The Food Book of Writing by Bravo Grammar Con Online

PUNCTUATION and CAPITALIZATION Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1. . period (one way to end a sentence) - I’m extremely happy today. 2. , comma (used for a pause or separates grammatical components of a sentence) - My favorite hobbies are to dance, sing, and draw. 3. – em dash (can replace commas, parenthesis, or colons) - My sister loves chocolate—my brother loves vanilla. 4. - en dash (used to represent a span or range of numbers, dates, or time) - 5. : colon (introduce a list of items) - He lived in this town from 1998–2009. 6. ; semicolon (used between two independent clauses) - When I finish here, and I will soon, I'll be glad to help you; and that is a promise I will keep. 7. ? question mark (used to end a direct question) - What’s your thoughts about today’s weather? 8. ! exclamation mark (used to sometimes show the significance of what is being said) - Help me! 9. ‘ apostrophe (used in contractions) - I shouldn’t sleep all day. 10. “ ” quotation marks (used when stating something ro for dialogue) - Sally said, “ I absolutely hate school” in front of the whole class and teacher. 11. … ellipses (to represent trailing of a thought) - To be continued . . . 12. [ ] Brackets (allow insertion of editorial material) - She [Martha] is a great friend of us. I 13. ( ) Parenteses (allows the writer to add additional information) - He finally answered (after taking five minutes to think) that he did not understand the question. 14. / slash (meaning or) - When leaving the classroom, the teacher noticed that a student had left his/her backpack. 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. 5

Capitalization – Identify and create one (1) example sentence for each rule of capitalization. ● ● ● ●

Please list the rules of capitalization here Capitalize the first word of a sentence: That’s my dog. Capitalize names and other pronouns: My name is Zoey Tsan. Capitalize days, months and holidays, not seasons: It’s almost December, which means Christmas is coming! Capitalize cities, countries, nationalities, and languages: I live in Los Angeles, California.

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: apple, candy, chocolate, cupcakes · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). E X: The Perch LA, Los Angeles, California. · Compound Nouns: c onsist of words used together to form a single noun. EX: applesauce, microwave, cupboard, tablespoon. · Concrete Nouns: refer to material things, to people, or to places. EX: apple, orange, spatula, kitchen. · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. E X: optimism, intelligence, ambition.

Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Mr. Shining a ssigned us a new recipe to try over the weekend. · Direct Object (comes after the verb and answers what or whom) Zoey asked Semya to pass her the flour that was next to the sugar container. · Indirect Object (answers to who or to whom) Stella handed a hand mixer to the teacher d uring class when more ingredients were added to the batter.

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 7

Possessive My, mine our, ours Your, yours your, yours His, her, hers, its, one’s their, theirs Relative: Nominative who whose That

Objective whom that those/ this

Possessive

of that

Interrogative: who, which, what, whatever, whoever Reflexive: (personal pronouns plus the suffix –self o r –selves ) Used only: when the action verb is directed toward the subject of the construction: She cooks eggs by herself because it’s very easy to cook. to intensify a point: The teacher himselfdecided to teach the class all how to properly crack an egg. 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: T here 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) infinitive verbs (indicate tense) infinitive 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 chef took the milk out of the fridge. (chef is the subject) Passive: The milk was taken out of the fridge from the chef. (chef is the subject but treated as the object) Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun . · Mary enjoys simply c ookingin the kitchen. Participle: w ord ending in “ing” or “ed” used as an adjective · The whole pastry team went r unning to the oven that was burning. · I was so t ired in class.

Infinitive: v erb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · My friend likes to cook herself a healthy breakfast before school.

ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper ( This pan is mine. This is mine. That pan is hers. That is hers. )

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”) · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – The water in the pot for spaghetti boiled quickly. (How fast did the water boil?) Time – Dessert comes i mmediately a fter dinner is finished. (When will dessert come?) Place – Willy Wonka was w illingly here earlier today working to create new chocolate flavors.. (Where was he?) Degree – The pasta was exceptionallygood for a rookie cook. (How good is it?) Frequency – The fruits from the tree are consistentlyfalling when ripe. (How often is it falling?)

