The Gifted Book of Writing by Bravo Grammar Con Online

Gifted Book of WritingÂ By: Belen Rodriguez-Honorato

Table of Contents

Inroduction ………………………………………….. 1 Punctuation/Capitalization ……………………………. 2-4 Parts of Speech ………………………………………...5-11 Phrases/Clauses ……………………………………….. 12-14 Sentences …………………………………………….... 15-17 Paragraphs …………………………………………….. 18-20 Essays ………………………………………………..... 21-22

This book is dedicated to those Burnt Out Gifted Kids Like Me <3

INTRODUCTION Ever wanted to learn the basics of writing? Ever wanted to do that while having an insight on what itâ&#x20AC;&#x2122;s like to be a gifted student? Well, today is your luck day! In this book of writing, weâ&#x20AC;&#x2122;ll go over some basics on how to write a paper.

PUNCTUATION and CAPITALIZATION Punctuation – Identify the function and create one (1) example sentence of the uses for each mark.

end punctuation/used for abbreviating

My name is Belen Rodriguez-Honorato. 2. , a pause between parts of a sentence. It is also used to separate items in a list and to mark the place of thousands in a large numeral. Hi, my name is Belen, nice to meet you!

3. – The em dash is an incredibly versatile punctuation mark that can be used instead of parentheses, commas, colons, or quotation marks in a sentence. The em dash (—) sets off a word or clause and adds emphasis. I looked through my books– all 75 of them– and fortunately found the one I was looking for.

4. -

The en dash is used to represent a span or range of numbers, dates, or time.

My best years were in my early childhood and recently in 2018-2019.

5. :

used to precede a list of items, a quotation, or an expansion or explanation

I specialize in three different smarts: book smart, street smart, and my own smart.

6. ; indicating a pause, typically between two main clauses, that is more pronounced than that indicated by a comma My younger cat likes to play; the older one wanders about.

7. ?

indicating a question.

Am I going to start to learn how to play guitar, or should I just focus on school and myself first?

indicating an exclamation.

“Guess what?? My parents surprised me with plane tickets to Europe!!!”

‘

indicate either possession or the omission of letters or numbers

My mother’s cat is very drawn to her. The cat is most likely to come to her if she calls out her name, than if someone else calls her name.

10. “ ” used either to mark the beginning and end of a title or quoted passage, or to indicate that a word or phrase is regarded as slang or jargon or is being discussed rather than used within the sentence. “Are you coming to our cabin trip this year?” “Yea! It’ll be fun!!”

11.

… a series of dots that indicates an intentional omission of a word, sentence, or whole section from a text without altering its original meaning.

But he had the tools to...Whatever, his lost.

12. [ ]

used to enclose words or figures so as to separate them from the context.

I said I wouldn’t be going if they, [the problematic people] , were going.

13. ( )

used to mark off a parenthetical word or phrase.

My family and I, (along with my favorite cousins), went on a cabin trip.

14.

in print or writing, used between alternatives

I have psychology Tuesdays/Thursdays and Honors American Literature Wednsday/Fridays.

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. 1. Please list the rules of capitalization here ● ● ● ● ● ●

Capitalize the First Word of a Sentence. ... Capitalize Names and Other Proper Nouns. ... Don't Capitalize After a Colon (Usually) ... Capitalize the First Word of a Quote (Sometimes) ... Capitalize Days, Months, and Holidays, But Not Seasons. ... Capitalize Most Words in Titles.

I, Belen Rodriguez-Honorato, will make a 6-figure salary.

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 idea. Professor, University, Exam, material, school · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). First Street School, Bravo Medical Magnet High School, GATES Program for the Gifted, Ms. Ortiz, Belen · Compound Nouns: consist of words used together to form a single noun. Laptop, keyboard, armchair, background, restroom · Concrete Nouns: refer to material things, to people, or to places. Air, apples, book, ocean, ball · Abstract Nouns: name ideas, quality, emotions or attitudes. Brilliance, bravery, ability, amazement, courage Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) The gifted students took the gifted test for the first time in elementary. · Direct Object (comes after the verb and answer what or whom) The professor asked if the students could follow him to the lecture hall. · Indirect Object (answers to who or to whom) The counciler asked the random student walking down the hallway to turn in the frm to Ms. Henderson.

