Greek Mythology Book of Writing BY: DAISY VASQUEZ Period 5
TABLE OF CONTENTS
PAGE
Introduction
3
About the Author
4
Dedication
5
Punctuation & Capitalization
6
Parts of Speech
8
Phrases ad Clauses
16
Sentences
19
Paragraphs
22
Essays
25
Introduction SIMILARLY TO HOW A LONG PERIOD OF TIME IS ASSOCIATED WITH GREEK MYTHOLOGY, IT COULD BE APPLIED TO THIS BOOK AS WELL. THE FIRST SEMESTER OF THIS JUNIOR YEAR HAS BEEN UTILIZED TO WRITE THIS BOOK OF WRITING. IT HAS BEEN CAREFULLY SEPARATED TO ACCOMMODATE TIME AND EFFICIENCY. FOR THAT REASON EVERY SECTION OF THIS BOOK HAS BEEN METICULOUSLY REVISED. PURPOSELY THIS BOOK HAS BEEN WRITTEN THROUGHOUT SEVERAL MONTHS, A PRODUCT OF HARDWORK AND DEDUCTION. WITH MUCH THOUGHT, THIS BOOK HAS A PURPOSE IN ANCIENT AND MODERN CULTURES. IN ANCIENT TIMES, MYTHS ANSWERED UNIVERSAL QUESTIONS AND THE UNEXPLAINABLE. EVEN BEYOND THAT, THE MYTHS PROVIDE A MEANING TO LIFE, MORTALITY AND THE VALUE OF CULTURE. MYTHS ARE USED TO INTERPRET MANY LIFE LESSONS AND PROVIDE ADVICE TO GENERATIONS. QUANTITIES OF KNOWLEDGE AND WISDOM CAN BE GAINED FROM READING MYTHS, WHICH IS WHAT THIS BOOK INTENDS.
About the Author MY MY
NAME
IS
FAMILY.
CAME
DAISY
AND
DAUGHTER
I
OF
FROM GUATEMALA COMPLEX,
RATHER
PERSONALITY. EXPLORING FOOD.
I
WANT WITH
DREAMS,
BUT
AND
TO I
TO
WORK
HAVE
BE
I
WHO
I
BELIEVE
WE
WITH
JUST
A
TO
I
AND
AM ALSO HAVE
HARD
EVERYONE
PURPOSE
AM NOT
MEDIA
NOT
A
I
WHO
LIKES
BUT
MAY
AND
.
OF
HONEST
ESPECIALLY
AM ADDICTED
HERE
VERY
SUCCESSFUL
IMPORTANTLY ARE
A
CHILD
PARENTS
HARD.
AM SOMEONE
UNCERTAINTY. I
MIDDLE
IMMIGRANT
NEW THINGS,
FILLED MOST
I
AM THE
BIG
WORKER. IS
EVEN
UNIQUE
IF
IT
IS
LIVE.
IF
WE
PUT
JOURNEY
IT
IS
SPENT
INTRODUCED
TO
WRITE
NUMBERS. PAPER WERE
SHORT
THEN
I
THROUGHOUT TEACHERS WAS
DEPTH
TO
AT
IN
HAVE
MY
RESTRICTED
THIS
PROJECT,
EXPAND
MY
UNDERSTAND
A
AS
EDUCATION IN
MY
BOOK IT
LOW
IS
ON
PARAGRAPHS
WERE
HORIZONS
WHAT
JUST
SENTENCES
KNOW AS
ME
FIRST
COMMUNICATE
BECOMING
OF
WAS
CERTAIN
KINDERGARTEN.
WE
HAVE
SENTENCES
PARAGRAPHS
YEARS
I
I
LEARNING
TO
EFFECTIVE
WRITING
YEARS
HOME
STARTED
FORM WHAT
THE
THE
INCLUDING
AND
THOSE
TO
WITH
ABLE
NAME
AND
WAS
TO
MY
HIGHSCHOOL.
MULTIPLIED
EVENTUALLY MULTIPLIED
IN
FINALLY
WHEN
FORMAT.