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 non living 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 o ne-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. Find and copy/paste an alphabetical list of i nterjections here. A – Ahh, ahoy, aha, ahem, alas, arrggh, aw B – Blah, brrr, bingo, bravo, bam, bazinga, bleh, boo, boo-yah, bah hambug 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

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 f unction as a noun. The glistening glitter on top of the cake made it presentable . Verb Phrase: A group of words consisting of verbs working together and function as a verb. We a re trying very hard to decorate the cupcakes before time runs out. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and f unctions as an adjective or an adverb. Mary’s brought cookies in her p olka-dotted container. 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. Zoey, a new student, worked hard on decorating her cake. Verbal Phrases: A group of words that begin with a verbal and ends with a noun. ● Gerund Phrase verb ending in -ing that f unctions as a noun. The steamy steak was ready to be eaten at dinner. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. I quickly ran to the oven in the a bandoned kitchen. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. After the dinner table was set up we knew it was time to cut the turkey. 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 – C AN stand alone as a c omplete sentence, known as a simple sentence p attern. The brownie recipe requires two eggs. DEPENDENT (SUBORDINATE) – C ANNOT stand alone as a complete sentence

and MUST begin with a S UBORDINATE 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. ○ Whoever thought of the idea is a genius. ○ Kindly give w hoever cooks the kitchen to prepare the meal. ○ That the chef was happy was totally obvious. ○ Whichever restaurant you pick is fine with me. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ I can remember the time w hen we had to hand mix batters. ○ There is a spatula t hat I absolutely needed. ○ The spaghetti t hat you wanted offers takeout. Some adjective clauses begin with relative pronouns: ■ Sarah is obviously the one who baked the most cookies. (ONE is the antecedent of WHO and is modified by the adjective clause.) ■ There goes the child w ho's usually late for cooking class. (TEACHER is the antecedent of whose and is modified by the adjective clause.) ■ Cooking class informatively teaches the amount of water the pot can contain. ■ Is this the cookbook that you wanted? (thatis the direct object of want ) ■ Mia is the girl w hom he nicely asked to dinner. (whomis the direct object of asked .) ■ The home cooked meal for dinner to w hich you refer has sadly been sadly eaten. (whichis the object of the preposition t o .) ■ Samantha is an expert baker who easily bakes cupcakes on her freetime.(whois the subject of bakes .) Adverb Clause: Used to m odify verbs, adjectives, and adverbs in an independent clause, introduced by a subordinating conjunction and used to indicate time, place, cause, purpose, result, condition, and/or concession. Modifying verbs: ■ They told us that we needed to place the desserts to the left where a few could see it. (place) ■ When the bell finally rang, everyone left the kitchen. (time) ■ We sluggishly left the bakery b ecause we were tired. (purpose)

■ The home ec teacher talked as if she were passionately running for re-election. (condition) Modifying adjectives: ■ Baking cookies seemed to take twice as less than it used to be. (how much) ■ Coach is a s good a cook as her aunt.(to what extent) Modifying adverbs: ■ Suzy cooked longer than her sisters typically did. (condition) Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The student w ho finishes first will earn an indulgent tasty cookie. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When cooking, the child keenly keeps her eyes stove. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The course t hat most interests my mother is clearly Home ec. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ Salt is needed, not sugar, to make something salty.

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 Chocolatier gives samples of his famous chocolate mousse. Predicate – what the subject does The Chocolatier gives samples of his famous chocolate mousse.

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) By giving samples he is able to share the amazing taste of his creation. Imperative – a sentence that makes a command (ends with a period mark) They will place an order from the restaurant right now. Interrogative – a sentence that asks a question (ends with a question mark) How could anyone not enjoy the taste of chocolate? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) That was delicious!

Sentence Patterns Simple Sentence: A sentence that is j ust one independent clause. You can buy chocolate at any candy factory. Compound Sentence: A sentence with m ultiple independent clauses, but n o dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). I like all sorts of candy, not sour gummies though. Complex Sentence: A sentence with o ne independent clause and at least one dependent clause. Eating candy can satisfy your taste buds, but too much is bad for your health. Complex-Compound Sentence: A sentence with m ultiple independent clauses and at least one dependent clause. Whether you like it or not, most candy is unhealthy, but we still eat it. Loose Sentence: A sentence that contains an independent clause plus a subordinate construction (either a clause or phrase) w ith your main point at the beginning. Too much sugar is bad for you, no matter what kind of sugar, it can cause many health issues. 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 w ith the main point coming at the end. No matter what kind of sugar it is, it can cause many health issues, so too much sugar is bad for you. Parallel Structure: A sentence using the same pattern of two or more verbs or ideas that m atch i n 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. Chefs tend to work hard hard, to perfect their food, to have people enjoy their cooking. Balanced Sentence: A sentence where phrases or clauses at the beginning and the end parallel each other by virtue of their likeness of s tructure, m eaning, or length - this sentence requires symmetry. Once an amazing dinner is finished then comes an amazing dessert.

Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. The presentation is as important as the taste of the meal is important to the customer. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. The steak was perfectly seasoned, tender, delicious, by far the best. Polysyndeton: A sentence t hat uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. The sauce was deliciously sweet and sour and tangy and, over all, the best sweet n sour combination. 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. Many people will enjoy chocolate flavored ice cream, while others will enjoy vanilla flavored ice cream, but we can all agree that both flavors are certainly better than cherry flavored ice cream. Epistrophe: A sentence featuring s everal phrases or clauses ending with the same word or words. Bakers often spend their morning baking in a bakery, afternoons working in a bakery, nights cleaning the bakery, and breaks eating what is not sold from the bakery.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly w ithout punctuation. The cook wanted to stop working on dinner she needed to do work on dessert she had no time. [WRONG] The cook wanted to stop working on dinner BECAUSE she needed to do work on dessert AND she had no time. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly u sing commas

The cook wanted to stop working on dinner, she needed to do work on dessert, she had no time. [WRONG] The cook wanted to stop working on dinner. She needed to start working on dessert; she had no time. [RIGHT] Fragment – i ncomplete sentence pieces that are not connected to or do not form an independent clause Becauseshe had no time. [WRONG] Because she had no time, she had to start working on it tomorrow. [RIGHT] Misplaced/Dangling Modifiers – modifiers are words, phrases, or clauses that add description; a m isplaced modifier describes the wrong part of a sentence and a dangling modifier is missing the part it’s supposed to modify At the restaurant,, the chef gave a steak to the customer that was medium rare. [WRONG] At the restaurant,the chef gave a steak that was medium rare to the customer. [RIGHT] Double Negative – c ombining two or more negative words in a sentence in a way that is supposed to produce a positive force The private cook knew that it wouldn’t do them no good to waste the untouched food. [WRONG] The private cook knew that it would not do them any good to waste the untouched food. [RIGHT]

PARAGRAPHS Paragraphs – a group of sentences that together convey a shared purpose structured around the same topic. Introductory Paragraphs (Introductions) Hook (Lead) – can begin with the title Anecdotal (Brief story to set the mood and lead the reader into the topic) Often when people think of the “pathway to success” they think that it looks something like this, “great work -> big success -> be happy”. Happiness is always at the very end. Well they have it totally backwards it should be “be happy -> great work -> big success.” Be happy should go FIRST. Maybe we’ve been thinking about it all wrong. Perhaps it isn’t our success that contributes to our happiness, but our happiness that leads us to success. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) H ow do people become happy? 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) Your happiness is based on the way you see things. Fact (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim) People can cultivate and work towards happiness with a few steps. Opinion (personal position on a topic) You will be happy if you make a lot of money. B elief (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) It’s a choice to be happy. Generalization (uses absolute or statistical pronouns: all, always, every, never, none, most, half – avoid using this type of thesis statement u nless citing the 23

source of the data) Everybody that is rich is happy. Document Based (cites a specific source, author, and position on a

topic) Ex. In a Harvard Business Review, it is said to be that happy people are 31 percent more productive and 3 times more creative than their non happy counterparts. Theory (a statement that can be tested and potentially proven - often answers a research question) More happiness can be obtained in a few steps. 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. Niel Pasricha expands on his claim by interviewing some speakers and big shots and asking them “you probably have a lot of decisions in your life. What do you do to simplify them?” And with the answers from all these interviews he put them into one big thought. (preview of evidence) Ex.The author speaks to all these people so that he can find a way for us to increase our happiness so that we can succeed. (purpose of thesis) Ex.This information about the connection between your happiness and success is a crucial part of information that people should be aware of. (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 retiring will not add to the person being happy. (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 – “You’ll be giving up the Social, Structure, Stimulation and Story you get every day from being there” (Pasricha 111).