PRONOUNS Pronouns take the place of nouns that have been established. Personal: Nominative (subjects) I/we you/you He, she, it, one/they

Objective (objects) me/us you/you him, her, it, one/them

Possessive My, mine Your, yours His, her, hers, its, one’s Relative: Nominative who That

our, ours your, yours their, theirs

Objective whom that those/ this 5

Possessive whose of that

Interrogative: who, which, what, whatever, whoever Reflexive: (personal pronouns plus the suffix –self or –selves) Used only: when the action verb is directed toward the subject of the construction: Even he himself tought that was too extreme for the students. Although she herself had the greatest confidence, she even admitted to being afraid to take the exam. to intensify a point: The administration themselves d elivered the speech. Even though it was hard work, “We are certain that our selected students will be able to pass”. 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

Types: There are at least eleven (11) types of verbs:

present perfect progressive future future perfect

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: Belen got her certificate at the school. (students are the subject) Passive: Thecertificate was given to Belen. (students are the subject but treated as the object) Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · Belen, when not studying, enjoys dancing in her free time. Participle: word ending in “ing” or “ed” used as an adjective · The students came face to face with the judging box. I also like to spen my free time gardening, especially when using the watering hose. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · My friends and I enjoy going to the mall. ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: The gifted students were being tested in thinking agility by being given the difficult test. ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each) gracefy, forewards, likewise · Conversions Heavy = heavily clever= cleverly swift= swiftly · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – Some students finished their test rather slowly. Time – He will finish his test soon. Place – The students are taking their test in there. Degree – 1% of students did rather poorly. Frequency – The students oftenly are improving themselves.

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. A aha, ahem, ahh, ahoy, alas, arg, aw. B bam, bingo, blah, boo, bravo, brrr. C cheers, congratulations. D dang, drat, darn, duh. E eek, eh, encore, eureka. F fiddlesticks. G gadzooks, gee, gee whiz, golly, goodbye, goodness, good grief, gosh

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

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. The whole class seriously did not want the homework. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. The class knows that they should probably be working on the homework anyways. 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. Marisol was warmly welcomed aboard the cruise ship. Appositive Phrase: A group of words that include all the words that modify an appositive and function as an adjective - IT MUST BE SURROUNDED BY COMMAS. Ms. Martinez, a new teacher, worked diligently to help students earn high grades. 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 track team finally saw the school. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The STAR program students quickly left the abandoned lab. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. Many students actually knew it was time to study for the test. 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. Bravo Medical Magnet requires students to work really hard. 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 she grew up firmly made the principal who she is. ○ Kindly give whoever calls an answer. ○ That the teacher was happy was totally obvious. ○ Mr. Flores wisely checked what he had for supplies.

Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ This is the school where students triumphantly do well. (“where” is an introductory word) ○ There is the suit that I absolutely needed. ○ The grade that you wanted is clearly within your grasp. Some adjective clauses begin with relative pronouns: ■ Olivia is obviously the one who got the most votes. (ONE is the antecedent of WHO and is modified by the adjective clause.) ■ There goes the teacher whose class is usually biology. (TEACHER is the antecedent of whose and is modified by the adjective clause.) ■ Science class informatively teaches how relative humidity is the amount of water vapor that the air contains. ■ Is this the book that you so vehemently want? (that is the direct object of want) ■ Tina is the girl whom he shyly asked to the dance. (whom is the direct object of asked.) ■ The recommendation letter to which you refer has sadly been lost. (which is the object of the preposition to. ) ■ Samantha is an athlete 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 put the bus sign where a few could see it. (place) ■ When the bell finally rang, everyone left. (time) ■ We sluggishly left the library because we were tired. (purpose) ■ The ASB president talked as if she were passionately running for re-election. (condition) Modifying adjectives: ■ Spring semester coldly seems twice as long as it used to be. (how much) ■ Mr. Russell is as amusingly funny as his uncle. (to what extent) Modifying adverbs: ■ Suzy studied harder than her sisters typically did. (condition)

Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The student who finishes first will earn an indulgently tasty cookie. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When driving, the instructor keenly keeps her eyes on the road. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The course that most interests Mr. Marks is clearly AP English Literature. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ Mr. Fette’s choir lessons, which began six months ago, are regretfully over.

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 Gifted Children are often misdiagnosed. Predicate – what the subject does The Gifted English students were given a 12th grade english literacy quiz. Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Gifted students leaving the 8th grade might be invited to attend a meeting or intervention again before entering their freshmen year. Imperative – a sentence that makes a command (ends with a period mark) “Submit your exams now. Time is up.” Interrogative – a sentence that asks a question (ends with a question mark) Why are students who are placed in the gifted education system often misdiagnosed? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) “Mom I got reverified as a gifted student! I’ve still got it.”

