FOOD BOOK OF WRITING Written by: Nataly Villanueva
1
Table of Contents
Introduction --------------------------------------------------------- 3
About the Author -------------------------------------------------- 4
Punctuation and Capitalization -------------------------------- 5
Parts of Speech ---------------------------------------------------- 6-11
Phrases / Clauses ----------------------------------------------- 12-14
Sentences --------------------------------------------------------- 15-17
Paragraphs ------------------------------------------------------- 18-20
Essays -------------------------------------------------------------- 21-22
2
INTRODUCTION This book was a bit of a challenge to write. I procrastinated a bit but was able to pull through. I did most of it in class and a little in my spare time. Thinking of what to write and thinking if all the information I put makes sense and is grammatically correct is a bit challenging. Yet it got easy over time. There was so much to write about that I eventually got the hang of it. Writing about the book made me learn things I didn't know before. Especially about their foods. This brings me to the subject I chose. I chose the subject of food. The reason I chose food as my subject is simply because I love food as I'm sure mostly everyone does. That subject would be interesting for my book. I can learn about the different foods people eat from around the world. Whether the food was traditional, a common snack or a piece of candy. The food they eat could tell us more about their culture or religion. How? It could tell us why some foods are important or why they can't eat certain foods probably on certain days. The reason can be connected to their culture or religion. It could even be because of a certain god they believe in. Food can be a very important part of people's lives.
3
About The Author
My name is Nataly Villanueva, I am 16 years old. I have an older brother and 3 cats . Both of my parents are immigrants from Mexico and me and my brother were born in america. I like listening to many types of music and also like drawing. I learned to write at the beginning of kindergarten. Both my parents and my teachers have helped me learn how to write. At school they would teach me the basic stuff while at home my mom would help me write my name. Although in school it was simple, at home it wasn't so simple. My parents don't speak english that well and since my homework was in english the only thing she could help me write was my name. Being a child of immigrant parents isn't always easy.
4
PUNCTUATION AND CAPITALIZATION
Punctuation – 1. . end sentences, abbreviate, i like bread. 2. , two clauses can switch places, math,english,history 3. – EM Dash , Please call my teacher-Ms Minor 4. - EN Dash (hyphen), Chocolate-covered donuts 5. : time, ratio, analogy, 10:00 6. ; and,or , Sarah likes pizza; Jake does not 7. ? question, Should we preheat the oven? 8. ! command, yells , I like sushi! 9. ‘ contraction, possession, Jamie’s pie was thrown away 10. “ ” quoting , “ fast food is bad for kids” said the doctor 11. … ellipsis, to leave unfinished , Then the man said... 12. [ ]include words within a quote or that are not part of the original quote , “ He said[ Dr.Mario] that donuts are delicious” 13. ( ) to add extra information , The pasta ( after being cooked for 15 minutes) was ready 14./ to separate letter or numbers , everyone should add the eggs before and/or after we stir the batter EX: Comma (used to switch words around in a list) –The recipe for cake are eggs, milk, flower, baking powder and vanilla extract and more Capitalization – 1. Please list the rules of capitalization here: The world must be capitalized if it's in the beginning of a sentence or a noun such as a person place or thing EX: (Used to begin a sentence) – Chicken is good for every occasion
5
PARTS OF SPEECH NOUNS Types of nouns: · Common Nouns: name a class of people, places, things, or ideas. EX: house , park , students. · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX: Lincoln Heights , Francisco, Bravo Medical Magnet High School , six flags. · Compound Nouns: consist of words used together to form a single noun. EX: countertop , laptop · Concrete Nouns: refer to material things, to people, or to places. EX: teacher , rock , stairs. · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. EX: the future , joy, intelligence. Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Ms. Miner gave extra credit to 4 students. · Direct Object (comes after the verb and answers what or whom) The teacher asked Jamie to pick up 3 pieces of trash. · Indirect Object (answers to who or to whom) A cook gave food to a hungry person after work. PRONOUNS Reflexive: (personal pronouns plus the suffix –self or –selves) Used only: when the action verb is directed toward the subject of the construction: The girl made herself a sandwich The boy brought the building tools himself. to intensify a point: The students did the homework by themselves. “I can’t win by myself” thought the soccer player. VERBS 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: Albert got his food delivered to his house. Passive: The food delivery guy brought the food to Albert's house. Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun.