MY
THAT I
THROUGH
PERSPECTIVE
EQUIVALENT
CURRENTLY TO
INTO
OF AND
TO
.
WELL
ESSAYS. CERTAIN
WRITING WRITING, REALLY
WRITE.
I
IN
Dedication THIS
BOOK
IS
DEDICATED
STORYTELLERS PEOPLE
WHO TO
AND
ENJOY THEM.
TO
THE
HEARING
Punctuation &Capitalization PUNCTUATION AND
CREATE
-
IDENTIFY
ONE
THE
SENTENCE
FUNCTIONS OF
THE
OF
USAGE
EACH FOR
MARK
EACH
MARK
1. . A period is a punctuation mark that ends a sentence and abbreviates EX. Greek mythology dates back to more than 2,700 years ago 2. , A comma is used to separate phrases, words, and ideas. EX. According to Greek Mythology, the first woman was Pandora . 3. – An em dash draws emphasis to a word, idea, or phrase. EX. The earliest Greek Myth was written by Theogony- about 700 BC. 4. - An en dash is used to hyphenate, which is to bring two words together that are not compound words. EX. Did Zesus have a sister-in-law and a brother-in-law? 5. : A colon tells whatever comes after the colon is related to whatever was before it. EX. Many highschools are named after Greek mythology: Titans, Spartans, and Trojans. 6. ; A semicolon separates more than one independent clause and connects them in one sentence. EX> Kendal likes myths; Kassandra does not enjoy them. 7. ? A question mark ends an interrogative sentence. EX. Why did Troy and Sparta began the famous war? 8. ! An exclamation mark ends an exclamatory sentence. EX. Hera would kill Zesus’s love champions! 9. ‘ An apostrophe is used as a contraction, quote mark and to demonstrate a possession. EX. Zeus’s thunder struck the earth’s surface tremendously. 10. “ ” A quotation mark is used to quote a phrase, idea, or words. EX. A historian states, “ Many myths recounted–vulnerable to human foibles and passions”. 11. … An ellipses means something is unsaid or not there. Greek mythology does not only tell stories about Greek gods and goddesses... 12. [ ] A bracket is adding or inserting an idea, word, or phrase. EX> Greek gods are known to be immortal [meaning they do not die]. 13. ( ) A parenthesis is parenthetical information.
EX. Dionysus (god of wine) was almost killed by Hera when he was still unborn in his mother’s stomach. 14. / A back slash is indicates a choice, or selection. EX. In Greek mythology there is no single text like the Christian Bible/Hindu texts. 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. EX. Zeus' most known children were Athena, Apollo, Hercules, Artemis, Ares, and Dionysus. 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 the sentence. The three-headed dog was sleeping Capitalize names and proper names. Hercules is one of the most known mythological characters. Don’t capitalize after a colon The Greek gods were immortal: some of their children were not. Capitalize the first word of a quote Mario asked, “ Have you ever read a mythology book?” Capitalize days, months, and holidays. Independence day is not a holiday related to Greek mythology. Capitalize most words in titles The book D’Aularies Book of Greek Mythology is a fascinating piece of literature. Capitalize cities, countries, nationalities, and languages. There are few Greeks who fully heartedly believe in Greek mythology. Capitalize time periods and events. Ancient Greece was different compared to present day Greece. EX: (Used to begin a sentence) – Sadly for some, 11th grade is the year with the most high-stakes testing. Ares is known as the God of war.
Parts of Speech
NOUNS NOUNS Types of nouns: (list three to five words of each type) · Common Nouns: name a class of people, places, things, or ideas. EX: children, lions, wine, grapes, olive · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX: Greece, Rome, Mount Olympus, Atlantis, Zeus · Compound Nouns: consist of words used together to form a single noun. EX: sunrise, sunset, underworld, undersea · Concrete Nouns: refer to material things, to people, or to places. EX: chariot, book, arrow, village, · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. EX: wisdom , glory , ambition. Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) EX. Mr. Contros lectured his class about Greek mythology.· Direct Object (comes after the verb and answers what or whom) EX. Mr. Contras questioned Amy about her knowledge towards Greek mythology. · Indirect Object (answers to who or to whom) EX. Mr. Contras corrected his student in the middle of the lecture.
