The Food Book of Writing By Lucas Marez
Table of Contents Introduction
Pg. 3
About The Author/Dedication
Pg. 4
Punctuation and Capitalization
Pg. 5
Parts of Speech
Pg. 8
Phrases and Clauses
Pg. 17
Sentences
Pg. 20
Paragraphs
Pg. 24
Essays
Pg. 29
Introduction I wrote this book with my own personal knowledge about writing and new aspects that I have learned. I had my former knowledge because of my many years of taking an English class in school. While writing my book of writing I learned a lot more parts that are used in the English language. To keep the reader’s interest, I used the main topic of food. Any kind of food attracts people and it certainly always catches the attention of most readers. It is interesting to try new foods and this topic made this book a lot of fun to read and write. I chose this topic because I love trying new foods from anywhere.
About the Author/Dedication My name is Lucas Marez and I love trying new foods and eating my favorite dishes. When I see new food I would always want to try it. Food is a very fun topic for me and I hope it helps people understand the English language better when reading my book. I learned to write by constantly practicing in school and at home. Practice makes perfect so the more practice I got, the better I would be. I learned to write in elementary school around six years old. I started with answering simple questions and practicing complete sentences. From there, I gradually kept learning how to write more and more. In school, I learned how to properly write my own stories or write informative essays. I think my writing has evolved from simple one sentence answers to writing multiple paragraph essays. It has improved because of school and I needed to write a great amount during those times. I think every year my writing would slightly get better. I wouldn't say I'm great at writing but I am good enough to get the job done.
Punctuation and Capitalization Punctuation – Identify the functions of each mark and create one (1) example sentence of the usage for each mark. 1. . Period Function: (Ends a sentence) (Provides an abbreviation) Example: This restaurant has the best Italian food. 2. , Comma Function: (Used to switch words around in a list) Example: My favorite desserts are ice cream, apple pie, and cake. 3. – Em dash Function: (used to draw emphasis) Example: Mastro’s—one of the best steakhouses—is located in Beverly Hills. 4. - En dash Function: (used to hyphenate words) Example: The menu has 10-12 breakfast items. 5. : Colon Function: (used for whatever comes after the colon is related to whatever comes before it) Example: The breakfast side options include:bacon, sausage, hash brown, and toast 6. ; Semicolon Function: (used to connect multiple independent clauses that are related) Example: This restaurant serves Mexican food;the restaurant across the street serves Chinese food. 7. ? Question mark Function: (used to end an interrogative sentence) Example: Does this restaurant serve any vegan options? 8. ! Exclamation point Function: (used to end an exclamatory sentence) Example: This is the best pizza I have ever had! 9. ‘ Apostrophe
Function: (used for possession)(used for contraction)(used as a quote mark) Example: You can’t eat that whole pizza by yourself. 10. “ ” Quotation marks Function: (used to quote something) Example: “May I have the ribeye steak please,” said Thomas. 11. … Ellipsis Function: (used to end a sentence)(used to remove something) Example: Did you want to go eat inside or ... 12. [ ] Brackets Function: (used to change something in a quote, you inserted something) Example: Jack wondered, “Why are they [restaurant chefs] taking so long to cook our food?” 13. ( ) Parenthesis Function: Parenthetical (Used to show something is important to know, but not necessary to know) Example: The children loved baking (and eating) cookies. 14. / Backslash Function: (used to indicate a choice)(used as and, or and per) Example: The waiter makes $15/hour. EX: Comma (used to switch words around in a list) – Students at Bravo can freely choose between AP World History, AP US History, AP Government, and AP European History. Capitalization – Identify and create one (1) example sentence for each rule of capitalization. Please list the rules of capitalization here: 1. Capitalize the names of proper nouns Example: Tim went to McDonald’s. 2. Capitalize the beginning of a sentence Example: The restaurant was very busy on Friday. 3. Capitalize titles Example: Gordon Ramsay’s Home Cooking book. 4. Capitalize cities, countries, states, nationalities and languages Example: Mastro’s steakhouse is located in Beverly Hills.
EX: (Used to begin a sentence) – Sadly for some, 11th grade is the year with the most high-stakes testing.