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. I enjoy sleeping in. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses connected by FANBOYS (coordinating conjunctions) or a semicolon (;). The american education system is very much flawed and useless, yet, we’ll still sit here and do our assignments. Complex Sentence: A sentence with one independent clause and at least one dependent clause. If you submit exams this way, you will fail.

Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Cheat on any test, it could be big or small, is the wrong thing to do.

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. Most gifted children know that college isn’t going to get you anywhere, unless you plan on working in the medical field or for the justice system. 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. It does not matter if you graduate from college, the first thing they’ll ask you at any job interview is if you’ve had prior job experience. 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. Gifted children tend to not have study ethics, and because of this, they struggle when they first don’t know a subject very quickly, and because of this, other students have the advantage of knowing how to study for themselves.

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. The gifted children spend their days outstanding themselves, and because of this, many teachers congratulate them when they see them out and about in the hallways. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. College is repetitive and you’ll learn the things you were taught in highschool, so it’s best to just do well in highschool and learn something so you won’t have to do those same classes again in college and waste your time. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Mostly every student knows that school is corrupt, frustruating, traumatizing, repetative, useless. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Gifted students know they are smart and can do alot of great things like teach better than an average teacher, and easily connect the dots, and go above and beyond than just “think outside the box”.

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 our type of children, they can all mostly agree that college is useless and a cheating system, whild the average child will want to go to college to be “set in life”, but I think we can all agree that in the end, it is up to one’s self to make the final disicion and know what;s best for them. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. The gifted spend their time not studying for schol, and not taking school seriously, and can mostly agree that the school system is draining their abilities to do well.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. Gifted children are often wrongly interpreted as children who love school but these children just know that they are smart and know that they don’t need almost every class the system gives them and they know that their creativity will help them in the long run. [WRONG] Gifted children are often wrongly interpreted as children who love school because they obviously show that they get good grades but in reality, they get good grades because their knowledge flows out, not because they want to put effort in their assignment. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas The gifted are intellegint, and they also like doing their own thing, especially creative works. [WRONG] Gifted kids are intelligent and like to do their own thing. [RIGHT] Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because the school system is messed up.[WRONG] Because the school system is messed up, most children decide to just graduate from highschool nd not take part in the theft that is college. [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 ceremony, the student was given to the certificate.[WRONG] At the ceremony, the student was given their certificate.[RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force Never do you dare never ever give up. [WRONG] Never give up. [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) Ex. Throughout the nation’s history, children who are bright and quick have been praised by many teachers and peers. Many often are rewarded with more medals and certificates than the average student. Because a great majority of these students exists in our schools all across the nation, the government has decided to create the gifted program. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Ex. What is the gifted program and what are it’s uses? 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. Gifted programs are programs that hold meeting annually, or depending on the program’s leaders, that explain and praise to parents of gifted children why and how one can help the child exeed far more than the child has already accomplished. Fact (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim) Ex. Gifted programs really boost the confidence of the student. Opinion (personal position on a topic) Ex. Gifted students are really great for the stem field. 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. IGifted students are expected to become great things such as doctors or lawyers. 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. Gifted students are all very smart and should be moved up to higher learning. Document Based (cites a specific source, author, and position on a topic) Ex. Standing for Gifted and Talented Education (GATE), this is a term that refers to the education of 'extraordinary' students. G ATE students have been identified as gifted or talented by G ATE programmes or specialised exam papers and are often nominated by schools or parents to undergo the examination. According to S tudy International. Theory (a statement that can be tested and potentially proven - often answers a research question) Ex. Gifted children were hyped at primary school and are now just regular students.

Clarification/Expansion of Thesis (could extend the thesis, preview the evidence supporting the thesis, give the purpose of thesis, establish the importance or significance of examining the intricacies of the thesis – this could be several sentences long) Ex. The author claims that gifted children are Ex. The author examines the often-disturbing state of meat production in order to discourage people from consuming so much fast food. (purpose of thesis) Ex. This information about the connection between fast food 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. Gifted programs lower the self esteem of regular students. (Now every sentence in this paragraph must be related to the connection between the gifted

programs and regular students’ self esteem.)

Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) ORIGINAL QUOTE – Gifted programs lower the self esteem of regular

students.

Ex. Several researchers agree, “Fast food can have adverse effects on people’s health” (Schlosser 73). Ex. “Fast food can have adverse effects on people’s health,” according to several researchers (Schlosser 73). Ex. Unfortunately for patrons, “Fast food can have adverse effects on people’s health,” according to several researchers (Schlosser 73). Ex. Unfortunately for patrons, “Fast food can have [horribly] adverse effects on people’s health” (Schlosser 73). Ex. Unfortunately for patrons, “Fast food … [a]ffects … people’s health” (Schlosser 73).