PRONOUNS Pronouns take the place of nouns that have been established. Personal: Nominative (subjects) Objective (objects) I/we me/us you/you you/you He, she, it, one/they him, her, it, one/them
Possessive
My, mine our, ours Your, yours your, yours His, her, hers, its, one’s their, theirs
RELATIVE
Nominative who That
Objective whom that those/ this
Possessive whose of that
INTERROGATIVE
who, which, what, whatever, whoever
REFLEXIVE (PERSONAL PRONOUNS PLUS THE SUFFIX –SELF OR –SELVES)
Used only: when the action verb is directed toward the subject of the construction: She praises herself more very often. She bought herself a Greek mythology movie . to intensify a point: The teacher himself delivered the lecture. The family tree was hard to understand, even the teacher himself admitted. 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.
V E R B S
Verbs show the time, action, and state of being of a subject. Tense: verbs indicate time via tenses: -Simple past - past progressive -present perfect - past -simple present - present progressive - past perfect - present -present perfect - future - progressive - future perfect
Types: There are at least eleven (11) types of verbs:
-auxiliary verbs (helping verbs) -linking verbs (verbs that do not describe action, but connect the subject of a sentence to other parts of the sentence – usually the predicate) -lexical verbs (main verbs) dynamic verbs (indicate action) -stative verbs (describe a condition) -finitive verbs (indicate tense) -nonfinitive verbs (infinitives or participles) -regular verbs (weak verbs) -irregular verbs (strong verbs) -transitive verbs (verbs followed by a direct object) - intransitive verbs (verbs that do not take direct objects)
Voice: Voice is the form of the verb that indicates how it relates or interacts with the action. The English language has two voices: ACTIVE and PASSIVE. Active: The storytellers got their oral presentation in a recent book published. (storytellers are the subject) Passive: The book has brought recognition to the storytellers. (storytellers are the subject but treated as the object)
Verbals: (VERB FORMS NOT USED AS VERBS)
Gerund: word ending in “ing” used as a noun. · Mr.Torres enjoys intensely researching the website of the Greek gods Participle: word ending in “ing” or “ed” used as an adjective · There was no rising sun today, mentioned the European history teacher. · Olympia carefully picked up the boiled water. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Poseidon likes to swim with fishes in Atlantis.
ADJECTIVE Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper (Give one example of each using words related to your subject) Neat, icy, Roman
ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each) –ly, -wards, -wise Beautifully, foreword, likewise · Conversions (Show how three words related to your subject can become adverbs – Example: “Educational” becomes “Educationally”) “Beautiful” becomes “Beautifully” · Types: Manner, Frequency, Degree, Place, Time
Example Types: (Create one example each related to your subject) Manner – Aphrodite arose from the water very beautifully. (How did she enterr?) Time – Ares entered to battle very slowly. (When will he begin?) Place – My mythology magazine was suddenly here earlier than it was supposed to. (Where was the article?) Degree – Olympus was highly artistic which was often described in the myths.. (How good is the architure?) Frequency – People frequently forget the magical king of Athens such as Codrus (How often is he remembered ?)
