Harry Potter’s Wizarding World Book Of Grammar
Harry Potter’s Wizarding World Book of Grammar
By: Jasmine Huerta
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Table Of Content Page Introduction…………………………………………………………………………………………………………… 3 About the Author…………………………………………………………………………………………………… 4 Section 1: Punctuation and Capitalization………………………………………………………………5-6 Section 2: Part of Speech …………………………………………………………………………………….6-14 Section 3: Phrases and Clauses……………………………………………………………………………14-16 Section 4: Sentences …………………………………………………………………………………………16-19 Section 5: Paragraphs…………………………………………………………………………………………20-23 Section 6: Essays …………………………………………………………………………………………………23-26 Work Cited…………………………………………………………………………………………………………………27 Dedication…………………………………………………………………………………………………………………28
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INTRODUCTION: Welcome young Wizards, hope you are excited to read this book , this book will be your guide at Hogwarts school of Magic. So you must protect this book from all bad! This book will consist of proper grammar and how to use it to become one of the finest wizards at Hogwarts. English is an important language and it is important to know how to use it correctly. This book is a guide for any wizards who wish to learn and improve in their writing and understand the formal ways of writing in English. To have fun with reading this book, this book will include and revolve around the amazing world of Harry Potter and his adventures with fighting against the Dark Wizard Voldemort. Enjoy this book Wizards and don't forget to learn proper grammar to develop your writing skills!
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About the Author My name is Jasmine Huerta and I enjoy reading about any fictional world. I have always enjoyed reading the books of Harry Potter and when I watched the movies I genuinely enjoyed them and certainly gained a more special place for them. I first began writing when I was in elementary school. I like to say that my liking for writing began in 4th grade when we were asked to write about our favorite thing about being a 4th grader and what we were most excited for. In the writing we were able to describe and be creative about why we were excited. As I got older I liked writing more, but I saw that as I got older writing came with more parts to it. I learned how to get a reader's attention by trying to be persuasive in the writing. Writing has helped me be more creative and get better at it. I hope this guide will help you and also enjoy the wizarding world of Harry Potter.
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Harry Potter BOOK OF WRITING
Section 1: Punctuation and Capitalization Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1. . Hagrid was eager to see Harry after many years of leaving him with his muggle family The Dursleys. 2. , Harry felt really excited to get his letter for Hogwarts, but he was really surprised to find out that he was a wizard. 3. – His uncle refused to let him go to Hogwarts because he -despisedall things to do with magic and thought they were a -nonsense-thing to learn about. 4. - Harry on his one-way ride to Hogwarts met an amusing kid named Ron and an intelligent girl named Hermonie. 5. : Arriving at Hogwarts they knew they were going to get sorted into a house, there were many rumors of how it would happen: the sorting would be up to a wise hat. 6. ; Harry was nervous about what house he would get in; he was later sorted in Gryffindor with his friends Hermonie and Ron. 7. ? Harry wondered how different his life would be now? 8. ! On Halloween everyone was excited for the Halloween feast- IT WAS FILLED WITH CANDY AND MANY SWEETS FOR THAT NIGHT! 9. ‘ It wasn't for long, the celebration came to an end when Professor Quirrell reported there was a humongous troll in the school. 10. “ ” Harry,Ron,and Hermonie learned about a magical stone. It was known as “The Sorcerer's Stone¨ and they thought that Professor Snape was after it. 11. … Harry suspected that later that day Snape was going to retrieve the stone… he decided to warn Ron and Hermonie about it to see what type of plan they would come up with. 12. [ ] Harry,Ron,and Hermonie wanted to speak to the headmaster Dumboldeor but he had gone out for [2 days] after receiving an urgent letter from the minister of magic. 13. ( ) Harry got to the stone after passing all the obstacles. He was anxious when he saw Professor Quirell looking for the stone, but his
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face turned pale when he saw that someone was detached to Quirrell it was the dark lord (Voldermort). 14. / After getting the stone back Harry,Ron,Hermonie, and Neville earned points for their house. They were now tied to Slytherin but with the points given to Neville they had won the house cup/beaten Slytherin for the longest time. 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. Capitalization is the first letter to a word in a sentence that is uppercase or an important place. Ex. Harry was happy about winning the house cup. Ex. She really wanted to go to Disneyland this year. 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: (list three to five words of each type) · Common Nouns: name a class of people, places, things, or idea. Grand Hall, wands, 9 and ¾ station, the chamber, Hagrid, Dumbledore, Professor Mccgonagal, wizarding school · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized).The Dursleys home, Hogsmeade Village, Tom Riddle · Compound Nouns: consist of words used together to form a single noun. Book, experiment, potions, diary, writing, the soul of tom riddle in it. · Concrete Nouns: refer to material things, to people, or to places. Seekers, chasers, keepers, to quidditch. Keys, clean up, gatekeeper, giant · Abstract Nouns: name ideas, quality, emotions or attitudes. Greed, attention, guilty, suspicious, curious, sad,worried.
Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Ginny wrote to Tom Riddle through the diary she found. · Direct Object (comes after the verb and answer what or whom) Ron wanted to know why Ginny was disappearing and blacking out. ·
Indirect Object (answers to who or to whom) umbeldore gave specific orders to his teachers after the D weird incidents going on.
PRONOUNS Pronouns take the place of nouns that have been established. Personal: Nominative (subjects) Objective (objects) I/we me/us you/you you/you He, she, it, one/they him, her, it, one/them 7
Possessive My, mine Your, yours His, her, hers, its, one’s Relative: Nominative who That
our, ours your, yours their, theirs
Objective whom that those/ this
Possessive whose of that
Interrogative: who, which, what, whatever, whoever Reflexive: (personal pronouns plus the suffix –self o r –selves) Used only: when the action verb is directed toward the subject of the construction: Professor Mccgonagal took points from herself after her students violate school rules. Hagrid made tea for himself. to intensify a point: Harry fought Tom Riddle by himself in the chamber after finding Ginny on the floor looking cold and into a deep slumber. 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: 8
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. Active: Ginny got Tom Riddle's journal in the book store before school started. (Ginny is the subject) Passive: The bookstore brough Tom Riddle's journal to Ginny. (Ginny is the subject but is treated as an object.)
Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · Harry took a potion and began looking for Draco to get information about the heir Slytherin. Participle: word ending in “ing” or “ed” used as an adjective · Harry followed the path given to him to the Chamber. Ron was starting to be scared in the forest after he realized there were a lot of spiders around him. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs
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· Harry enjoyed going to the library to study but after the incidents occurred, he stopped going.
ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper Tom Riddle was a tall guy. He seemed nice but had a wicked mind. Ginny is a sweet girl that followed the rude boy's orders.
ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings When Harry found Ginny lying on the floor he placed his wand on the floor carelessly without thinking anything of it. Tom took a step forward to grab Harry's wand. After Harry and Tom dueled Harry had to think carefully of his next step after the snake was out otherwise he would be found by the snake. · Conversions ¨Magical¨ becomes ¨Magically¨ ¨Mysterious¨ becomes ¨Mysteriously¨ ¨Curious¨ becomes ¨Curiosity¨ · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner –Tom walked slowly up to Harry and Ginny. Time – Harry eventually caught up to what was going on and what had happened. Place –Harry's curiosity brought him to the Chamber. Degree – Harry's extraordinary way to defeat Tom had once again been recognized by Dumbledore. Frequency – Dumbledore oftenly favors Harry and the house of Gryffindor.
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.