Ex. Several researchers agree, “You’ll be giving up the Social, Structure, Stimulation and Story you get every day from being there” (Pasricha 111). Ex. “You’ll be giving up the Social, Structure, Stimulation and Story you get every day from being there,” according to several researchers (Pasricha 111). Ex. Unfortunately some people who don't realize, “You’ll be giving up the Social, Structure, Stimulation and Story you get every day from being there,” according to several researchers (Pasricha 111). Ex. Unfortunately some people don’t realize, “You’ll be giving up the Social, Structure, Stimulation and Story you get every day from being there” (Pasricha 111). Ex. Unfortunately some people don’t realize, “You'll . . . giving up . . . everyday from being there.” (Pasricha 111). 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 – “When you’re working you become part of something bigger than yourself” (Pasricha 110). Ex. P ARAPHRASE – You become part of something greater than yourself while you are working ( Pasricha 110). 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 – “When you’re working you become part of something bigger than yourself” (Pasricha 110). Ex. S UMMARY – Working doesn’t make you selfish. 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. S ome people might not enjoy retirement if they have nothing to do. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. A research study based on Okinawa Island showed that the people who 25

lived there never retired and they live seven more healthy years than the average american. 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, not retiring and having an IKIGAI, is a reason to wake up in the morning, let’s people be more happy, live longer lives.

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 their retirement ultimately leads to unhappiness and shorter lives then why do people still retire. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. Retiring is flawed because it's based on the fact that we enjoy doing nothing as opposed to being productive and also the fact that we can afford to do nothing for decades.

Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. So one way of becoming happy is to not retire. Wake up in the morning with a reason to wake up and be productive. Final Sentence (connects to the hook and finishes the essay – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…) Ex. So people making a lot of money as a life goal so that they could retire might not be the best option out there . . .

ESSAYS Essays – In general, an essay is a piece of writing that gives its own claim of the author, but the meaning is ambiguous, overlapping with those of a text, a document, an article, a pamphlet, and a short story. Essays have been sub-classified as formal and informal usually. Types – Explain each type of essay and state its purpose Persuasive (Argumentative) - The author tries to convince the reader to believe in an idea or opinion and to do the action. Expository (Informative) - This essay exposes things in detail to make readers understand easily. Definition or Description - An explanation of what something is and how many types of the thing there is Process (How-to) - This essay will tell you about a task and how to complete it. It will address the problem, give the main steps, and will eventually lead you to the end. Compare and Contrast - A comparison with two similarities of two contents and contrast which works with the differences of the two contents. Cause and Effect - the essay asks why did something happen and what impact it might have. Analytical/Critical Evaluative - An analysis of a piece of literature from different angles Interpretive - Evaluates a piece of literature from different angles. Narrative (Tells a story) - A narration of a story in the form of an essay. Personal Statement/Anecdote - This type of essay focuses on your own experiences or beliefs. Research - This essay brings up a question that is reserved and answered throughout the essay. Timed - A timed essay requires demonstrating disciplinary knowledge by making a writing sample with limited time. Document Based Question (DBQ) - An essay question that is used for AP history exams. You are asked to analyze historical issues or trends in documents and use them as evidence to write the DBQ. Synthesis - An essay that requires a unique viewpoint of a central idea, theme, or topic

Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts. Pre-writing/Prompt Analysis/Outlining - Plan what you’re going to say. Make a chart to gather your thoughts on what each paragraph will talk about. Figure out if the topic is going to engage the reader. Outline the paragraphs as you begin to write. Researching/Evaluating of Sources - Gather information that is valuable to your topic that you would like to include in your essay. It may help you support your claim as evidence. 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 - (Modern Language Association) a research essay that must include the information presented in a specific way. The work must contain a header with the writer's name and page number, must be double spaced, cite information from other sources correctly within the essay, and must have a works cited page at the end. APA Format - ( American Psychological Association) different format from MLA. Differences of APA is that it contains an abstract before the essay, a reference section, the title of the essay as the header, and discussion and conclusion section. It also has to be double spaced, have page numbers in the header, and information must be cited correctly.

Dedication I would like to dedicate this book to my friends and family. Also to all my food lovers out there :) I want to thank all the readers here for reading this book. I hope that you were able to learn at least one thing from these pages and apply it to future writing assignments.