C O N J U C T I O N S 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 Aah, ack, agreed, ah, aha, ahem, alas, all right, amen, argh as if, aw, ay, aye, bah, blast, boo hoo, bother, boy, brr, by golly, bye, cheerio, cheers, chin up, come on, crikey, curses, dear me, doggone, drat, duh, easy does it, eek, egads, er, exactly, fair enough, fiddle-dee-dee, fiddlesticks, fie, foo, fooey, g'day, gadzooks, gah, gangway, gee, gee whiz, geez, gesundheit, get lost, get outta here, go on, good, good golly, good job, gosh, gracious, great, grr, gulp, ha, ha-ha, hah, hallelujah, harrumph, haw, hee, here, hey, hmm, ho hum, hoo, hooray, hot dog, how, huh, hum, humbug, hurray, huzza, I say, ick, is it, ixnay, Jeez, just a sec, just kidding, just wondering, kapish, la, la-di-dah, lo, long time, look, look here, lordy, man, meh, mmm, most certainly, my, my my, my word, nah, naw, never, no, no can do, no thanks, no way, nooo, not, nuts, oh, oh no, oh-oh, oho, okay, okey-dokey, om, oof, ooh, oopsey, over, oy, oyez, peace, pew, pff, phew, pish posh, psst, ptui, quite, rah, rats, ready, right, right on, roger, roger that, rumble, say, see ya, shame, shh, shoo, shucks, sigh, sleep tight, snap, sorry, sssh, sup, ta, ta ta, ta-da, take that, tally ho, tch, thanks, there, there there, time out, toodles, touche, tsk, tsk-tsk tut, tut-tut, ugh, uh, uh-oh, um, ur, urgh, very nice, very well, voilav, room, wah, well, well done, well well, what, whatever, whee, when, whew, whoa, whoo, whoopee, whoops, whoopsy, why, word, wow, wuzzup, ya, yea, yeah, yech, yikes, yippee, yo, yoo-hoo, you bet, you don't say, you know, yow, yum, yummy, zap, zounds, zowie, zzz
TRANSITIONS
OF
LOGIC
MIilder A
Addition
Stronger FURTHER FURTHERMORE MOREOVER IN ADDITION ADDITIONALLY BESIDES AGAIN EQUALLY IMPORTANT FIRST, SECOND FINALLY, LAST
FURTHER AND
AND THEN THEN ALSO TOO NEXT ANOTHER OTHER NOR
Comparison
JUST AS ... SO TOO A SIMILAR ANOTHER... LIKE
CHART
SIMILARLY COMPARABLE IN THE SAME WAY LIKEWISE HOWEVER STILL NEVERTHELESS
Contrast
BUT YET AND YET STILL OTHERWISE OR THOUGH BUT ANOTHER RATHER
ON
THE
OTHER
HAND ON
THE
CONTRARY
EVEN
SO
NOTWITHSTANDIN G FOR IN
ALL
THAT
CONTRAST
ALTERNATIVELY AT
THE
SAME
TIME THOUGH
THIS
MAY
BE OTHERWISE INSTEAD NONETHELESS CONVERSELY
THEN NOW SOON
Time
AFTERWARD LATER SHORTLY EARLIER RECENTLY FIRST, SECOND, THIRD NEXT BEFORE AFTER TODAY
MEANWHILE AT
LENGTH
PRESENTLY AT
LAST
FINALLY IMMEDIATELY THEREAFTER AT
THAT
TIME
SUBSEQUENTLY EVENTUALLY CURRENTLY IN
THE
MEANTIME IN IN
THE THE
PAST FUTURE
TOMORROW
Purpose
Place
TO DO THIS SO THAT
THERE HERE BEYOND NEARBY NEXT
Result
TO
SO AND SO THEN
TO THIS END WITH THIS OBJECT FOR THIS PURPOSE FOR THAT REASON BECAUSE OF THIS IN ORDER TO
AT THAT POINT OPPOSITE TO ADJACENT TO ON THE OTHER SIDE IN THE FRONT IN THE BACK
HENCE THEREFORE ACCORDINGLY CONSEQUENTLY THUS THEREUPON AS A RESULT IN CONSEQUENCE
THAT
IS
SPECIFICALL Y
Example
IN PARTICULAR FOR ONE THING
Summary AND
Emphasis
IN SUM GENERALLY AFTER ALL BY IN INCI NA
TH GE DE TU
I AT IT IN I S
E WAY NERAL NTALLY RALLY
HOPE LEAST SEEMS BRIEF UPPOSE
FOR
EXAMPLE FOR INSTANCE AN INSTANCE OF THIS THIS CAN BE SEEN IN
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. EX. All the muses seriously expressed poetic inspiration through their singing, painting, and dancing. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. EX. The nine muses knew they would be singing all night long for the loud party. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Ex. The nine muses practiced for an extended period of time, but soon they arrived on the stage . 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. EX. Melpomene, a Greek muse, worked diligently on a script for a new tragedy based on an artist. 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. EX. Dancing to the crowd, the muse, Terpsichore enjoyed the attention and cheers of the audience. Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. EX. he muse, Calliope, finished her epic story and left the abandoned theater stage. Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns,
adjectives, or adverbs. EX. Many Greek mythology students knew it was time to read for the
essay.