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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. list of interjections : https://www.englishclub.com/vocabulary/interjections.htm
Transitions of Logic Chart
Milder
Stronger
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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
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Time
then now soon afterward later shortly earlier recently first, second, third next before after today tomorrow
meanwhile at length presently at last finally immediately thereafter at that time subsequently eventually currently in the meantime in the past in the future
Purpose
to do this so that
to this end with this object for this purpose for that reason because of this
Place
there here beyond nearby next to
at that point opposite to adjacent to on the other side in the front in the back
Result
so and so then
hence therefore accordingly consequently thus thereupon as a result in consequence
Example
that is specifically in particular for one thing
for example for instance an instance of this this can be seen in
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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
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 whole school at Hogwarts were shocked when they found out that the most dangerous wizard had escaped Azkaban. Verb Phrase: A group of words consisting of verbs working together and function as a verb. The teachers at Hogwarts knew they would be on high alert after the news was out of the escape in Azkaban. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Ron and Hermoni argue about their cat and mouse while walking in to the school. 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. 14
Lupin Remus, a new defense against dark art teacher, helped his students defend themselves against boggarts. Verbal Phrases: A group of words that begin with a verbal and ends with a noun. ● Gerund Phrase verb ending in -ing that functions as a noun. Running to the Whomping Willow, Ron chased his rat scabbers. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. Harry and Hermoni were shocked when they saw Lupin in the scary tree after falling. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. Harry argued with Lupin and Sirius about the truth with Peter, Harry decided to let Peter live.
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. Sirius wanted Harry to live with him in his house. 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. ○ What he believed to be the truth was apparently a lie. ○ Lupin and Sirius had to make sure what they had heard. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ The bird was really wanted by Harry to get Sirius. Some adjective clauses begin with relative pronouns: ■ Hermonie is a smart girl who gets smart ideas in serious situations. Adverb Clause: Used to modify verbs, adjectives, and adverbs in an independent clause, introduced by a subordinating conjunction and used to indicate time, place, cause, purpose, result, condition, and/or concession. 15
Modifying verbs: ■ When Harry heard of Hermione's idea he was totally on board with it. Modifying adjectives: ■ Sirius was an honest person as his friend James and promised Harry he would be back. Modifying adverbs: ■ Harry was more worried than Ron and Hermonie were. Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The wizards who would be the first to give any clues were Sirius might have been Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When flying, Harry felt happy to have freed his godfather Sirius. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ Harry's happiness was the most important to Sirius since he had not seeing him in so long. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. Harry was going to go back home and come back to Hogwarts, in a year for the next school year.
SECTION 4 SENTENCES Sentence – a set of words that contains a subject and a predicate and conveys a statement, command, question, or an exclamation. 16
Sentence Parts Subject – what/who the sentence is about The Hogwart students were eager to participate in the triwizard tournament. Predicate – what the subject does The Hogwart students eagerly accepted the challenges for the tournament.
Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Challenges for the tournament is what makes one of the wizards win. Imperative – a sentence that makes a command (ends with a period mark) Learn to defeat challenges at a slow but fast pace. Interrogative – a sentence that asks a question (ends with a question mark) Why are the upperclassmen the only ones to participate in the tournament? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) Cedric was the chosen one for the tournament!
Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Many students were happy that Cedric was chosen out of the cup. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). The tournament takes time; but in time the challenges are completed. Complex Sentence: A sentence with one independent clause and at least one dependent clause. Harrys name was chosen, after Cedric had already been chosen. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Harry was nervous and scared, he was accused of inserting his name into the cup, but there was nothing that Dubledore could do since there were rules to be followed. 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. 17
arry's year was going to change, whether it would be for him or for Cedric during the H cup. 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. Although the first challenge seems hard, fighting a dragon will be harder even with magic. 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. Cedric and Harry work hard to understand what the egg means, and to Cedrics idea of a bath with the egg both are able to understand the egg. 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. Harry spends all his day doing research book after book for his next challenge that requires breathing underwater. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Harry needs Nevile because without him he wouldn't have been able to breathe underwater like he did. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Hermione during the challenge felt worriness, distracted, happiness. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Ron felt anxiousness, nervous, and happy, and cheery. 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. Harry, Cedric, Viktor, and Fleur prepared for the last challenge of the tournament, while this brough join to some, others felt nervous, out of all the 4 contestants only one would win. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Harry felt ready for the challenge, throughout the week he had been preparing for the challenge, finding new ways to win the challenge, learn new spells for his advantage of the challenge, Harry felt like he lived for the last challenge,
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Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. Harry was going to help Cedric during the maze he felt like it was a good thing to do. [WRONG] Harry was going to help Cedric because he felt like it was the right thing to do. Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas Harry and Cedric didn't decide on who to grab the cup to win, they decided that both of them would grab it at the same time, to call it a tie among them. [WRONG] Harry and Cedric didn't decide on who to grab the cup to win. They decided that the both of them would grab it at the same time, to call it a tie among them. [RIGHT] Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because everything happened so fast. [Wrong} Because everything happened so fast, Harry couldn't save Cedric from Lord Voldemort. [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 Harry gave his blood with Voldermort when his hand got cut to bring him back. [WRONG] Harry had his hand cut by Voldermort, for his blood to bring him back to a real being. [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force As soon as Harry and Cedric returned out of the maze they knew something was wrong because no one cheered. [WRONG] As soon as Harry and Cedric returned from the maze the audience knew something was wrong because nobody was cheering. [RIGHT]
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Alone Together 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 lead the reader into the topic) Throughout the years technology has developed a lot and It is used in daily life among adults, teens and children. . As children enjoy playing with AI toys, teens texting and being connected on line, shouldn't the adults moitier the time the teens spend online and how long children play with AI toys. The thing is that not only are teens and children enjoying the new lifestyle of technology and AIs but adults as well. Technology has taken over human lives and their daily activities, that can cause serious effects to them. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Will the development of technology cause a new lifestyle among teens, adults, children, and affect their health? 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) Technology can cause serious effects to people's social interactions and lifestyle. Fact (empirically verifiable but often difficult to argue extensively about better used as evidence to support a claim) Using AI/Technology is better and easier to hold conversations instead of talking to someone face to face. Opinion (personal position on a topic) AI robots are easy to hold conversations with. 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) Talking with an AI is not reasonable because there's no feelings and it's just wrong. 20
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) Spending time with an AI/technology day after day can cause serious effects on a person's social interactions with others. Document Based (cites a specific source, author, and position on a topic) In the reading of Alone Together, Sherry Turkle speaks about how many people prefer to speak to AIs because there easy to speak to and because they also don't show any type of emotion, Turkle argues that people who speak with AIs have a harder time being social or expressing themselves with others and can lead them to be loners. Theory (a statement that can be tested and potentially proven - often answers a research question) AI toys can cause stress to children at a young age. 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) Turkle continues on her claim children that play with AI toys feel stressed when their AI toy isn't happy or even when they need to get rid of it after its battery runs out. The author of the book runs a quick test run on how kids react to being with an AI toy and how they react after being separated from them. During her test run she is able to tell how the children being separated from the AI toy truly does affect them. This connects to health because the children get attached to them and when they are separated they feel lost and torn without them. At a young age feeling like this really isn't healthy especially over an AI toy.
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) The research made indicates that young kids care a lot for their AI animal and truly want to be the best at taking care of it. (Now every sentence in this paragraph must be related to the connection between fast food and health) 21
Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) Original Quote “They try to connect with it using everything they have:”(Turkle 36) During the experiment of handing Furbies Sherry was able to see they children talked to them and even how “they tried to connect with it using everything they had” (Turkle 36) “They try to connect with it using everything they have,”was what she saw while children talked to furbies. (Turkle 36) Just as Turkle thought “they tried to connect with it using everything they had”(Turkle 36). Turkle saw how hard “they tried to [connect] with it using everything they had”(Turkle 36) The children ``tried to connect with [i]t using everything they had.” (Turkle 36) 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) OQ-”They try to connect with it using everything they had” (Turkle 36) Children try to connect with the Furby by using experiences that they've had. Summarizing (condensing larger quotes or sections - useful for closing the examination of the quote/evidence and transitioning to your analysis of the quote) OQ-”They try to connect with it using everything they had”(Turkle 36) Children can get really attached to the Furbys which 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) Children wouldn't suffer the pain after their Furby runs out of battery (die). Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) A research conducted by Sherry Turkle s hows how there are certain children that in the beginning understand that it is a mechanical machine. With this knowledge the children are able
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to not fully get attached to it because it understands that sooner or later their Fury will run out of batteries. 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) Many can still agree on how children can be negatively affected with any AI toy that they get attached to.