Parts of Speech NOUNS Types of nouns: (list three to five words of each type) · Common Nouns: name a class of people, places, things, or ideas. EX: Restaurant, Table, Plate. · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX: Los Angeles, McDonald’s, Tommy. · Compound Nouns: consist of words used together to form a single noun. EX: haircut, basketball, rainfall. · Concrete Nouns: refer to material things, to people, or to places. EX: music, flower, water. · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. EX: brilliance, honor, humor. Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Timmy ate a Cheeseburger at McDonald’s. · Direct Object (comes after the verb and answers what or whom) Timmy drove to the restaurant. · Indirect Object (answers to who or to whom) John gave a piece of his food to his friend.
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 Possessive who whose That of that
our, ours your, yours their, theirs
Objective whom 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: He bought himself food for breakfast, lunch and dinner. to intensify a point: The chef himself delivered the food to our table. Demonstrative: this, these
that, those
Indefinite: all, another, anybody, anyone, anything, both, each, either, everybody, everyone, everything, everywhere, few, many, much, neither, nobody, none, no one, nothing, one, other, several, somebody, someone, such. VERBS Verbs show the time, action, and state of being of a subject. Tense: verbs indicate time via tenses:
simple past past past perfect past progressive simple present
present present perfect present progressive
present perfect progressive future future perfect
Types: There are at least eleven (11) types of verbs: auxiliary verbs (helping verbs) linking verbs (verbs that do not describe action, but connect the subject of a sentence to other parts of the sentence – usually the predicate) lexical verbs (main verbs) dynamic verbs (indicate action) stative verbs (describe a condition) finitive verbs (indicate tense) nonfinitive verbs (infinitives or participles) regular verbs (weak verbs) irregular verbs (strong verbs) transitive verbs (verbs followed by a direct object) intransitive verbs (verbs that do not take direct objects) Voice: Voice is the form of the verb that indicates how it relates or interacts with the action. The English language has two voices: ACTIVE and PASSIVE. Active: The kids bought ice cream from the truck. (kids are the subject) Passive: The truck has brought the ice cream to the kids. (kids are the subject but treated as the object) Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · Chris loves trying new foods from around the country. Participle: word ending in “ing” or “ed” used as an adjective · There is no drinking in the · The tired chef went home after a long day of work.
Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Jimmy loves to eat Mexican food. ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper Demonstrative: This, That Common: Delicious Proper: American ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each) Delightfully, outwards, unwise · Conversions (Show how three words related to your subject can become adverbs) Delightful becomes delightfully Quick becomes quickly Simple becomes simply ·
Types: Manner, Frequency, Degree, Place, Time
Example Types: (Create one example each related to your subject) Manner – John ate the burger quickly. Time – The waiter had to leave to work immediately. Place – Jason was willingly here cooking breakfast. Degree – Manny’s exceptionally good baking cannot be over-recognized. Frequency – The restaurant’s food is consistently pleasant to customers. 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. Absolutely: To express certainty Aha: Exclaiming a great finding or revelation Ahoy: A greeting, particularly in a nautical context Anyhow: To move a conversation along, like "anyway" Behold: To draw attention to something Bingo: To express that something is correct Dang: Exclamation of disappointment
Doh: Popularized by Homer Simpson, used when something goes wrong Hallelujah: A happy expression, literally meaning "God be praised" Hmmm: Thinking or pondering about something Nah: A casual variant of the word "no" Oops: Used in the context of an accident Tut: To express annoyance, more common in British English, as in Winnie the Pooh Waa: Onomatopoeia for crying Woah: Utterance of amazement or surprise Yikes: Used to indicate shock or fear
Transitions of Logic Chart
Milder
Stronger
Addition
a further and and then then also too next another other nor
further furthermore moreover in addition additionally besides again equally important first, second finally, last
Comparison
just as ... so too a similar another... like
similarly comparable in the same way likewise
Contrast
but yet and yet still otherwise or though but another rather
however still nevertheless on the other hand on the contrary even so notwithstanding for all that in contrast alternatively at the same time though this may be otherwise instead nonetheless conversely
Time
then now soon afterward later shortly earlier recently first, second, third next before after today tomorrow
meanwhile at length presently at last finally immediately thereafter at that time subsequently eventually currently in the meantime in the past in the future
Purpose
to do this so that
to this end with this object for this purpose for that reason because of this in order to
Place
there here beyond nearby next to
at that point opposite to adjacent to on the other side in the front in the back
Result
so and so then
hence therefore accordingly consequently thus thereupon as a result in consequence
Example
that is specifically in particular for one thing
for example for instance an instance of this this can be seen in
Summary and Emphasis
in sum generally after all by the way in general incidentally naturally I hope at least it seems in brief I suppose
in short on the whole as I said in other words to be sure in fact indeed clearly of course anyway remarkably I think assuredly definitely without doubt for all that on the whole in any event importantly certainly
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 customers wanted to try the new dish on the menu. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. The chefs knew they would be working hard during dinner time. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Adrian was warmly welcomed to the kitchen staff as a new chef. 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. Adrian, a new chef, worked diligently to prepare and cook food for the customers. 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. Running down the street, the children found the ice cream truck. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The customers quickly threw away the disgusting food. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. The chefs knew their shift started so it was time to cook.
