Happiness in the Form of Grammar by Bravo Grammar Con Online

Happiness in the Form of Grammar By Gienne Quizon

Table of Contents Introduction………………………………………... 3 About the Author…………………………………. 4 Dedication…………………………………………… 5 Section 1 - Punctuation & Capitalization… 6 Section 2 - Parts of Speech…………………. 12 Section 3 -Phrases and Clauses…………… 22 Section 4 - Sentences…………………………. 25 Section 5 - Paragraphs………………………. 29 Section 6 - Essays……………………………… 33

Introduction At tough times, it can be difficult to stay positive so how do we become happy? Happiness can be in the form of anything if you just put your mind into it. Grammar can be a part of your happiness, too! The following book of writing will teach all readers about various skills to lead them to success! From the punctuation and capitalization to the parts of speech to the phrases and clauses to the sentences to the paragraphs to the essays, this book can 100% assure you that it will provide you happiness.

About the Author

Gienne Quizon, a Filipina 17 year old student from Bravo Medical Magnet High School, believes that happiness is everywhere whether it be from the little things like listening to music or the big things like travelling. For her, being with her family, playing basketball, and listening to Red Velvet (her favorite KPop Group) are some of her happiness. At tough times like the current situation with the pandemic, she believes that through optimism and the power of believing, this difficult period will end. Everyone’s happiness is Quizon’s happiness, too. While reading this book, she hopes to share the joy in writing!

For my family. You are my Happiness.

SECTION 1: PUNCTUATION and CAPITALIZATION Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1. . = Period Function: - To end a sentence (should be 2 spaces after a period to begin a new sentence) for an imperative or declarative sentence - To abbreviate (Mrs., Etc.) Basic Level Sentence: My thoughtful teacher always repeatedly reminded each student that happiness can be found anywhere in the world. Advanced Level Sentence: Mrs. Mendoza, my thoughtful teacher, always repeatedly reminded each student that happiness can be truly found anywhere in the world.

2. , = Comma Function: - To make a list (words can switch positions) - When using more than one adjective to describe a noun - Compound Sentences - Complex sentences - Separates words, clauses or ideas in a sentence - Make smaller break than a period, - Connect two independent clauses - Separate the first digit of a four digit number (except years, page numbers and street addresses)

Put between a person’s name and their degrees and certifications and (Christopher Smith, PhD.) - Addressing a person’s name or title (Ex: Thank you, Governor, for your support). - Dates (April 11, 1988) - Separate Geographic references - Interrupting element (putting a not so necessary word or phrase in the middle of the sentence) - Introduction (words or phrases) in the beginning of the sentence separated from main clause - Afterthoughts (words or phrases) after the main clause is separated by a comma Basic Level Sentence: I can proudly think of 1,000 optimistic people that have ways to make me happy Advanced Level Sentence: I can proudly think of 1,000 optimistic people that have humorous ways to make me happy like my funny, sweet mom and my lively, crazy brother. 3. – = Em dash Function: - In place of commas to make it more efficient to read - In place of parentheses to draw attention to the the information, but this way is less formal and more intrusive - In place of a colon to emphasize the conclusion of sentence, but is also less formal - Two or three em dash is used to show missing parts of a word whether it is not known or done purposely - Spaces on both side of em dashes for newspapers Basic Level Sentence: My bright mom verbally voiced out the famous saying–hakuna matata–whenever I tensely worry about my upcoming tests. Advanced Level Sentence: My worrying dad saw me–crying on my bed–so my bright, awesome mom verbally voiced out the famous saying–hakuna matata–whenever I tensely worry about my upcoming tests. 4. - = En dash Function: - To represent a span or range of numbers (2003-2020) - Report Scores or Results of games and contests (72-90) - To use between words as a sign of conflict, connection, or direction