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 many kids were able to recognize that AI toys such as Furbys are just mechanical and dont have actual feelings then maybe they wouldn't have trouble getting disattached from a Furby when its batteries run out. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) AIs can cause serious effects on kids' lifestyles by getting severely attached especially if it comes as a toy and they use many ways to interact with them. Reestablishing the Significance of the Thesis (could be one or more sentences) Although technology continues to develop there are many side effects to it. As it has been stated kids can be the ones to get damage more and easily as they are in an early stage. Final Sentence (connects to the hook and finishes the essay (finish your argument) – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…) Technology is great with good use, but having them as toys and distractions are really good for human health.
SECTION 6 ESSAYS Essays – A short piece of writing on a particular subject. Types – Explain each type of essay and state its purpose 23
Persuasive (Argumentative)- is a piece of academic writing where you use logic and reason to show that your point of view is more legitimate than any other. Its purpose is to convince readers to believe or agree with the subject or opinion being written about. Ex. Writing about a new wand for wizards. Talking about how it can cast the most difficult spells and help young wizards in learning. Expository (Informative)-is to explain a topic in a logical and straightforward way. The purpose of expository essays is to explain certain topics in a more detailed way. Ex. Talking about special creatures and how important they are to the wizarding world. Definition or DescriptionDefinition-a statement of the exact meaning. The purpose of a definition is to explain what really means. Ex. Quidditch- a flying sport that is played with budgers, has 7-8 players. It is a fictional game in the Harry Potter world. Description-a spoken or written representation or account of a person. The purpose of description is to be able to describe something and be able to visualize it. Ex. Has 2 big red bludgers , a golden snitch, and is played in air. Process (How-to)-A process essay is structured around the goal of providing the reader with directions or guidance. The purpose of a process essay is to be able to give directions and ways to do things. Ex. How to use Flow Powder as transportation. You grab a handful of flow powder and set yourself in a chimney. You yell out your destination and release it and you arrive. Compare and Contrast-is an essay that evaluates the similarities and differences between two subjects. The purpose of a compare and contrast essay is to compare a subject, find the unexpected similarities and the main differences. Ex. Flying broomstick nebulous 2000 and Flying broomstick 2001. Both broomsticks were used for the quidditch sport. The difference was that the nebulous 2000 was smaller and longer, while the nebulous 2001 had a wider handle, was faster and had more comfort sitting. Cause and Effect-is a rhetorical style that discusses which events lead to specific results. The main purpose of a cause and effect essay is to see how a certain thing can have a huge impact on something. Ex. Harry wanted to help Sirus out of the cell he was being held in hogwarts. The effect was that with Hermione's time turner was used to get a second chance and save Buckbead a buckhead and use it to help Sirus out. Analytical/Critical- is a type of academic paper which demonstrates a students ability to analyze a piece of literature or cinematography. The purpose of an analytical/critical essay is to explain the argument that is written about and include your own argument. Ex. The OWL exams demonstrate the wizards abilities to analyze everything they've learned. Evaluative-is to present an opinion or viewpoint on a subject. The purpose of an evaluative essay is to see the downside and the good side of it and the action in it. Ex. Hermione used her evaluation to give out her opinion oh how Umbridge wanted to use no magical while teaching DADA Interpretive-provides an analysis of other pieces of writing. The purpose of an interpretive essay is to try and interpretive literature in a way. Ex. Writing poems or refrazing things in a different way (not really sure about this one)