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 – Gifted programs lower the self esteem of regular students. Ex. PARAPHRASE – The existence of gifted programs FOR gifted children, lowers self esteem for regular students 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 – Gifted programs can lower the self esteem of the regular students. Ex. SUMMARY – Gifted programs can hurt regular students. 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. Regular students wouldn’t be hurt by gifted programs if they were just smarter and gifted. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. A study in the November 2011 New England Journal of Medicine shows that the average person stands to lose 12 pounds in any given year that they eliminate fast food from their regular diet. 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, gifted programs have hurt the self confidence of regular students in the class. 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 gifted programs were truly harmless, we wouldn’t see such a numbers say they left insecure because of these programs. 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 fast food 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, gifted children being more praised and applauded way more than those who are not. Final Sentence (connects to the hook and finishes the essay (finish your argument) – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…) Ex. So given all praise and insight, maybe we should treat gifted children and regular children the same.

ESSAYS Essays – An essay is a short academic composition. The word “essay” is derived from a French word “essai” or “essayer,” which means “trail.” In composition, however, an essay is a piece of non-fiction writing that talks or discusses a specific topic. Presently, an essay is part of every degree program. As the name suggests, a definition type of essay defines different things, ideas, and perceptions.

Types – Explain each type of essay and state its purpose Persuasive (Argumentative) - A p ersuasive essay is meant to convince the target audience to do something or not do something. Expository (Informative) - An expository essay exposes things in detail to make readers understand without any complications. Definition or Description - As the name suggests, a definition type of essay defines different things, ideas, and perceptions. Process (How-to) - A process essay outlines a process of making or breaking or doing something that readers understand fully and are able to do it after reading it. Compare and Contrast - A comparison and contrast essay makes either a comparison, a contrast, or both between two different or similar things. Cause and Effect Analytical/Critical Evaluative - An analytical essay analyzes something, such as in literature an analytical essay analyzes a piece of literature from different angles. Interpretive - A critical essay is written on literary pieces to evaluate them on the basis of their merits or demerits. Narrative (Tells a story) Personal Statement/Anecdote - A narrative essay is a narration like a short story. It is, however, different from a short story in that it is written in an essay format. Research - A research essay revolves around a research question that is meant to answer some specific question through a research of the relevant literature. Timed Document Based Question (DBQ) Synthesis Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts. Pre-writing/Prompt Analysis/Outlining Researching/Evaluating of 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 - Type your paper on a computer and print it out on standard, white 8.5 x 11-inch paper. ● Double-space the text of your paper and use a legible font (e.g. Times New Roman). Whatever font you choose, MLA recommends that the regular and italics type styles contrast enough that they are each distinct from one another. The font size should be 12 pt. ● Leave only one space after periods or other punctuation marks (unless otherwise prompted by your instructor). ● Set the margins of your document to 1 inch on all sides. ● Indent the first line of each paragraph one half-inch from the left margin. MLA recommends that you use the “Tab” key as opposed to pushing the space bar five times. ● Create a header that numbers all pages consecutively in the upper right-hand corner, one-half inch from the top and flush with the right margin. (Note: Your instructor may ask that you omit the number on your first page. Always follow your instructor's guidelines.) ● Use italics throughout your essay to indicate the titles of longer works and, only when absolutely necessary, provide emphasis. ● If you have any endnotes, include them on a separate page before your Works Cited page. Entitle the section Notes (centered, unformatted). APA Format - Your essay should be typed and double-spaced on standard-sized paper (8.5" x 11"), with 1" margins on all sides. Include a page header (also known as the “running head”) at the top of every page. For a professional paper, this includes your paper title and the page number. For a student paper, this only includes the page number. To create a page header/running head, insert page numbers flush right. Then type "TITLE OF YOUR PAPER" in the header flush left using all capital letters. The running head is a shortened version of your paper's title and cannot exceed 50 characters including spacing and punctuation.

About The Author

Belen Rodriguez-Honorato is an 11th grade, gifted kid burnout, at Bravo Medical Magnet. The only reason she decided to publish this book was because it was assigned and is worth 250 points. No book, no grade. No grade, bad grade. Oh, and to help people write better… I guess. Special thanks to the due date for always keeping me motivated. And to the reader, Thank you for taking your time to read this Gifted Book of Writing :) .