- Compound adjectives (Ex: award-winning actress) - To connect words when word gets cut off Basic Level Sentence: After reading the lengthy chapters 9-12 of a book about happiness and success, I was dreadfully exhausted. Advanced Level Sentence: After reading the lengthy chapters 9-12 of an interesting book about happiness and success by a famous award-winning author, I slept soundly since I was dreadfully exhausted. 5. : = Colon Function: - Utilized to introduce a list of items based on the last word before the colon - To state the definition of the word before the colon - Is used between independent clauses when the second explains or clarifies the first - Emphasize a phrase or a word at the end of a sentence - Non-Grammatical: Time, Ratio, Biblical references, other references, and business/personal correspondence Basic Level Sentence: To make my sad self happy again, I hopefully pray for a wish: to be happy again. Advanced Level Sentence: Honestly, to make my sad self happy again, there are many things in this difficult life that makes me happy again: hopefully praying to be happy again, listening to the soulful Red Velvet, playing relaxing mobile games, and looking at the dimly lit night sky. 6. ; = Semicolon Function: - Between independent clauses if there is no coordinating conjunction or FANBOYS - Between independent clauses linked together by transitional expressions or subordinating conjunctions (accordingly, however, etc.) - Can be used in lists with internal commas. It is like a super comma. - Can be treated like an ellipsis to not repeat an already understood part Basic Level Sentence: The usually cheerful people are studying for their test; the test will take place next month. Advanced Level Sentence: The usually cheerful people are begrudgingly studying for their test; however, the dreadful test will take place next month which is during the cold winter.

7. ? = Question Mark Function: - To end an interrogative sentence/Direct questions - Direct questions within a larger sentence and replaces comma that would usually be there - Part of a title - To express uncertainty with a parentheses or brackets Basic Level Sentence: Are you merrily going your way to that huge school now? Advanced Level Sentence: During the long phone call, my kind mom cheerfully asked me, “Are you merrily going your way to that huge school now?” 8. ! = Exclamation Point Function: - Is used to end an exclamatory sentence and there should be no question mark or period after - In the middle of a sentence which happens to be a quotation, a comma would not be needed if there is an exclamation mark - Part of a title Basic Level Sentence: Always do things positively to succeed, you tiny child! Advanced Level Sentence: My experienced grandmother wisely said, “Always do things positively to succeed, you tiny child!” 9. ‘ = Apostrophe Function: - Contractions: it’s = it is (not recommended) - Plurals: so many A’s and B’s - Possessives: The child’s toy Basic Level Sentence: The strict parents were cheerfully happy of the A’s and B’s in the report card. Advanced Level Sentence: The strict parents were cheerfully happy of the A’s and B’s in their improving child’s report card. 10. “ ” = Quotation Marks Function: - To quote what someone else had said - Translations - Nicknames

- Measurements Basic Level Sentence: My charming father dramatically exclaimed, “You can do it!” Advanced Level Sentence: My charming father dramatically exclaimed, “You can overcome the hard obstacles, daughter!” 11. … = Ellipses Function: - In informal writing, it is used to trail off of a thought - In quoted material, it is used to skip over some unnecessary facts Basic Level Sentence: My positive mind just thoughtfully remembered… Well, I don’t think I can say it anymore. Advanced Level Sentence: My positive mind just thoughtfully remembered… Well, I don’t think the cowardice in me can projectly say it anymore. 12. [ ] = Brackets Function: - Insertion of editorial material inside quotations - Clarify unclear noun or pronoun - Translate a foreign word or phrase - Change in capitalization of first letter of word - Emphasize - Show errors - Censor explicit words or content Basic Level Sentence: My happy self would screamingly say to others,”Lagi tayo masaya [Let’s always be happy]!” Advanced Level Sentence: My happy self would screamingly say to others,”Lagi tayo masaya [Let’s always be happy]!” and “Mabuhay [to live]!” 13. ( ) = Parentheses Function: - Abbreviations and acronyms - Parenthetical information Basic Level Sentence: I told my great teacher to have an awesome vacation (a week). Advanced Level Sentence: I told my great, amazing teacher (English class) to have an awesome and fun vacation (a week). 14. / = Slash

Function: - Combine choices or combination - Can mean shorthand or per - Can mean and/or - Abbreviations Basic Level Sentence: My lovely mom/dad told me to make some fresh money to make all of us happy. Advanced Level Sentence: My lovely mom/dad told me to make some fresh money, about $10/week salary to make all of us happy. 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.