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Narrative (Tells a story) Personal Statement/Anecdote-is an essay that is about you and it talks about your strengths, weaknesses, and experiences. The purpose of a personal statement/Anecdote essay is to be able to talk about yourself and be able to go in depth about life changing experiences. Ex. Harry wrote a letter about himself explaining his qualities and strengths. Research- is a piece of academic writing that provides analysis, interpretation, and argument based on in-depth research. The purpose of a research essay is to be informed and have resources about a certain topic and information on it. Ex. Harry did research on gillyweed to see if it would help him breath underwater. Timed-is an essay that requires disciplinary knowledge by producing a written sample within a limited time. The purpose of a timed essay is how you reflect your skills in a certain time period. Ex. Every Hogwart student is timed when they take OWl test. Document Based Question (DBQ)-is an essay or series of short answer questions that is constructed by students using one's own knowledge combined with support from several provided sources. The purpose of a DBQ is to evaluate your ability on facts that can be historical and built by the student. Ex. Hogwart students are asked to write about what they've learned in certain subjects. Synthesis- is a written discussion incorporating support from several sources of different views. The purpose of synthesis is to connect to certain themes, traits and various texts. Ex. When looking into dark magic students use different books as 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- In prewriting can be a concentrated method on how you want to write your paper. It is for the author to find its work a little better. Prompt analysis is something you look deep into. So to analyze a prompt you have to compare, contrast, argue, define and describe it. Outlining requires having good ideas, themes, thoughts approaches, arguments, and etc. You have to have a clear argument on your topic. Many people like to use bullet points for a clear subject/ argument. Researching/Evaluating of Sources- When doing research you have to look up for good resources that can help you backup your topic/ subject. Evaluating sources is making sure that the sources being used are accurate and useful with good information. 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- For MLA cited work you go on google to search for a website to cite your work MLA format. After finding one you copy the link of the website that you used for information. It can be a website, journal article, or online blog. After you copy the link you place it in the space provided by MLA website. You then press continue and it gives you certain websites that acquire similar information but you click on the same link you copied. After that it asks about the certain day you accessed it, and you need to fill out certain information only for when you access it. After that you click on complete citation and it gives you the site cited with everything. You are able to copy and paste the citation. Also it has to be in alphabetical order (the citations). These citations go at the end of the essay.
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Example of website for MLA citation: Dean, Cornelia. "Executive on a Mission: Saving the Planet." The New York Times, 22 May 2007, www.nytimes.com/2007/05/22/science/earth/22ander.html?_r=0. Accessed 29 May 2019. APA Format: APA format is when you cite an author of a book. So you also use a website for APA format insert the book name , authors name,and page number. After you finish you type in the quoet you use from the page and at the end you write the author's last name to have it as a citation. You then convert it as a citation and it's used when writing a paper. You put this citation when you are using it not at the end of the page. Example: Contributors' names. (Last edited date). Title of resource. Site Name. http://Web address for OWL resource Myers, M., Paiz, J., Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M.,…Keck, R. (2019, December 20). General format. Purdue Online Writing Lab.
Work Cited Page:
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Purdue Writing Lab. “MLA Formatting and Style Guide // Purdue Writing Lab.” Purdue Writing Lab, https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_gui de/mla_formatting_and_style_guide.html
“Understanding the Types of Essays.” Time4Writing, https://www.time4writing.com/writing-resources/types-of-essays/
Dedication: 27
This book is dedicated to all the Harry Potter fans. I would also dedicate this book to my parents that have always been there and supported me throughout all my decisions especially encouraging me to do things that I truly enjoy the most. I would also like to dedicate this book to all my english teachers that I had and will continue to have in the future for teaching me more into writing and how to get better at it.
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