Historical Book of Writing by Bravo Grammar Con Online

TABLE OF CONTENTS Page Introduction………………………………………………………………………………………..3 About the author…………………………………………………………………………………..4 Dedication…………………………………………………………………………………………5 Section 1: Punctuation and Capitalization………………………………………………...…….6-8 Section 2: Parts of Speech…………………………………………………………...………...9-17 Section 3: Phrases and Clauses……………………………………………………....……….18-21 Section 4: Sentences…………………………………………………………...……………..22-26 Section 5: Paragraphs………………………………………………………………...………27-31 Section 6: Essays…………………………………………………………………………......32-35

INTRODUCTION Expect to learn about: ancient civilizations, religions, urbanization, ketchup medicine, King David’s father, and some guy named Jim Jones, all of which, under the assumption, are random and riveting historical facts. But more importantly, why was ketchup sold as medicine in the 1800s? Crazy, right? Here, where individuals will learn about important events and useless facts, but more than that—to avoid ambiguity—the focal point of this book is about writing. Here, it incorporates in such a way that readers can learn about writing and history at the same time! As such, from rudimentary to advanced grammar, and from important to random facts—this is the History Book of Writing.

PUNCTUATION AND CAPITALIZATION 6

SECTION 1 PUNCTUATION and CAPITALIZATION Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1. . Period (end punctuation declarative/imperative or in abbreviations)—The Mayans, a civilization in the classical period, strangely honored turkey religiously. 2. , Comma (used to switch the order of words)—At one point when the Olympic Games held competitions, they also awarded medals to art. 3. – Em dash (used as a comma, parentheses, and colon)—Paul Revere was absolutely certain about one thing—the British were coming. 4. - En dash (used to hyphenate words)—Ben Hardin Helm was actually Abraham Lincoln’s brother-in-law. 5. : Colon (used to introduce something)—Abraham Lincoln had two siblings: Sarah Lincoln Grisby and Thomas Lincoln, Jr. 6. ; semicolon (used to connect independent clauses)—Mary literally had a little lamb; she sold wool from her pet to a church. 7. ? Question mark (used to indicate the question is inquiring)—Was ketchup really sold as medicine in the 1800s? 8. ! Exclamation mark (used to indicate the sentence is exclamatory)—I’ve said this too many times—July 4th is not the real Independence Day! 9. ‘ Apostrophe (used to connect two words or contraction)—Columbus didn’t discover the Americas; it was found many eons before he did. 10. “ ” Quotation marks (text coming from somewhere else)—Einstein once said, “Once you stop learning, you start dying”. 11. … Ellipsis (used to indicate something is left out)—Roosevelt said, ”As long as we are not destroyed, we can work… if we are willing to”. 12. [ ] Brackets (used for context and to indicate something that is added)—Aristotle said, “If [I] would understand anything, [I] would observe its beginning and its development”. 13. ( ) Parenthetical information (information that’s not necessary, but could potentially be used)—A lot of large incidents in History were a result of sleep deprivation (lack of sleep). 14. / Slash (to indicate a options)—It was Carl Benz and/or Henry Ford that became renowned for their cars. 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. 7

Capitalization – Rules of capitalization 1. (Used to begin a sentence) – Sadly for some, 11th grade is the year with the most high-stakes testing. 2. (Capitalize the first word of a sentence)—King David was prominent religiously and historically. 3. (Capitalize names)—King David’s father was Jesse, the son of Ohed. 4. (Capitalize the first word of a complete sentence in a quote)—”Efforts and courage are not enough without purpose and direction.” - JFK. 5. (Capitalize days, months, and holidays)—The real Independence Day was on July 2, 1776. 6. (Capitalize words in Titles)—To K ill a M o ckingbird was originally published on July 11, 1960. 7. (Capitalize cities, countries, nationalities, and languages)—The capital of Israel is Jerusalem. 8. (Capitalize time periods and events)—The Sumerians lived during the Ancient Times.