The Happiness Equation in the form of punctuation:

: + ) = :) 11

SECTION 2: Parts of Speech NOUNS Types of nouns: (list three to five words of each type) · Common Nouns: name a class of people, places, things, or ideas. EX: clowns, circus, foods, family, dog

· Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). Ex: DisneyLand, Universal Studios, Jollibee, Santa Monica Beach, McDonalds · Compound Nouns: consist of words used together to form a single noun. Ex: basketball, friendship, rainbow, playpen, birthday · Concrete Nouns: refer to material things, to people, or to places. EX: phone, ball, painting, television, car · Abstract Nouns: name ideas, quality, emotions or attitudes. EX: happiness, growth, joy, love, kindness

Functions (How nouns are used): Write one sentence for each function.

· Subject (comes before the verb) Julie smiled brightly to her friends who just appeared within her vision. · Direct Object (comes after the verb and answer what or whom) Wendy texted Joy to deliver her package of food at her doorstep so she can finally eat peacefully after a long day. · Indirect Object (answers to who or to whom) Minnie sang a song to her f ans at her concert as a way to show her gratitude towards them.

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 Objective Possessive who whom whose That that of that those/ this Interrogative: who, which, what, whatever, whoever Reflexive: (personal pronouns plus the suffix – self o r –selves)

Used only: when the action verb is directed toward the subject of the construction: He cooked h imself some spam and rice to brighten up his mood. She found herself in a state of euphoria when she won the basketball competition. to intensify a point: The students themselves wrote the comedic skit. “I can drive the car m yself!” I exclaimed excitedly. 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) 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.

Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · Daniel attempts enthusiastically l aughing at the funny joke. Participle: word ending in “ing” or “ed” used as an adjective · There are singing parrots in the lively pet store. · Johnny passed through the crowded area of the thrilling concert. Infinitive: v erb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · In an edge-of-the-seat game of basketball, Dad jumped t o shoot the ball in the basket.

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) Demonstrative: That person on the television right now is the same person that wrote the book about the idea of optimism in life. Common: Lesly said, “Today is a great day.” Proper: Whenever I eat Filipino food, I can’t help but feel at home.

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each) –ly, -wards, -wise Danna skipped confidently to her parents after receiving her award. Nicole had worn her shirt b ackwards, making her friends laugh. The game involved spinning clockwise which stirred up the excitement of players in the competition. · Conversions (Show how three words related to your subject can become adverbs – Example: “Educational” becomes “Educationally”) 1. “Optimistic” becomes “Optimistically” 2. “Excited” becomes “Excitedly” 3. “Ecstatic” becomes “Ecstatically” · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – A drian walked s lowly since he didn’t want the joyful trip at the beach to be over. (How did he walk?) Time – Irene s uddenly arrived at the annual fun festival. (When had she arrived?) Place – Sunny was adamantly there the whole day to cheer up her best friend. (Where was she?) Degree – Dulce’s perfectly heartfelt choice of words inspired others.

(How heartfelt is she?) Frequency – Janelle is c onstantly happy to meet new people. (How often is she happy?)

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. Find and copy/paste an alphabetical list of interjections here.

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

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 H ha-ha, hallelujah, hello, hey, hmm, holy buckets, holy cow, holy smokes, hot dog, huh, humph, hurray I I say, ick, is it, ixnay J jeez, just a sec, just kidding, just wondering K kapish L la, la-di-dah, lo, long time, look, look here, lordy M man, meh, mmm, most certainly, my, my my, my word N nah, naw, never, no, no can do, no thanks, no way, nooo, not, nuts O oh, oh dear, oh no, oh my, oh well, oops, ouch, ow P phew, phooey, pooh, pow Q quite R rats S shh, shoo T thanks, there, tut-tut U uh-huh, uh-oh, ugh V very nice, very well, voila, vroom W wahoo, well, whoa, whoops, wow X xoxoxo, xiexie Y yeah, yes, yikes, yippee, yo, yuck Z zap, zounds, zowie, zzz