C L A U S E S
Clauses – groups of words with BOTH a subject and a verb that function as parts of speech. There are TWO kinds: Independent and Dependent (called “Subordinate”)
INDEPENDENT – CAN stand alone as a complete sentence, known as a simple sentence pattern. The nine muses in Greek mythology were considered the goddesses of sciences and arts.
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. EX> Where she grew up firmly made the artist who she is. That the muse was happy when she sold out the tickets to her extravagant show. Ms. Urana, muse of astronomy, wisely checked what she had for her calculations. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: Ex. This is the academy where muses triumphantly do well. (“where” is an introductory word) There is the dress that Clio absolutely needed. The vocal cord that you wanted is clearly within your grasp. Some adjective clauses begin with relative pronouns: Ex. Calliope is obviously the one who got the most nominations . (ONE is the antecedent of WHO and is modified by the adjective clause.) There goes the singer whose class is usually drama. (TEACHER is the antecedent of whose and is modified by the adjective clause.) Art class informatively teaches how relative art is the amount of emotion that the art contains. Is this the art book that you so vehemently want? (that is the direct object of want) Melpomene is the player whom she shyly challenged to a duel. (whom is the direct object of challenged.) The lyrics by Erato to which you refer has sadly been lost. (which is the object of the preposition to.) Polyhymnia, is an artist 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.
EX.
EX.
EX.
Modifying verbs: Thalia , muse of comedy, unfortunately put the theater sign where a few could see it. (place) When the sun finally rose, everyone left the party. (time) The Green banquet lasted a day because they were energetic . (purpose) Zeus talked as if he were certainly experienced in crafts and arts. (condition) Modifying adjectives: Muses mostly spent much of their time practicing and rehearsing. (how much) Calliope was as exceptionally talented as her partners. (to what extent) Modifying adverbs:
Muses worked harder than other artists typically did. (condition) Relative Clauses: Dependent clause that begins with a relative pronoun. EX. The muse who loves music will definitely enjoy a loud and lively concert. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. EX. When singing , the audience keenly keeps their eyes on Euterpe. Essential Clauses: Clauses necessary to the meaning of the sentence. EX. The course that most interests Clio is clearly AP European History. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. EX. Euterpe’s choir lessons, which ended thousands of years ago, are often reflected on.
Sentences
Sentence – a set of words that contains a subject and a predicate and conveys a statement, command, question, or an exclamation.
SETENCE
PARTS
Subject – what/who the sentence is about EX> The Gorgons patiently learned about the sailors who arrived at shore. Predicate – what the subject does EX. The Gorgons patiently learned at the Temple of Athena.
S E N T E N C E
TYPES
Declarative – a sentence that makes a statement (ends with a period mark) EX. The Gorgon were three deadly sisters. Imperative – a sentence that makes a command (ends with a period mark) EX. Learn More about Greek mythology monsters immediately. Interrogative – a sentence that asks a question (ends with a question mark) EX. Why would the Gorgon turn people to stone? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) EX. That was so frightening and terrifying !
SENTENCE PATTERNS Simple Sentence: A sentence that is just one independent clause. EX. The Gorgons were Stheno, Euryole, and Medusa are the most known monsters in Greek mythology. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). EX. The Gorgons were once beautiful priestess but they turned to monsters Complex Sentence: A sentence with one independent clause and at least one dependent clause. EX. When you go to the sea , sirens can regularly be seen. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. EX. Whether you are at sea, most sirens are beautiful, but they do this to lure in the men.