6
· Ms. Reyes was eating her salad during lunch Participle: word ending in “ing” or “ed” used as an adjective · The dining room was packed with people · My family reserved a table at the famous restaurant. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Mary likes to bake blueberry pies ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper Cindy loves to eat russian food ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings The broken oven was making loudly weird noises The girl was following the instructions backwards while baking a cookie The oven was set to preheat 3 mins before, otherwise the cakes wouldn’t be cooked fully · Conversions Bake - baking Measure - measuring Stir - stirring Example Types: (Create one example each related to your subject) Manner – She quickly put on a hair net so hair won't get on the food Time – Morgan inmetiedlty lowered the stove because the soup was overflowing Place – Mark willining cut the onions so no one got teary eyes. Degree – Ms. Saldivar’s exceptionally good cooking skills cannot be over-recognized. Frequency – Patricia is consistently pleasant to try her students food 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)
7
PREPOSITIONS Prepositions link nouns, pronouns, and phrases to other parts of the sentence. Prepositions are NEVER followed by verbs. There are one-word prepositions and complex prepositions. These are some common one-word prepositions: aboard, about, above, according to, across, across from, after, against, along, alongside, alongside of, along with, amid, among, apart from, around, as, as far as, aside from, at, away from, back of, because of, before, behind, below, beneath, beside, between, beyond, but (except), by, by means of, concerning, despite, down, down from, except, except excluding for, for, from, from among, from between, from under, in, in addition to, in behalf of, including, in front of, in place of, in regard to, inside, inside of, in spite of, instead of, into, like, near, near to, notwithstanding, of, off, on, on account of, on behalf of, onto, on top of, opposite, out, out of, outside, outside of, over, over to, owing to, past, prior to, to, toward, under, underneath, until, unto, up, upon, up to, versus, with, within, without. INTERJECTIONS Interjections are the final part of speech. A – Ahh, ahoy, aha, ahem, alas, arrggh, aw B – Blah, brrr, bingo, bravo, bam, bazinga, bleh, boo, boo-yah, bah humbug C – Cheers, congrats, catching, cripes, crud D – Damn, darn, darnit, dang, drat, duh, dear, E – Eureka, eek, eh, er, encore, eww F – Fie, fiddlesticks G – Gak, gee, gee whiz, geez, gadzooks, golly, good grief, goodness, goodness gracious, gosh, gesundheit H – Hey, hmm, hooray, huh, hello, ha, ha-ha, holy cow, hallelujah, holy smokes, humph, hurray, hot dog, huh? K – Ka-ching, O – oh, oh oh, oh dear, oh my, oh my God, oh well, ouch, ow, oww, oops, oy, ooh-la-la, P – Phooey, presto, please, pshaw, pow, phew, pooh R – Rats, S – shoo, shh, shoop-shoop, T – Tut-tut, thanks, U – Uh-huh, uh-oh, ugh, um, umm V – Viva, voila W – Whammo, wham, whew, whoa, wow, whoops, Y – Yay, yeah, yikes, yippee, yes, yuck, yum, yo, yahoo, yummy Z – Zap Transitions of Logic Chart 8
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
9
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
10
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
11
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 group of kids in th 6 period was waiting excitedly for the bell to ring. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. The restaurant didn’t know they would be working overtime. 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. Miles appreciated her students for cleaning the classroom. 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. Cindy, the top student , failed her cooking exam. 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. Walking up the hill, the family saw the carnival ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The chefs were tired after cleaning the kitchen ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. The students were getting ready to start the cooking contest
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. Pre-heating the oven can give better results DEPENDENT (SUBORDINATE) – CANNOT stand alone as a complete sentence 12
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 the seed is planted can make a huge difference when it ripens ○ Kindly give whoever the farmer worker is a raise. ○ The teacher was happy when the students successfully backed an apple pie ○ Ms. Flores checked for what kinds of vegetable seeds Kiara had. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ This is the store where the most popular candy is sold ○ There is an ingredient that I absolutely needed for a new recipe I created. ○ The flavor that you wanted was to difficult to make Some adjective clauses begin with relative pronouns: ■ The blue jolly rancher is obviously the best flavor out there. ■ There goes the teacher whose class is usually about candy recipes. ■ Health class sometime goes over how much sugar food contains ■ Is this the donut recipe you’ve been looking for? ■ Mina is the chef whom she higley looked up to. ■ The golden ticket which to get in a candy bar was ripped ■ Amy is the girl who always fails to make the cupcake rise. 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 misplaced the rotten ingredients with the fresh ones in the storage room. ■ When the timer rang , no one was finished with their cake ■ They hurriedly ran to the store for food coloring they thought they had. Modifying adjectives:
13
■ Waiting for the chocolate to melt seems to take longer than microwaving it. ■ The foriegn chef surprisingly made good traditional food. Modifying adverbs: ■ Mark made more frosting than his other teammates usually do. Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The student who finished last must do the dishes Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When cooking the teacher likes to play music Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The dish ms. sandy likes is tamales Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ The festival, which was planned for 3 months, was canceled so the people can’t enjoys various food anymore
14
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 Bakery was closed down due to a fire. Predicate – what the subject does The students were learning about the different types of food coloring. Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Pre-heating the oven makes cooking easier Imperative – a sentence that makes a command (ends with a period mark) Stop adding all your eggs at once, do it one by one.. Interrogative – a sentence that asks a question (ends with a question mark) Why doesn’t the hard candy go stale? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) The donut filling was delicious! Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Jane sat down and ate pasta Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Many students are finishing their donuts, they just need to decorate it. Complex Sentence: A sentence with one independent clause and at least one dependent clause. The candy store open up at 9, many kids enter to buy candy for a snack
15
Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Even if you start from scratch or buy ready ingredients, making exotic food can take 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. Matcha latte from starbucks tastes terrible, some people may like it but it tasted like grass 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. Chocolate and vanilla ice cream gets boring, cookies and cream is a better choice 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. Cooks tend to work hard, not waste food, or even donate it, they get a lot of respect 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. Students bake at day and sell them at noon, then they clean during night Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Without baking powder most pastries would be here without it. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Traditional food are usually, unique, tasty, and sweet Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Matcha can be sweet, bitter, and nasty but many people still like it. 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. Cooking can be hard for some people, from fear of getting burned, can’t follow instructions, not enough money and straight up dont like cooking. 16
Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Milk comes from cows, at first it is liquidy that can be mixed with many things, if felt out to harden , it becomes cheese which is still from a cow Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. Cindy refrigerated the batter over night overslept and it became hard [WRONG] Cindy refrigerated the after overnight but overslept and became hard [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas Jelly conistis of water jelly powder and gelatine [WRONG] Jelly consists of water, jelly powder, and gelatine. [RIGHT]
Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause The cookie became stale [WRONG] The cookie became stale since it was left out of its bag . [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 party, rose’s aunt gave a tamale to her friend that was very tasty [WRONG] At the party, rose’s aunt gave a tamale that was very tasty to her friend. [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force The students diddnt know that they can't put the eggs first before the flour [WRONG] The students didn’t know that they can not put the eggs first before the flour. [RIGHT]
17
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) Kids who eat too much junk food end up gaining weight whether they like it or not. Once they realize that what they've been eating is too much and try to lose weight it is difficult for some people to lose motivation and continue to gain weight. If ju k food wasn't such an addicting thing to kids, they could live a healthy long life. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Does international food taste better than food from america? 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) Jelly has gelatine in it that is made up of animal bones but i taste really good Fact (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim) Soup tastes better hot. Opinion (personal position on a topic) Vegan burgers are worse than regular because the meat isn’t real. 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) Eating junk food can make your life shorten 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) Candy is good but can have too much sugar Document Based (cites a specific source, author, and position on a topic) According to researchers eating too much junk food can cut your life short as much as 10 years Theory (a statement that can be tested and potentially proven often answers a research question) Too much sugar can make make little kids hyperactive 18
