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By: Salman Shohas
Table of Contents
Introduction:
Pages 3
Author:
4
Dedication:
4
Section 1:
5-6
Section 2:
7-15
Section 3:
16-17
Section 4:
18-20
Section 5:
21-23
Section 6:
23-25
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Introduction
We can start off slow with a bit of starter grammar that we all should know, and if you don’t, you will now! We will take a trip through time, back to the fictional era of Greek mythology. We will cover grammar techniques and formats to show the power that words can behold to transform how you can write like a Greek god. Hopefully you can use this to your own advantage, just like Luke did with the lightning bolt.
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Author Hi, I am Salman Shohas, and I am a Junior from Bravo Medical Magnet Highschool. I like to enjoy my free time to spend time with friends or be productive for my future. Not only that but I have a soft spot when it comes to Greek mythology which I love if you haven’t noticed. As an author, I am obligated to say this, hopefully you enjoy what I have to offer here, and hopefully you learn something which is my only goal when creating this.
Dedication I dedicate this to the love I have from Greek mythology and my goal for helping anyone as much as I can. If it wasn’t for Mr. Rodriguez, I would’ve never known about all these techniques that I learned for the past few months and I thank you for that. You have expanded my knowledge which I can expand to others. 4
SECTION 1: PUNCTUATION and CAPITALIZATION Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1. . A period used to end a sentence The anxious kids waited for their extravagant meal to come in. 2. , A comma is used to separate words, phrases, or ideas I went to the store with a big shopping list filled to buy milk, eggs, and soda 3. – A dash is used to indicate a range or a pause My great grandpa lived in Asia from 1890-1998 4. A hyphen is used to separate parts of a word That humongous tree is very-large 5. : A colon is used to introduce a list, series, quotations, and explanations Big bad John wrote: “There was an extremely fast pig on the loose.” 6. ; Semicolon is used to separate items in a list or series Me and my big group of friends quickly ran to across the map carpet and went over France and Germany the first 10 seconds in; and then China after 7. ? Used to ask a question or portray a question when confused The big bad wolf asked eagerly why the 3 little pigs weren’t coming out 8. ! Exclamation point used after an interjection to indicate strong feelings The colorful painting looked amazing! 9. ‘ A apostrophe used to indicate the omission of a letter My friend’s aggressive dog barked viciously at the neighbors cat. 10. “” A Quotation mark is used to mark the beginning or end of a passage “The massive sea was too big to explore,” said Mary aggresively 11. … The ellipsis is used to omit unnecessary words I counted back silently, “Ten, Nine, Eight…” 12. [] Brackets are used for technical explanations to clarify stuff Big bad wolf [Charles] blew hard on the brick houses. 13. () Parentheses are used to contain further though or qualifying remarks The small 3 little pigs (who weren’t actually little) ran swiftly past the wolf 14.
/
This is used to say “and” or “or”
Would you like to eat a big plate of meat/vegies? 5
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 EX: (Used to begin a sentence) – Sadly for some, 11th grade is the year with the most high-stakes testing.
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SECTION 2: PARTS OF SPEECH NOUNS Types of nouns: · Common Nouns: name a class of people, places, things, or ideas. Pool, school, king, home · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). Jackson Borne, Cahuenga, Plaza Mart · Compound Nouns: consist of words used together to form a single noun Highway, cardboard, bathroom · Concrete Nouns: refer to material things, to people, or to places. Laptop, blanket, flesh · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. Lazy, happy, sad Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Mr. Andrews spoke harshly to the students who had disobeyed. The dog came rushing back · Direct Object (comes after the verb and answers what or whom) Mr. Arellano asked Danny to program the laptops for the students who need them. Mike asked Correy to give his ball back · Indirect Object (answers to who or to whom) Mr. Moreno gave a diploma to his student at the graduation ceremony. The owner gave a ball to his dog 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) 7
Used only: when the action verb is directed toward the subject of the construction: He grades himself more harshly than his students. She bought herself two books. to intensify a point: The coordinator himself delivered the speech. Even though it was hard work, “I can finish the job myself� the student thought. Demonstrative: this, these
that, those
Indefinite: all, another, anybody, anyone, anything, both, each, either, everybody, everyone, everything, everywhere, few, many, much, neither, nobody, none, no one, nothing, one, other, several, somebody, someone, such. VERBS Verbs show the time, action, and state of being of a subject. Tense: verbs indicate time via tenses:
simple past past past perfect past progressive simple present present present perfect present progressive present perfect progressive future future perfect
Types: There are at least eleven (11) types of verbs: auxiliary verbs (helping verbs) linking verbs (verbs that do not describe action, but connect the subject of a sentence to other parts of the sentence – usually the predicate) lexical verbs (main verbs) dynamic verbs (indicate action) stative verbs (describe a condition) finitive verbs (indicate tense) nonfinitive verbs (infinitives or participles) regular verbs (weak verbs) irregular verbs (strong verbs) 8