Sources: https://www.english-grammar-revolution.com/list-of-interjections.html https://www.enchantedlearning.com/wordlist/interjections.shtml https://www.wordexample.com/list/interjections-beginning-x

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

Purpose

Place

Result

then now soon

meanwhile at length presently

afterward later shortly

at last finally immediately

earlier recently first, second, third

thereafter at that time subsequently

next before after

eventually currently in the meantime

today tomorrow

in the past in the future

to do this

to this end

so that

with this object for this purpose for that reason because of this

there here beyond

at that point opposite to adjacent to

nearby next to

on the other side in the front in the back

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

The Transition to Happiness! :D 21

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. The lovely Filipino culture consists of a lot of good food, places, and clothing that can make people joyful. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. Spongebob Squarepants will be writing a song about having fun.

Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. The lively students were excited for the upcoming break. 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. Neil Pasricha, a talented author, cleverly wrote a book called, T he Happiness Equation: Want Nothing + Do Anything = Have Everything. 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. Finding the treasure chest makes the pirate’s day. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The helpful dog trainer happily walked the delighted dog. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. Julie merrily succeeded in finishing the task to search for the missing puzzle.

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. Neo watches the funny television show to start off his day. 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. ○ When my mother gave birth genuinely made our family very happy. ○ Humorously make whoever makes you smile a funny face. ○ Irene’s talent is that she can tell funny jokes. ○ Manny really loves what he ate for breakfast. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ Diana observed her calendar where she keeps track of her happiest memories. (“where” is an introductory word) ○ Here is the song that makes you feel better. (“that” is an introductory word) ○ The food that you happily ate that one time will be provided later. (“that” is an introductory word) Some adjective clauses begin with relative pronouns: ■ Johnny is immediately the one who people think of as the class clown. (ONE is the antecedent of WHO and is modified by the adjective clause.) ■ There is the witty clown whose job starts this upcoming Monday. (CLOWN is the antecedent of whose and is modified by the adjective clause.) ■ Nana usually enjoys a karaoke bar that she usually attends to every Friday. ■ Is this the delicious food that you usually eat? (that is the direct object of eat)

■ Grace is the person whom the aunt proudly adores in the family. (whom is the direct object of adores.) ■ The AI robot to which people ask for help makes some people less lonely. (which is the object of the preposition to.) ■ Wendy is a singer who happily sings every kind of song. (who is the subject of sings.) 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: ■ The circus is located in a place where anyone can easily go to. (place) ■ When everyone arrived, the artists were enthusiastically preparing to perform. (time) ■ The students quickly went home because they were excited. (purpose) ■ Daniel smiled as if he just ate a homemade meal cooked by his mom. (condition) Modifying adjectives: ■ Mercedes brightly laughs as loud as a monkey. (how much) ■ Dad is as pleasantly cheerful as a person who lives in euphoria. (to what extent) Modifying adverbs: ■ Randy smiled brighter than his classmates usually showed. (condition) Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The person who laughs last will win a large amount of money. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When smiling, the daughter happily looks towards her mother. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The joke that makes all my relatives laugh is apparently the popular meme on the internet. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ Tina’s vibrant bakery, which is not well known in the industry, will open soon.

SECTION 4: Sentences

Sentence – a set of words that contains a subject and a predicate and conveys a statement, command, question, or exclamation.

Sentence Parts Subject – what the sentence is about The humorous class clown ridiculously made silly faces at their friends. Predicate – what the subject does The humorous class clown ridiculously made silly faces at their friends.

Sentence Types Declarative – a sentence that makes a statement Smiling after a very long day can brighten the atmoshere. Imperative – a sentence that makes a command Smile to brighten the atmosphere frequently. Interrogative – a sentence that asks a question When can we brighten the atmosphere? Exclamatory – a sentence that expresses great emotion, passion, excitement The atmosphere has brightened up a lot!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Happiness can be found anywhere in the world.

Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses. The little girl felt very upset about her losing the game, but she instantly cheered up after her mother bought her ice cream. Complex Sentence: A sentence with one independent clause and at least one dependent clause. When someone makes a joke, the classroom would be filled with boisterous laughters. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Whenever you show up with a big smile, the people around you will immediately become livelier, so everyone will live happily ever after. 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. Optimistic thinking can overcome troubles, even if the obstacles are huge or when everyone else thinks negatively. 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. Even if the obstacles are huge or when everyone else thinks negatively, optimistic thinking can overcome trouble. Parallel Structure: A sentence using the same pattern of words to show that two or more words or ideas are of equal importance and to help the reader comprehend what is being written. People with a positive outlook in life like to maintain persistence, to contribute advices, and to tell optimistic quotes. 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. Balanced thinkers gain their tranquility though releasing stress out and absorbing positivity in. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order.

Happiness makes the world how it is and it wouldn’t be the same without it. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. The happy-go-lucky Louie would usually express optimism, joy, glee, happiness. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. The happy-go-lucky Louie would usually express optimism and joy and glee and lastly, happiness. 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. Whenever people think of happiness, happiness would be the best way to end the day, while for others happiness would be the worst way to end the day, but the majority would agree that it can be the decent way to end the day. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Maria would take the opportunity for her family, would stay happy for her family, and would do anything for her family.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. A lot of people bought the new Red Velvet “Happiness” album they really like the way the album is made they really are in awe of the beats in the songs. [WRONG] A lot of people bought the new Red Velvet “Happiness” album SINCE they really like the way the album is made AND they really are in awe of the beats in the songs. [RIGHT]

Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas A lot of people bought the new Red Velvet “Happiness” album, they really like the way the album is made, they really are in awe of the beats in the songs. [WRONG] A lot of people bought the new Red Velvet “Happiness” album. They really like the way the album is made; they really are in awe of the beats in the songs. [RIGHT] Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Since many arrived at her birthday party. [WRONG] Since many arrived at her birthday party, Emily felt as if she was on cloud nine. [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 The woman found her goldfish in the tank singing and dancing to an energetic song. [WRONG] Singing and dancing to an energetic song, the woman found her goldfish in the tank. [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force Danny wouldn’t not be sad about his test score since he believed that failure would help him improve.[WRONG] Danny wouldn’t be sad about his test score since he believed that failure would help him improve. [RIGHT]

SECTION 5: Paragraph Paragraphs – a group of sentences that together convey a shared purpose structured around the same topic.

Introductory Paragraphs (Introductions) Hook (Lead) Anecdotal (Brief story to set the mood and intro the topic) Ex. All around the world, people live a life where it is mostly about work, work, and work. The idea of survival or having lots of money or even both is the main goal of everyone which is why they choose to work hard. They believe that it will make their life easier and it will lead to happiness. Many who have reached their goal believe that being on top will make them happier, but sadly, that is not the case. Query Based (Question that brings the reader to the topic) Ex. How can people achieve genuine happiness? 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) Ex. People can start living positively by choosing to be happy. Fact (empirically verifiable but often difficult to argue extensively about) Ex. Happiness is always contagious. Opinion (personal position on a topic) Ex. Happiness is better than sadness. Belief (social, religious, or political in nature – an opinion held by many to be a fact, though it is not necessarily factual) Ex. Happiness is the proper way to live life.