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 brand new restaurant requires customers to follow a dress code. 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 learned how to cook firmly made the chef who he is. ○ Kindly give whoever orders a greeting and thank you. ○ That the customer was happy when the chef delivered the food. ○ John quickly checked what he had to eat. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ This is a restaurant where chefs cook food for you. ○ There is the ingredient that I absolutely needed. ○ The food that you wanted is located in the other aisle. Some adjective clauses begin with relative pronouns: ■ Jerry is obviously the one who got the most votes for best dish. (ONE is the antecedent of WHO and is modified by the adjective clause.) ■ There goes the chef whose only job is to prepare the food. (CHEF is the antecedent of whose and is modified by the adjective clause.) ■ The head chef informatively teaches how to cook the dish that goes to the buffet. ■ Is that the candy that you so vehemently want? (that is the direct object of want) ■ Tony is the chef whom made the delicious cake.. (whom is the direct object of made.) ■ The steak and lobster dish which you love has sadly been burnt. (which is the object of the preposition to.)
■ Manny 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 misplaced the silverware where a few could see it. (place) ■ When the timer rang, the chef took the cake out of the oven. (time) ■ We sluggishly left the restaurant because we were tired. (purpose) ■ The customer talked as if she were passionately craving another tiramisu. (condition) Modifying adjectives: ■ Baking a cake takes twice as long as it used to be. (how much) ■ Jared is as good of a cook as his father. (to what extent) Modifying adverbs: ■ Suzy baked better than her sisters typically did. (condition) Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The customer who finishes their food first will earn an indulgently tasty cookie. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When cooking, the chef keenly keeps her eyes on the food. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The new dish that most interests the new chef is clearly the beef wellington. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ Chef Ramsay’s cooking lessons, which began many years ago, are sadly done.
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 restaurant's customers loved the chocolate lava cake. Predicate – what the subject does The restaurant's customers loved the chocolate lava cake.
Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Learning to cook pasta can be a great start to becoming a professional chef. Imperative – a sentence that makes a command (ends with a period mark) Learn to cook pasta immediately. Interrogative – a sentence that asks a question (ends with a question mark) Why should I learn to cook pasta? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) This is the best pasta I have ever tasted!
Sentence Patterns Simple Sentence: A sentence that is just one independent clause. I can cook an excellent steak.
Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Many dishes take lots of time to prepare, but they taste good when they are finished. Complex Sentence: A sentence with one independent clause and at least one dependent clause. While you were at work, I cooked us an excellent dinner.. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Whether you plan ahead or not, most catering orders get done, but they can take up a lot of time. Loose Sentence: A sentence that contains an independent clause plus a subordinate construction (either a clause or phrase) with your main point at the beginning. Working in a restaurant is going to change your life, no matter how you cook or how long it takes you to cook. Periodic Sentence: A sentence in which the independent clause is given at the end of the sentence in order to create interest or generate suspense with the main point coming at the end. No matter how you cook or how long it takes you to cook, working in a restaurant will change your life. Parallel Structure: A sentence using the same pattern of two or more verbs or ideas that match in tense or structure to show that they are of equal importance and to help the reader comprehend what is being written - this sentence requires symmetry. Bravo students tend to work hard, to stay awake at night, and to 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.