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) Regular burgers are better than vegan burgers. Most people have ordered regular than vegan burgers The author put up a survey to see other people's opinions This information can educate on the difference between vegan and regular meat. It could even change some people’s opinion on their prefered meat 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) Multiple articles state how too much sugar is bad for kids. (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 – “¾ children can get hyperactive if they eat more sugar than recommended.” ( Health center) Ex. Several doctors agree, “¾ children can get hyperactive if they eat more sugar than recommended.” ( Health center) Ex. “¾ children can get hyperactive if they eat more sugar than recommended.”according to several doctors ( Health center). Ex. Unfortunately for parents,“¾ children can get hyperactive if they eat more sugar than recommended.” ( Health center) Ex. Unfortunately for parents,“¾ children can get [horribly] hyperactive if they eat more sugar than recommended.” ( Health center) 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) “¾ children can get hyperactive if they eat more sugar than recommended.” ( Health center) Kids health can be at risk if they eat too much sugar Summarizing (condensing larger quotes or sections - useful for closing the examination of the quote/evidence and transitioning to your analysis of the quote) “¾ children can get hyperactive if they eat more sugar than recommended.” ( Health center) Sugar can be bad for kids Abstract Examples (hypothetical, “what if” examples that do not refer to a source – AVOID 19
USING THEM AS EVIDENCE – but useful for examining the quote) People who have diabetes might be from sugary foods or foods in general. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) A previous study has shown that in May 2020, most kids were gaining weight due not n]being able to go anywhere during quarantine. Junk food was the main problem. From chips to soda and many sweets kids were now concerned on how to lose weight before going to school. 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) Therefore, it's better to eat oreos with milk than oreos alone. 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 people already knew that junk food is bad, then helping to stop wouldn't be so easy Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Everyone knows how bad junk food is yet they still buy it at . It is everywhere, at school, home, and stores. Reestablishing the Significance of the Thesis (could be one or more sentences) Thus, making kids understand the importance of why junk food isn't the only snack out there, can help benefit their health. 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…) In the end, if kids dont stop eating as much junk food as they do know, they may not live a long healthy life in the future
20
ESSAYS Essays – An essay is a group of paragraphs , usually 5 or more. To make a basic essay you need an introduction, 3 body paragraphs which is where you put your evidence where it supports your claim, and the conclusion which summarizes your essay. Types –There are many different types of essays. One type is a persuasive essay. In a persuasive essay you need to persuade the reader about the topic that you are talking about. If it's about a certain food then you should persuade the reader on why they should or shouldn’t eat the food. If it's an expository essay then you need to give the reader information about a certain topic. An expository essay has different types too. It can either be a how-to , cause and effect, etc, as long as it's informational. There’s also analytical, narrative and research time essays. Persuasive (Argumentative) Expository (Informative) Definition or Description Process (How-to) Compare and Contrast Cause and Effect Analytical/Critical Evaluative Interpretive Narrative (Tells a story) Personal Statement/Anecdote Research Timed Document Based Question (DBQ) Synthesis Strategies/Planning Tips/Steps – You can write a draft where you can put all your ideas that you want to put in the essay and correct it later. You can take out the information that isn’t really important or unrelated to the topic the essay is on. Also reliable sources for your evidence is also important because some websites can have false information that will affect your essay. Pre-writing/Prompt Analysis/Outlining Researching/Evaluating of Sources Work Cited Page – If you want your essay to be MLA format you must indent in the beginning of every paragraph , you can choose any font that is 21
readable such as Times new roman. If you want to write an essay in APA format you don't have to indent on each paragraph and it has to be double spaced , Times new roman with the font size of 12. MLA Format APA Format
22