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. Living positively most of the time can lead to a longer life expectancy. Document Based (cites a specific source and its position on a topic) Ex. In The Happiness Equation: Want Nothing + Do Anything = Have Everything, Neil Pasricha argues that a person can genuinely live a happier life through his/her choices by stating his own experiences, referring to colleagues, experiments, and other philosophical people. Theory (a statement that can be tested and potentially proven) Ex. Happiness can improve one’s immune system. 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. Pasricha supports his belief by reflecting on his own experiences, referring to colleagues and other philosophical people, and experiments regarding this topic. (preview of evidence) Ex. The author’s purpose is to provide a series of life advice in relation to contentment and freedom to his audience in order to live happier lives. (purpose of thesis) Ex. This provided information about how one’s own choices can lead to happiness can result in a change in people’s lifestyles in this busy world. (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. In addition, several resources demonstrate that genuine happiness is obtained when it is chosen. (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 – “The greatest discovery of any generation is that a human being can alter his life by altering his attitude” (Pasricha 3).” Ex. Pasricha states, “The greatest discovery of any generation is that a human being can alter his life by altering his attitude” (Pasricha 3).” Ex. The book continued by stating, “... happy people are 31% more productive, have 37% higher sales, and are three times more creative than their counterparts” (Pasricha 3). Ex. Pasricha reflected, “No matter how many external goals I achieved… I just kept setting more” (Pasricha 51). Ex. In the book, Pasricha advised, “Do it for you. Don’t do it for others. It’s hard to compete endlessly because there’s always more to compete with when you get there” (Pasricha 55). Ex. The book that Pasricha was referring to quoted, “As new technologies enabled mass production and mass distribution, Americans no longer had to just be content with what they had; they could act on their desires. No longer a sin, envy was now a staple of the new consumer economy” (Pasricha 116). 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 – “The greatest discovery of any generation is that a human being can alter his life by altering his attitude” (Pasricha 3). Ex. PARAPHRASE – From time to time, the most important finding out there is that changing the way one thinks can change his life (Pasricha 3). 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 – “The greatest discovery of any generation is that a human being can alter his life by altering his attitude” (Pasricha 3). Ex. SUMMARY – Changing perspectives changes life. 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 would be way more advantageous in life if they always choose to be happy. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. A report by H arvard Business Review shows that people who are happy are 31% more achieving, have 37% higher sales, and are 3x more imaginative than the rest. 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, reports and personal experiences in life indicate that happiness can be obtained through having a set mindset to choose happiness.

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 people actually started to decide for themselves rather than focus on the prizes and what others say, they would feel much better about themselves and have a sense of accomplishment in their lives. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. As such, mental health disorders like anxiousness and depression are consequences from the wrong decisions of focusing on the wrong goals in life. Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. Thus, Pasricha’s personal experiences, experiments from other peers, and words by philosophers communicate the significance of choosing oneself for happiness. Final Sentence (connects to the hook and finishes the essay – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…) Ex. Overall, a person does not achieve happiness through all the rewards from the hard work, but from one’s own choice…

SECTION 6: Essays Essays – An essay is a writing piece consisting of several paragraphs. If it is a non-fiction writing, a certain topic is discussed. Essay means “trail” in French (“essai” or “essayer”). Types – Explain each type of essay and state its purpose Persuasive (Argumentative) Persuasive essays are written to be able to convince or sway an audience to take a certain stance (either to do something or avoid doing something) in a certain situation. The audience is asked that if they accept the writer’s argument and take action, the world will be a better place. If not, the world would become worse. This essay has a “call to action” that tries to convince readers to do as they say. This type of essay has the writer stating the circumstance at hand, states their claim or argument whether they agree or disagree (basically coax the readers to take a specific action), and gives evidence, statistics, and facts. If it is an argumentative essay, the writer will give both sides of the argument and let the readers decide. Expository (Informative) Expository essays explain, illustrate, clarify, and basically inform through details so readers can comprehend the information without any questions or misunderstandings. In other words, information is being uncovered or “exposed” to let the readers understand. Definition or Description A definition essay states the meaning of word, concept or idea by going through all of the connotative (what the word associates with positively or negatively) and denotative (literal definition) meanings with certain details and examples for clarification. It will help readers understand a word, concept, or idea better. This essay has a thesis statement (which is a vital part of an essay), an introduction with a good hook and background information, and 3 main evidence (if five paragraphs). A descriptive essay is a form of writing that is written to describe and create imagery about objects, things, places, experience, people, and circumstances. The writer uses the five senses to give sensory details and imagery to make it realistic for the reader. This essay includes what an essay usually has: introduction with a thesis statement, three body paragraphs, and a conclusion (5 paragraphs in total). Process (How-to)