PARTS OF SPEECH

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. Exhibit,

site, library, soldiers. · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). Easter Island, Stonehenge, Colosseum, Flavian Amphitheatre. · Compound Nouns: consist of words used together to form a single noun. smartphone, greenhouse, campsite. · Concrete Nouns: refer to material things, to people, or to places. Candle, sword, stone. · Abstract Nouns: name ideas, quality, emotions or attitudes. EX: Wit, power, pessimism.

Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Lincoln played a big role in passing the Thirteenth Amendment. · Direct Object (comes after the verb and answer what or whom) Harriet Tubman helped Scott i n court. · Indirect Object (answers to who or to whom) Stowe wrote a book to expose the harsh slavery conditions to the people.

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 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 or –selves) Used only: when the action verb is directed toward the subject of the construction: He hurt himself in the war. She treated herself with ether. to intensify a point: Lincoln himself owned slaves. God himself granted them the right to colonize in the New World. 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. Active: Browne stole the arsenal of guns. Passive: The Thirteenth Amendment brought freedom to some slaves. Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · He disliked the idea of unnecessarily working outside. Participle: word ending in “ing” or “ed” used as an adjective · There were no escaping pathways. · Da Vinci’s finished art was astonishing! Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Lincoln agreed to pass the Thirteenth Amendment.

ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper Demonstrative: That over there is the Declaration of Independence. Common: It was so good that everyone amicably agreed. Everyone wanted Chinese silk.

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings The laws heavily restricted African Americans. He wrote on the document carefully. He infiltrated the enemy territory very cautiously. · Conversions These are the rights that were intricately created. The text was a straightforward means of gaining rights for those who were mistreated. They were considering it with profitwise thinking. · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – The South denied the North’s ideas angrily. Time – He treated them with care sometimes. Place – The building was constructed beside the base. Degree – He was especially insistent on banning slavery. Frequency – He always looked for an opportunity to discriminate against women.

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. Ah is most commonly used to show facilitation, but can also be used to show pain. Pronounced with a long A and more H’s it can be used to indicate relaxation. (‘aahhhhhhh’)

Ah: Ah, I don't know if that's true. Aha: Aha! I figured it out! Ahem: Ahem, could you boys stop talking so we could get on with class, please? Alas: Alas, it was not to be. Amen: Amen, hallelujah, amen! Aw: Aw, do we have to? Awesome: You two are dating? Awesome! Aww: Aww, that's so cute! Bada-bing (bada-bing, bada-bing, bada-boom): "You've gotta get up close like this and—bada-BING!—you blow their brains all over your nice Ivy League suit." (From "The Godfather," 1972) 10. Bah: Bah, humbug! 11. Baloney: Oh, baloney. I don't believe that. 12. Big deal: Big deal. Who cares? 13. Bingo: Bingo! Right on target! 14. Boo: Boo! Scared you! 15. Boo-hoo: That makes me sad. Boo-hoo. 1. 2. 3. 4. 5. 6. 7. 8. 9.