Bravo students spend their days turning old assignments in and taking new assignments home. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Chefs know how to make a restaurant what it is and it would be nothing without them. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Chefs typically exhibit knowledge, creativity, and excellence. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Chefs typically exhibit knowledge and creativity and patience 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 chefs, culinary school can be the best time of their lives, while for others culinary school is the worst part of their lives, but most will agree that culinary 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. Chefs so often spend their days talking while at work, their nights at work, their breaks thinking about work that it sometimes can feel like they live only for work. Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation.
The bakers wanted to stop working on their cake they needed to start decorating other cakes they had no time. [WRONG] The bakers wanted to stop working on their cake BECAUSE they needed to start decorating other cakes AND they had no time. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas The bakers wanted to stop working on their cake, they needed to start decorating other cakes, they had no time. [WRONG] The bakers wanted to stop working on their cake. They needed to start decorating other cakes; they had no time. [RIGHT]
Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because the chefs had no time. [WRONG] Because the chefs had no time, they had to work faster. [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 family barbeque, I gave a steak to my cousin that was medium rare. [WRONG] At the family barbeque, I gave a steak that was medium rare to my cousin. [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force The chefs knew that it wouldn’t do them no good to waste time. [WRONG] The chefs knew that it would not do them any good to waste time. [RIGHT]
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) Ex. Often throughout the past 50 years when children have earned it, their parents treat them to dessert. Rewarding them with ice cream when they do well at school, for example, young people develop a strong and lifelong connection to sweets. The better they do at school, the more their smiles widen and, sadly, the more the nation’s waistlines and the health outcomes associated with them expand. As children, they may have no idea why, but the adults in their lives should. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Ex. Does the consumption of sweets and chocolate really have a negative impact on a person’s health? 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. candy provides very little nutritional content and should be avoided. Fact (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim) Ex. candy is comparatively inexpensive. Opinion (personal position on a topic) Ex. Hershey’s makes absolutely the best chocolate. 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 the temptation of chocolate is sinfully wrong. Generalization (uses absolute or statistical pronouns: all, always, every, never, none, most, half – avoid using this type of thesis statement unless citing the source of the data) Ex. Everything sold at candy shops horribly harm a person’s health. Document Based (cites a specific source, author, and position on a topic) Ex. In The Unexpected Evolution of Dessert, Karen Nachay argues that the dessert industry has excruciatingly deep effects on people’s health outcomes by illustrating the unsanitary nature of many dessert preparation tactics. Theory (a statement that can be tested and potentially proven often answers a research question) Ex. Candy can systematically lead to health problems in young people. 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. Nachay expands on her claim by examining the various elements, such as advertising and marketing schemes, that can hook people on candy, particularly at an early age, along with reports about the negative health impacts of consuming highly sweet foods. (preview of evidence) Ex. The author examines the often-disturbing state of chocolate production in order to discourage people from consuming so much sweet food. (purpose of thesis) Ex. This information about the connection between candy and potential health
outcomes might lead to crucial reforms in the food industry. (establishing the importance or significance of thesis) Body Paragraphs (must have echoes of the thesis in each AND present evidence to support or expand on the thesis) Topic Sentences (must specifically indicate the topic of the paragraph and focus on one subject and/or area of evidence or support – could start with a “Transition of Logic” that connects to the previous paragraph to give context) Ex. Additionally, multiple sources indicate that the consumption of candy has a dramatic impact on health. (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 – “Rates of obesity are rising worldwide and added sugar, especially from sugar-sweetened beverages, is thought to be one of the main culprits.” (Kubala). Ex. Several researchers agree, “Rates of obesity are rising worldwide and added sugar, especially from sugar-sweetened beverages, is thought to be one of the main culprits.” (Kubala). Ex. “Rates of obesity are rising worldwide and added sugar, especially from sugar-sweetened beverages, is thought to be one of the main culprits,” according to several researchers (Kubala). Ex. Unfortunately for patrons, “Rates of obesity are rising worldwide and added sugar, especially from sugar-sweetened beverages, is thought to be one of the main culprits,” according to several researchers (Kubala). Ex. Unfortunately for patrons, “Rates of obesity are [greatly] rising worldwide and added sugar, especially from sugar-sweetened beverages, is thought to be one of the main culprits.” (Kubala). Ex. Unfortunately for patrons, “Rates of obesity… especially from sugar-sweetened beverages… the main culprits.” (Kubala). 