A process (how-to) essay explains and describes a process/procedure of making or breaking something by writing in chronological order or numerical order to show the process step-by-step and let the readers be able to do the process after reading. These types of essays have transition words (firstly, in the meanwhile, finally, etc.) since they are explaining a step-by-step process. Compare and Contrast A compare and contrast essay shows the similarities and differences between two different or similar things or ideas. Its purpose is to let readers analyze further into the similarities and differences between the two things or ideas. Cause and Effect A cause and effect essay explains how certain factors led to a certain event or result. Through this essay, the writer lets the reader comprehend how the cause and effects relate to each other. Analytical/Critical An analytical essay analyzes something part by part. Its purpose is to let the readers further comprehend the topic that is being discussed. This essay can analyze processes, ideas, or literature (usually analyzed for further understanding). A critical essay is when the author portrays major motifs, themes, literary devices and terms, directions, meanings, and literature into their own interpretation and analyzes or judges literature. Its purpose is to let certain readers try to understand the writer’s perspective and ideas about a certain topic or literature. Evaluative An evaluative essay shows the writer’s perspective about a topic. Its purpose is to judge the topic and let readers consider the writer’s perspective about the subject. Interpretive An interpretive essay analyzes another writer’s or author’s writing. Its purpose is not to argue, but provide a different perspective about that certain writing to the audience. Narrative (Tells a story) A narrative essay is an essay (like a short story) that tells a story to entertain the audience. Personal Statement/Anecdote A personal statement essay is an essay written to describe oneself (writer’s) personality, identity, beliefs, and anything that truly represents oneself. It is written for college applications which is why explaining why oneself deserves to have a position in the college or school is also important to put in a personal statement essay. Research

A research essay answers the research question(s) that is needed to be answered using different resources and information. Its purpose is to have the readers or audience be interested in the topic and take action based on the information given. Timed Timed essays are writing pieces made in a limited amount of time. Its purpose is to show how much one has learned and if they can use the skills they have learned to write. Document Based Question (DBQ) A document based question (DBQ) essay is an essay that has documents given as reference to write and answer a question. Its purpose is to have students (who usually are the one doing these) to dive deeper into a question and answer thoroughly. It is like a test if one can use the documents and give good evidence and reasoning to answer a historical question. Synthesis A synthesis essay synthesizes or combines various ideas and sources to make an opinion or judgement. Its purpose is to indicate the writer’s perspective which is supported by the various sources. Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts. Pre-writing/Prompt Analysis/Outlining To organize essays, the prompt or question should be analyzed and understood first. It tells the writer what to write about and the reason for writing it. Once an answer or an idea is in mind, it will help begin the pre-writing process. The pre-writing involves writing down the answers, details, examples, evidence, and basically general ideas just to have an overall picture of the essay. This pre-writing step also involves outlining so that the writer can organize their thoughts into different parts or paragraphs of the essay. Researching/Evaluating of Sources Researching for information helps provide solid evidence to prove a point and convince the readers and audiences which is why it is critical to take notes and keep track of where the information is from. Citing the source is also very vital because if another’s work is not cited, then it is plagiarized. Along with the research, it is also very important for the writer to evaluate their sources or in other words make sure that their sources are reliable and do answer the prompt or question. To do that, the writer needs to use a scholarly website where it is filled with various reliable sources and make sure that the information is accurate and up-to-date.

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 MLA (Modern Language Association) format is used for citing sources that relate to language arts, cultural studies, and other humanities disciplines. The MLA format goes like this: Author’s Last name, First Name. Title of Source” Title of Container, other contributors, version, numbers, publisher, publication date, location. Ex (Website): Lundman, Susan. “How to make Vegetarian Chili.” e How, 15 May 2017, www.ehow.com/how_10727_make-vegetarian-chili.html. Accessed 6 July 2015. APA Format APA (American Psychological Association) format is utilized for citing sources that relate to social sciences. The APA format goes like this: Contributors’ names. (Last edited date). Title of Resource. Site Name. http://Web address of resource Ex (Website): Conkle, A. (2008, August 01). Serious Research on Happiness. Retrieved December 12, 2020, from https://www.psychologicalscience.org/observer/serious-research-on-happiness Both formats are similar, but there are a few differences like how the author’s first name for the MLA format is the full first name while the APA format is an abbreviated version of the author’s first name. Also, the publication/last edited date and the title switch places.

Now that you finished reading, go write your “Happily Ever After”....

THE END. :)