16. Booyah (boo-yah): Yeah, I aced this test. Booyah! 17. Boy (boy oh boy): Oh boy. Oh boy, oh boy. That's heavy, man. 18. Bravo: Bravo! That was fantastic! 19. Brilliant: Brilliant, luv, absolutely brilliant! (British English.) 20.Brrr: Brr! Minus 30 degrees? Yuk. 21. Bull: Bull. It's not 30 below zero, not really. 22. Bye (bye-bye): Bye! See you later! 23. Cheers: Cheers, mate! You're welcome. (British English); Cheers! Raise a toast! (American English.) 24. Come on (c'mon): Come on. Hurry up. 25. Cool: Oh, wow, that is so cool! 26. Cowabunga: "Cowabunga, dude." ("Teenage Mutant Ninja Turtles") 27. Dang: Dang it! Where'd I put that? 28.Darn (darn it): Darn it! I can't find the other one either! 29. Dear me: Oh, dear me. What are we going to do? 30.Duck: Duck! No, really! Get down! 31. Duh: Well, duh. I can't believe you didn't know that. 32. Eh: Eh? What? 33. Enjoy: Enjoy! I hope you like it! 34. Excellent: "Party time, excellent!" ("Wayne's World") 35. Fabulous: Fabulous! That's just wonderful! 36. Fantastic: Fantastic! I just love it! 37. Fiddledeedee (fiddle-dee-dee): "Fiddle-dee-dee! War, war, war; this war talk's spoiling all the fun at every party this spring. I get so bored I could scream." ("Gone With the Wind") 38.Finally: Finally! I never thought that'd be done. 39. For heaven's sake(s): "Oh, for heaven's sake, don't you know your Bible?" ("Little House on the Prairie") 40.Fore: Fore! (Look out! in golf) 41. Foul: Foul! In baseball, the ball went out of bounds, otherwise an infraction. 42. Freeze: Freeze! Stop right there! 43. Gee (gee whiz, gee willikers): Well gee whiz, Pa, why do I have to do that? 44. Giddyap (giddyup): Giddyup, Silver! Go, horse, go! 45. Golly (good golly, golly gee willikers): Golly, that sure was tasty. 46.Goodbye (good-bye): Goodbye, see you again soon! 47. Good grief: "Good grief, Charlie Brown." ("Peanuts") 48.Good heavens: Good heavens! How did that happen? 49.Gosh: “Whatever I feel like I wanna do, gosh!” ("Napoleon Dynamite") 50.Great: Great! I'm so excited you'll come along!

51. Great balls of fire: "Goodness gracious, great balls of fire!" ("Great Balls of Fire," Jerry Lee Lewis) 52. Ha: Ha-ha! That's funny! 53. Hallelujah: Glory be to God, hallelujah! 54. Heavens (heavens above, heavens to Betsy): Oh, heavens! How could you think that? 55. Heigh-ho: Heigh-ho neighbor! How are you? 56. Hello: Hello! How are things with you? 57. Help: Help! I need somebody ("Help!" The Beatles) 58. Hey (hey there): Hey! Look over there! 59. Hi (hiya): Hi! What's up? 60.Hip, hip, hooray: We won! On the count of three, everyone: Hip, hip hooray! Hip, hip, hooray! 61. Hmm (hrm): Hmm. Let me think about that for a bit. 62. Ho-ho-ho: Ho-ho-ho, Merry Christmas! 63. Holy mackerel (holy cow, holy moly, holy Moses, holy smokes): Holy mackerel! I can't believe it! 64.Ho-hum: Ho-hum, how boring. 65. Hooray (hurrah, hurray): Hooray! That's awesome! 66.Howdy (howdy do): Howdy, pardner. 67. Huh: Huh. I have no idea. 68.Ick: Ick! How gross! 69.Indeed: Indeed! I'll bet you didn't know that! 70. Jeez: Jeez, do we really have to go through this now? 71. Kaboom: Kaboom! It blew up! 72. Kapow: And Batman hit the evildoer, kapow! 73. Lordy (lordy, lordy): Oh lordy, lordy, look who's 40! 74. Mama mia: Mama mia, let me go. ("Bohemian Rhapsody," Queen) 75. Man: Man, that's unbelievable. 76. Marvelous: Marvelous! Oh, honey, that's just wonderful. 77. My: "My! I never once thought of it, Huck!" ("The Adventures of Tom Sawyer") 78. My goodness (my heavens, my stars, my word): My goodness, isn't that just grand? 79. Nah: Nah, it'll never work. 80.No problem: Thank you. No problem. 81. No way (no way José): No way! I can't believe it. 82.Nope: Nope. I can't do that. 83.Nuts: Nuts! I wish I didn't have to. 84.Oh (oh boy, oh dear, oh my, oh my gosh, oh my goodness, oh no, oh well): Oh! That's shocking! 85. OK (okay): OK, sounds great. Thank you. 86.Ouch: Ouch! That hurt!