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 students got their grades in the mail. (students are the subject) Passive: The mail has brought the grades to the students. (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. · Ms. Gutierrez enjoys leisurely researching in the library. Participle: word ending in “ing” or “ed” used as an adjective · There really is no swimming pool on the sixth floor. · Mrs. Marks carefully drove past the deserted school. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Mrs. Montes likes to read books quietly. ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper (Give one example of each using words related to your subject) Improper, cooperative, instinctive ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each) –ly, -wards, -wise -ing · Conversions (Show how three words related to your subject can become adverbs – Example: “Educational” becomes “Educationally”) Contemplating, Worsening, mortifying · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – Ms. Ramos answered the parent’s phone call quickly. (How did she answer?) My son greeted her immediately Time – Mr. Morgan will leave for a science tournament immediately. (When will he leave?) The bell releases the student immediately Place – Mr. Lee was willingly here earlier today working with students. (Where was he?) Mike was stubbornly waiting at the front porch Degree – Ms. Saldivar’s exceptionally good work cannot be over-recognized. (How good is she?) I am amazing at math Frequency – Ms. Villaneda is consistently pleasant to students and staff. (How often is she pleasant?) I am consistently impressed by the work i see 9
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 Aah ack agreed ahaha ahem alasall right amen arghas ifaw ayaye B Bah blastboo hoobot herboy brrby golly bye C Cheer ocheers chin up come on crikey curses D dear me doggone dratduh E easy does iteek egads er exactly F fair enoughfiddle-dee-deefiddlesticksfiefoofooey G g'daygadzooksgahgangwaygeegee whizgeezgesundheitget lostget outta herego ongoodgood gollygood jobgoshgraciousgreatgrrgulp H haha-hahahhallelujahharrumphhawheehereheyhmmho humhoohoorayhot doghowhuhhumhumbughurrayhuzza I I sayickis itixnay 10
J jeezjust a secjust kiddingjust wondering K kapish L lala-di-dahlolong timelooklook herelordy M manmehmmmmost certainlymymy mymy word N nahnawnevernono can dono thanksno waynooonotnuts O Oh oh no oh-ohohookay okey-dokey omoofo ohoopsey over oy oyez P Peace pew pff phewpish posh psst ptui Q quite R Rahrats ready rightright onroger roger that rumble S saysee ya shameshhshooshuckssighsleep tightsnapsorryssshsup T tata tata-datake that tally hotch thanks therethere theretime outtoodlestouchetsktsk-tsktuttut-tut U ughuhuh-ohumururgh V very nice very well voila vroom W Wah well well donewell, well what whatever Y Ya yea yeah yech yikes yippee yoyoo-hoo you bet you don't say you know yow yum yummy Z Zap zounds zowie zzz
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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
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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
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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
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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
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SECTION 3: 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. Every person in this room needs to turn in the assignment Verb Phrase: A group of words consisting of verbs working together and that function as a verb. Everyone was in the classroom all working on the same classwork Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Me and my friends decided to walk into the house 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. Jake, new foreign exchange student was welcomed by everyone in the school 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. Laughing as we strolled through camp until we got caught by the administrators • Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. Percy snuck past the sleeping troll • Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. Grover didn’t read the brochure when entering
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. That girl saw through the mist which was terrifying to all the other demigods 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. o Where he grew up made others undermine him o Whoever answer give them a piece of candy o The dad who left was pretty obvious to who it was o The cops checked what he had in his bag Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: 16
o o o
This here is where the disabled children stay at I finally see it, the loop ta loop I longed to live for at the end of the rollercoaster The score I always dreamed of was right there! Some adjective clauses begin with relative pronouns: ▪ CLarrise was the one who got the most votes ▪ I see the man who managed to make everyone laugh ▪ My english teacher repetitively tried to teach me english even though I’m dyslexic ▪ So that's the sword you would die to get? ▪ Percy is a boy who is the son of a god ▪ The soft spoken letter you were talking about was thrown away ▪ Annabeth is a naturally skilled fighter who is extremely wise 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: ▪ There was a lot of fog to the point where no one could see it ▪ The long anticipated lunch hour was finally here ▪ Percy talked to Grover and Annabeth as if they were his family Modifying adjectives: ▪ The sea is larger than it use to be ▪ Grover is as hilarious as his mentor Modifying adverbs: ▪ Annabeth trained harder than before Relative Clauses: Dependent clause that begins with a relative pronoun. o “Whoever reaches the top first gets to join the mission” Elliptical Clauses: Adverb clauses in which part of the clause is omitted. o Percy rode the waves as he watched over their boat Essential Clauses: Clauses necessary to the meaning of the sentence. o The training that most interests Percy is wave riding. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. o Grover went to his practice which happens daily which he hates
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SECTION 4: 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 demigod, was waiting in the room patiently Predicate – what the subject does The demigod was waiting in the room patiently. Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Percy was a ominous little boy who hated school because he was dyslexic Imperative – a sentence that makes a command (ends with a period mark) Just Percy, Jump. Interrogative – a sentence that asks a question (ends with a question mark) Why would you do that, you can’t be that dumb? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) That jump was amazing Annabeth!
Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Camp half-blood is for demichildren Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). That lightning rod was stolen, but it was cool to use either way
Complex Sentence: A sentence with one independent clause and at least one dependent clause. Let's go together, that way we can easily get it done. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Even though I try to help her, she doesn’t need it, but I know she does.
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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. Camp Half Blood will teach you the ways, even if you don’t know a thing or two it will come to you
Periodic Sentence: A sentence in which the independent clause is given at the end of the sentence in order to create interest or generate suspense with the main point coming at the end. No matter what I do, she still wants to teach herself to be a better person 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. I stay up countless hours, to work on assignments, till the day I graduate.
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. Mr Fritch spends his days grading assignments turning 0s and 100s daily Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. The 2022 students make the school what it is and it would be nothing without them. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Percy shows characteristics showing bravery, wiseness, truence
Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Percy shows characteristics showing bravery and wiseness and truency
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 believe that college can be the worst and best years of their lives, while others might think that it is completely unnecessary and worthless to even go to, while others might think its the only way to get a job and live to their full potential. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Bravo students so often spend their days talking for school, their nights working for school, their breaks thinking about school that it sometimes can feel like they live only for school. Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. 19
The demigods need to stop trying to overtake the gods to become the strongest because they were easily not strong enough.{wrong} The demigods need to stop trying to overtake the gods to become the strongest and because they were easily not strong enough.{right} Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas I wanted to finish the homework, the teacher made it due tonight [wrong] I wanted to finish the homework, the teacher made it due tonight [right] Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because I was not strong enough [WRONG[ Because I was not strong enough, my friends had to help me out [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 meeting, the CEO gave us papers to work on [WRONG] At the meeting, the CEO gave us reformation sheets to work on [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force I knew that giving them more food would do them no good to gain more weight [WRONG] I knew that giving them more food would do them no good to gain more weight [RIGHT]
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SECTION 5: 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 intro the topic) Percy was set to be a normal boy with dyslexia. You might think he is just a stupid boy, but in reality he is one of the greatest people in the world. Son of a god, ruler of the seas. He prolonged under his mothers arm to be hidden from all the monstrous creatures of the world. A boy with very little means becomes one of the greatest protagonists in the world. Only time can tell what happens next. Query Based (Question that brings the reader to the topic) Does being a son of poseidon actually make him one of the greatest people in the world? 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) Poseidon gives Percy jackson a new set of abilities to help him in the world that mere mortals would wish for Fact (empirically verifiable but often difficult to argue extensively about) His dad Poseidon, is one of the big three gods Opinion (personal position on a topic) Poseidon is really strong because he has the ability to control water\. Belief (social, religious, or political in nature – an opinion held by many to be a fact, though it is not necessarily factual) Being a son of the big three is extremely rare especially with what power they hold 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) Every son that was born from these 3 gods became extremely powerful people Document Based (cites a specific source and its position on a topic) According to Rick Riordran, any child born from the big 3 becomes an insanely strong person Theory (a statement that can be tested and potentially proven - often answers a research question) A battle between a demigod born from the great 3 and the real god would be an amazing fight to watch 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) We can expand on this claim by ruling out the obvious that there should be no further demigods to be created because of how powerful they can be to overthrow the gods