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. EX. Sirens could lure you in , no matter what you do to stop from looking at them or hearing them. 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. EX. No matter what type of person you are , Scylla is a creature to fear. 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. EX. The Greek mythical creatures are disturbing and often cause more scareness among the public. 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. EX. Scylla was a beautiful nymph longed for by Poseidon and Amprhitriyte hatred grew for her. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. EX. Amphitride turned Scylla into a monster, she soon become a frightening Creature Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. EX. Scylla had an extremely weird body of fish, female upper torso, dog heads. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. EX. Harpies was an anthropomorphic monster , filled with vengeance, and sorrow and misery and, ultimately, spressing . 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. EX. For so many people, Harpies cause them nightmares, while for others it does not but most will agree that Harpies is a sadist. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. EX. Lamia was a beautiful queen, the mother of Lamia, mother to children who were killed by Hera
SENTENCE ERROR Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. EX. Lamia fell in love with Zesus she was not safe Hera would destroy her. . [WRONG] Lamia fell in love with Zesus; she was not safe, Hera would destroy her. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas
EX. Lamia children were murdered by Hera , sadness and madness [WRONG] Lamia's children were murdered by Hera. This caused sadness and madness within her [RIGHT] Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause EX. Because the foreigner had no answer. [WRONG] Because the foreigner had no answer , Sphinx’s was not the person in the city of Thebes. [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 EX. The riddle’s answer , who gave to the Sphinx that was man. [WRONG] The riddle’s answer was by a man who gave it the Psinx [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force EX. Giants weren’t small and didn’t appear tiny either.. [WRONG] Giants were not small and didn’t appear tiny. . [RIGHT]
Paragraphs
that together convey a shared Paragraphs- A group of sentences purpose structures around the same topic
Introductory Paragraphs (Introductions) Hook (Lead / Opening Statement) – can begin with the title Anecdotal (Brief story to set the mood and lead the reader into the topic) Ex. Often throughout history, People from diverse civilizations told the stories that they have once heard from their ancestor and continue to orally teach their kids about them. What is the purpose of passing legends and preaching stories to generations? Myths tend to provide a common outlook on life. Especially the Greek who cherished life and the mortality of men. Greek through their telling deeply expressed the fulfillment of life at the high degree because eventually death was inevitable Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Ex. Does the retelling of myths have a positive impact on a person’s morals? 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. Myths provide very little shocking content and should be analyzed. . Fact (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim) Ex. Greek personas in mythology are completely intanged . Opinion (personal position on a topic) Ex. Zeus was not an inadequate father . Belief (social, religious, or political in nature – an opinion held by many to be a fact, though it is not necessarily factual – often involves a judgement) Ex. Indulging in the temptation of women is often seen. 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. Every story ends in the bad fortune of an individual .
Document Based (cites a specific source, author, and position on a topic) Ex. In Odyssey, Homer argues that the voyage that has Odyessus' taken demonstrates what it means to be a hero. Homer describes the hero as brave, avendeterous, a leader and loyal Theory (a statement that can be tested and potentially proven - often answers a research question) Ex. Mythology can systematically provide wisdom to the population . 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. Homer expands on his claim by writing the various elements of being a hero , such as Odyessus helping a elderly pass a river causing his life to be at jeopardy. Ex. The author examines the journey taken in order to remind people That being adventures is a quality of a hero. . (purpose of thesis) Ex. This information about the connection between the lectures concerning heroism and showing that being a hero is someone who helps out the community. (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, the Odyssey indicates that heroism has a dramatic impact on the community. (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 – “ Heroism can have a drastic impact on the community. ” Ex. Several researchers agree, “Odysseus is an epic poem that explores the good deed of the Greek hero ” (Schlosser 73). Ex. “Heroism reflects how it is demonstrated when most needed ,” according to several researchers (Schlosser 73).
