because the students had no time. [WRONG] Because the students had no time, they had to work harder. [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 team barbeque, the coach gave a cupcake to the student that was undercooked. [WRONG] At the team barbeque, the coach gave a cupcake that was undercooked to the student. [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force The dessert makers knew that it wouldn’t do them no good to waste time. [WRONG] The dessert makers knew that it would not do them any good to waste time. [RIGHT]
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PARAGRAPHS Paragraphs – a group of sentences that together convey a shared purpose structured around the same topic. Introductory Paragraphs (Introductions) Hook (Lead / Opening Statement) – can begin with the title Anecdotal (Brief story to set the mood and lead the reader into the topic) Over the years there have been numerous baking techniques that have developed. Baking has been around since 600BC. Baking has evolved so much to the point where there are over 100 types of bread. In baking there are various steps that need to be taken before placing anything in the oven. Baking has been used for many things other than just bread. It is also used to make sweet desserts that probably didn exist in 600BC. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) What makes a dessert ¨too¨ sweet? 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) Desserts are sweet and should be eaten in moderation. Fact (empirically verifiable but often difficult to argue extensively about better used as evidence to support a claim) Sugar comes from sugar cane or sugar beets. Opinion (personal position on a topic) Papaya does not taste good. 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 judgment) Desserts are typically eaten at the end of a meal.
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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) Desserts are typically eaten at the end of a meal. Document Based (cites a specific source, author, and position on a topic) In the netflix show Zumbo's Just Desserts, there are different competitions held each round to make different types of desserts. Theory (a statement that can be tested and potentially proven - often answers a research question) Desserts are not necessarily unhealthy and could actually have many benefits. 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) Jessica tasted the cake batter in order to see if it had the right amount of sugar in it. Often many people get the measurements wrong for the ingredients that they are using in their cake. It is important that they do a taste test in order to ensure that everything is right. It is best to double check everything once than to have anasty tasting cake. Making sure you have the right measurements can also affect your cake and how long it will take to be fully baked.
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) Baking takes a long time and requires patience. (Now every sentence in this paragraph must be related to the connection) Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) ORIGINAL QUOTE – The best way to save time while baking is to ¨Always turn your oven on 20 minutes before baking¨(taste.au). Examining the Evidence Paraphrasing (rewording of a quote into other words of the same length without quotation 27
marks, but still citing the source - useful for examining the quote and transitioning to your analysis of the quote) ORIGINAL QUOTE – ¨Always turn your oven on 20 minutes before baking¨(taste.au). PARAPHRASING - It is crucial to turn on your oven at least 20 min before baking. 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 – ¨Always leave cakes in the pan for 5 minutes before turning onto a wire rack to cool¨(taste.au). SUMMARY- 5 minutes is enough time for the cake to cool before transferring to a rack. Abstract Examples (hypothetical, “what if” examples that do not refer to a source – AVOID USING THEM AS EVIDENCE – but useful for examining the quote) The cake could collapse if you don't include eggs Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote)
¨Knowing your appliances—how long your stovetop takes to heat up, if your oven runs cold—can eventually make timing an instinct, not a calculation.¨ 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) Baking is really easy when you know what to do but the best way to improve your baking is finding that perfect time for everything.
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) If baking were really all about time then toddlers would be able to do it. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences)
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Toddlers don't bake because they would be put at many risks if they don't know how to use an oven. Also toddlers are unlikely to have a keen sense of time. Toddlers in this situation are irrelevant. Reestablishing the Significance of the Thesis (could be one or more sentences) Therefore if you know your way around an oven and have already baked before, working on the timing is a great way to step up your desserts. Final Sentence (closing statement that connects to the hook and finishes the essay (finish your argument) – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…) Next time you are baking try to pay attention to the time and ask yourself is this the right time ?
ESSAYS Essays – An essay is an academic composition and the writing is of a specific topic that a person wishes to write about and it could be long or short. Types Persuasive (Argumentative): A persuasive essay is meant to convince the target audience to think a certain way. Expository (Informative): An expository essay exposes things in detail to make the reader understand without any confusion. Definition or Description: genre of writing meant to explain, illustrate, or clarify something in order for the reader to understand Process (How-to): The idea of an expository essay is to provide information on a balanced topic without being biased and having a neural tone. Compare and Contrast: comparison essay makes comparisons and contrasts between two things. Cause and Effect: A cause and effect essay finds the cause of something and then the effect on something else. Analytical/Critical: An analytical essay analyzes something such as literature and a critical essay is written on literary pieces that evaluate the bases of any merits or demerits. Evaluative: critical Essay Interpretive: Analytical Essay
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Nausative. (Tells a story): A narrative essay is more of a short story but a narrative essay is written in the essay format. Personal Statement/ Anecdote: A short and interesting story Research: A research essay is all about' a research question given and is meant to answer that question through research and relevant reading Timed:Anessavthotmusibe written/in limited amount of time Document-Based Question (DBQ): The main question they is mainly used in timed writing essays Synthesis: Synthesize different ideas to make a judgment about the merits or demerits Strategies/Planning Tips/Steps Pre-writing/Prompt Analysis/Outlining: A simple essay contains mostly 5 paragraphs which include the introduction,3 body paragraphs, and conclusion about your topic Researching/Evaluating of Sources: Sourges are very important for as they can Support your claim and it is crucial to find a trustworthy source that isn't biased or outdated as well as consisting of false information . Work Cited Page MA Format: The MLA format is more commonly used an order to cite sources with the language arts, cultural studies, and other types of humanities disciplines. APA Format: The APA format is more commonly used in order to cite sources with only the social sciences.
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