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Not only that but there is also evidence showing that a son born from the big three are targeted by every single known monster alive like a bounty to be taken out just to prove how powerful they can be Body Paragraphs (must have echoes of the thesis in each AND present evidence to support or expand on the thesis) Topic Sentences (must specifically indicate the topic of the paragraph and focus on one subject and/or area of evidence or support – could start with a “Transition of Logic” that connects to the previous paragraph to give context) Multiple claims can be made showing that Percy being born from the big three is a big problem because of how powerful they can become. Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) ORIGINAL QUOTE: “'Earthshaker, Stormbringer, Father of Horses. Hail, Perseus Jackson, Son of the Sea God.” As everyone has known, “'Earthshaker, Stormbringer, Father of Horses. Hail, Perseus Jackson, Son of the Sea God” (Riordan 123) I should’ve known, “'Earthshaker, Stormbringer, Father of Horses. Hail, Perseus Jackson, Son of the Sea God” (Riordan 123) Unfortunately , “'Earthshaker, Stormbringer, Father of Horses. Hail, Perseus Jackson, Son of the Sea God” (Riordan 123) Never have I ever been this happy to read a quote, “'Earthshaker, Stormbringer, Father of Horses. Hail, Perseus Jackson, Son of the Sea God” (Riordan 123) 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 – “Earthshaker, Stormbringer, Father of Horses. Hail, Perseus Jackson, Son of the Sea God” (Riordan, 123). PARAPHRASE – “Father of Horses, the Sea who follows the one, Perseus Jackson” (Riordan, 123). Summarizing (condensing larger quotes or sections - useful for closing the examination of the quote/evidence and transitioning to your analysis of the quote) RIGINAL QUOTE – “Earthshaker, Stormbringer, Father of Horses. Hail, Perseus Jackson, Son of the Sea God” (Riordan, 123). The son of the Poseidon, ruler of the SEA Abstract Examples (hypothetical, “what if” examples that do not refer to a source – AVOID USING THEM AS EVIDENCE – but useful for examining the quote) People will see him as the god of poseidon if they know. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) 22
It is told that that he can control the water and sea monsters by and a good amount of people already know he is his son
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 fast food agree about its often startling and consistently negative health effects. Closing Paragraphs (Conclusions – should not be mere summaries of the previous paragraphs of your essay) Consequences of Disregarding the Thesis (establishing the potential consequences of disregarding the implications of the thesis – CREATING A COUNTERARGUMENT – could be one or more sentences) If people knew this, everyone would come after him which is why people needed to keep it a secret.. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Which goes back to my first claim regarding him as being one of the strongest protagonists in the series indirectly. Reestablishing the Significance of the Thesis (could be one or more sentences) Best to keep secrets since his life depends on it being one of the greatest demigods in my opinion Final Sentence (connects to the hook and finishes the essay – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…) This can give you an idea that Percy really is one of the strongest characters as a demigod with all the claims being surrounded on him.
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SECTION 6: ESSAYS Essays – An essay is a multi paragraph writing subjected to one general idea to talk about which can be represented as an informative, counterargument, or persuasive writing perspective. Types – Explain each type of essay and state its purpose Persuasive (Argumentative) A form of essay used to make the reader agree with whatever your point of view is on Expository (Informative) Definition or Description Process (How-to) Compare and Contrast Cause and Effect This is used to educate a reader persy for a specific topic which don’t contain any opinion unless you want to address one in there with you saying it Analytical/Critical Evaluative Interpretive Another form of essay that either counters or supports others claim Narrative (Tells a story) Personal Statement/Anecdote Used to tell someone a storyline with character development with a first or third person view Research Used as an essay to explain some type of data to a reader Timed Document Based Question (DBQ) Synthesis Used to test your knowledge on a specific topic which is also the one I hate the most when it comes to essays. Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts. Pre-writing/Prompt Analysis/Outlining You can prewrite by starting a rough draft and lead onto the final starting with an intro, body and conclusion Researching/Evaluating of Sources This can be used to help support whatever essay you are talking about which is the key to most essays uif you think about it unless its entirely based on opinion. 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 Frank, H. (2011). Wolves, Dogs, Rearing and Reinforcement: Complex Interactions Underlying Species Differences in Training and Problem-Solving Performance. Behavior Genetics, 41(6), 830-839. APA Format 24
Frank, H. "Wolves, Dogs, Rearing and Reinforcement: Complex Interactions Underlying Species Differences in Training and Problem-Solving Performance." Behavior Genetics 41.6 (2011): 830-39. Print. Basically the difference between both of them is the structuring with specific rules to all of it.
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