Ex. Fortunately for patrons, “ These heroes appear during the Dark Ages of Ancient Greek” (Schlosser 73). Ex. Fortunately for patrons, “Heroic … [a]ffects … people’s well being” (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 – “ Heroism can have a drastic impact on the community. ”
Ex. PARAPHRASE – People’s well being may be influenced by acts of a hero (Schlosser 73). 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 – “ Heroism can have a drastic impact on the community. ” Ex. SUMMARY – Fast food can be unhealthy. Abstract Examples (hypothetical, “what if” examples that do not refer to a source – AVOID USING THEM AS EVIDENCE – but useful for examining the quote) Ex. People might help out each other if they are inspired to do so. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. A historian in June 2015, Research on Myths shows that in a classroom of children who listen to epic poems, the average of good deeds exceed. Closing Sentences (must end the discussion of the topic within the paragraph with a transitional or culminating word – possibly an adverb – and should echo the thesis of the essay) Ex. Clearly, valid authorities on the subject of heroism about its poorive and beenfical impacts. Closing Paragraphs (Conclusions – should not be mere summaries of the previous paragraphs of your essay) Consequences of Disregarding the Thesis (establishing the potential consequences of disregarding the implications of the thesis – CREATING A COUNTERARGUMENT – could be one or more sentences) Ex. If the community at a young age shows future generation about the importance of good deeds , it will proper Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. As such, The community will grow in a friendly and amity environment. Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. Thus, as the prevalence of academic research indicates, fast food consumers carry out more than just the contents of a McDonalds’ paper bag – they carry out the potential for both illness and premature death. Final Sentence (closing statement that connects to the hook and finishes the essay (finish your argument) – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…) Ex. So given all the courage associated with this Earth would have a great possibility of a utopian world.
Essays
Essays – it is a piece of writing to express an argument, idea, debate, or emotion. It can also be set around a specific subject
Types – Explain each type of essay and state its purpose
Persuasive (Argumentative)- use logic and argument to convince readers of the author’s point if view Expository (Informative)- genre of essay that requires the student to investigate and idea, evidence , and create an argument . Definition or Description intended to explain something Process (How-to) investigate and use idea to create argument Compare and Contrast to point out the similarities and difference between two things Cause and Effect- Explains the causes or reasonableness for an event or natural phenomenon. Analytical/Critical- author write about a piece of literature which then the author anaylzes the creator of the literature points. It can als focus on the author’s thesis, point of view, and argument. Evaluative; the writer provides an opinion and verdict on whether an argument is a set of research findings. Interpretive; consider quotes and paraphrase the literary work in the introduction , body, and conclusion to assert in the writing to interpret the meaning behind the work. Narrative (Tells a story)- a story Personal Statement/Anecdote- conveys a thematic message in order to understand why it is significant. Research- it presents your interpretations or evaluations, and argument Timed- essay which is times in order to demonstrate disciplinary knowledge. Document Based Question (DBQ)- Require sa resource especially a document to analyze a issue or trend from history Synthesis- essay which gather information from a many sources to form a new idea, question, or argumentative thesis
Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts. Pre-writing/Prompt Analysis/Outlining- Read the prompt, find what they are asking for and how to answer it. Brainstorm ideas, list them, freewrite. Then you outline your ideas into groups to create a thesis, and topics Researching/Evaluating of Sources- Now that you have a topic and argument find evidence that would back it, even if it is already material that you have previously encountered with. Once you find the evidence, backup your information and analyze it .
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- crediting sources that you used to write your paper especially used in research paper Author's last name, first name. " Title of source," Title of Contributor , other contributors, version, numbers, publisher, publication date, location ---Huges, Langston, “Aunt Sue's Stories” The Collective Poems of Langston Hughes, edited by Arnold Rampersaid, Knopf, 2004. p.23
APA Format- follow the author- date method in text citation Achatz, B.R. (2000) [ Review of the book] THe social life of information, by J.S Brown & P. Duguid], Science 290, 1304
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