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 – “Rates of obesity are rising worldwide and added sugar, especially from sugar-sweetened beverages, is thought to be one of the main culprits.” (Kubala). Ex. PARAPHRASE – The rates of obesity are increasing due to primarily sugary drinks.(Kubala). 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 – “Rates of obesity are rising worldwide and added sugar, especially from sugar-sweetened beverages, is thought to be one of the main culprits.” (Kubala). Ex. SUMMARY – The rates of obesity are rising. Abstract Examples (hypothetical, “what if” examples that do not refer to a source – AVOID USING THEM AS EVIDENCE – but useful for examining the quote) Ex. People might lose weight if they stopped eating so much sugar. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. A study in the 11 Reasons Why Too Much Sugar Is Bad For You shows High-sugar diets have been associated with an increased risk of many diseases, including heart disease, the number one cause of death worldwide. Closing Sentences (must end the discussion of the topic within the paragraph with a transitional or culminating word – possibly an adverb – and should echo the thesis of the essay) Ex. Clearly, valid authorities on the subject of sweet food agree about its often startling and consistently negative health effects. 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 the mass consumption of candy and chocolate was truly safe for people’s health, there probably would not be such an abundance of obesity plaguing the nation. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. As such, the national epidemic of obesity seems closely connected with the abundance of candy and chocolate available to consumers in every corner of America. Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. Thus, as the prevalence of academic research indicates, candy consumers carry out more than just the contents of a chocolate wrapper – they carry out the potential for both illness and bad health conditions 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…) Ex. So given all the health problems associated with candy and chocolate, maybe the snacks children receive as rewards are not so sweet after all…
Essays Essays – An Essay is a small academic composition. An essay usually focuses on one topic. Types – Explain each type of essay and state its purpose Persuasive (Argumentative) - Supposed to convince the reader to do or not to do something. Expository (Informative) - Uncovers things in detail to make it easier for the reader to comprehend. Definition or Description - Defines different things ideas, perspectives and describes something to the reader so they can try and use their senses to feel what they read Process (How-to) - Explains how to do something. Compare and Contrast - Interprets similarities and differences between two things. Cause and Effect - Reveals the causes of things to the reader and justifies their effects. Analytical/Critical - Analyzes a piece of literature from different viewpoints and evaluates the literary piece on their strong points and weak points. Evaluative - Analyzes the text. Interpretive - Compares the text. Narrative (Tells a story) - A short story that is written in essay format Personal Statement/Anecdote - Explains a story and gives opinions Research - Revolves around a research question that is supposed to answer a specific question. Timed - An essay that is written under a certain amount of time. Document Based Question (DBQ) - An essay written after using documents to provide information. Synthesis - Gathers information from a variety of sources to create a new idea. Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts. Pre-writing/Prompt Analysis/Outlining - Write notes and brainstorm your ideas or what you are going to write for each paragraph of your essay.
Researching/Evaluating of Sources - Take notes of the sources and cite your sources. Work Cited Page – Explain and give an example of how to set up a works cited entry in both MLA and APA formats - there are subtle differences between each format, so be sure to identify them clearly. MLA Format: Dean, Cornelia. "Executive on a Mission: Saving the Planet." The New York Times, 22 May 2007, www.nytimes.com/2007/05/22/science/earth/22ander.html?_r=0. Accessed 29 May 2019. APA Format: The title page should contain the title of the paper, the author's name, and the institutional affiliation. A professional paper should also include the author note. A student paper should also include the course number and name, instructor name, and assignment due date.