87. Ow: Ow! That stung! 88.Please: Would you help me, please? 89.Poof: Poof! She just disappeared. 90.Shh: Shh! Quiet in the library! 91. Super: Super! That's fantastic! 92. Swell: Swell! How great! 93. Welcome: Welcome! Come in!; (You're) Welcome! 94.Well: Well, I just don't know about that. 95. Whoop-de-doo: Well whoop-de-doo. (sarcasm) I so don't care. 96.Woo-hoo: Woo-hoo! That's fantastic! 97. Wow: Wow! I love it! 98.Yabba dabba doo: "Yabba dabba doo!" ("The Flinstones") 99.Yadda, yadda, yadda: "Well, we were engaged to be married, uh, we bought the wedding invitations, and, uh, yada, yada, yada, I'm still single." ("Seinfeld") 100. Yippee: Yippie! That's exciting! 101. Yummy: Yummy! I love chocolate cake!

PHRASES AND CLAUSES

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. People of color were selectively freed by the Thirteenth Amendment. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. Browne was holding an arsenal of rifles for the slaves. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Tubman was patiently waiting on the road. 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. Abraham Lincoln, the president, made several changes. 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. Advancing towards the enemy lines, the soldier saw the army. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The soldier prepared his rifle although he was in a deserted area. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. After being drafted, the soldiers knew that they had to prepare for war. 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. The president had to act accordingly. DEPENDENT (SUBORDINATE) – CANNOT stand alone as a complete sentence and MUST begin with a SUBORDINATE CONJUNCTION. There are seven (7) kinds: 19

Noun Clause: Used as the noun in a sentence and may function as a subject, a predicate noun, a direct object, an object of a preposition, an indirect object, or an appositive. ○ Where he ran was what decided his survival. ○ Quickly write whatever is missing down. ○ That each amendment should be fair. ○ Jefferson carefully checked what was written in the Grievances. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ This is the museum where the Declaration of Independence is exhibited. ○ There is a painting that was very detailed. ○ The law that was needed was finally passed. Some adjective clauses begin with relative pronouns: ■ Jefferson was the one who started to write first. ■ There was Browne whose arenal was stolen. ■ The settlers first set up the tents that were packed. ■ The Thirteenth Amendment was the greatest change that the slaves wanted. ■ Lincoln was the one whom he voted for. ■ The war to which he started was lost. ■ Women were like house maids who only worked inside. 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 ‘colored’ section was where people of color resided. (place) ■ When he blew the horn, the warriors moved forward. (time) ■ They felt indignant because they were mistreated. (purpose) ■ Lincoln acted as an advocate as if he wasn’t a slave owner. (condition) Modifying adjectives: ■ The Great Depression almost lasted as long as the war. (how much) ■ Lincoln’s actions were as sturdy as steel. (to what extent) Modifying adverbs: ■ Typical citizens had to work harder than skilled craftsmen. (condition) Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The one who finished last had to clean all the machines. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When running, the soldier couldn’t see anything behind him. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The weapon that soldiers used in the war was rifles. 20

Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ The war, which ended 75 years ago, was devastating.

SENTENCES

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 Redcoats in Britain were preparing for war. Predicate – what the subject does The Redcoats in Britain were preparing for war.

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Jim’s past experiences helped him evade any suspicions. Imperative – a sentence that makes a command (ends with a period mark) Don’t be like Jim because you will eventually be caught. Interrogative – a sentence that asks a question (ends with a question mark) Why was Jim Jones so immoral? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) That man was completely apathetic!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Some ancient civilizations were inspired by others' ideas.

Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Jim didn’t hate children, but his actions showed otherwise. Complex Sentence: A sentence with one independent clause and at least one dependent clause. If he showed remorse, his sentence could have been lightened. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. When commanding his men, he thought he was bringing justice, but that was not the case; in fact, it was the opposite. 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. His actions were unjustifiable, even if you take his perspective into account. 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 you take his perspective into account, his actions were unjustifiable. 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. Locke wanted to change science, to spread his knowledge, and to inspire others. 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. He was always working diligently during the night and sleeping during the day. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. People enjoyed peace and without peace there was nothing to enjoy. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. They wanted to make the weapon structured, effective, powerful, perfection.

Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. They wanted to make the weapon structured and effective and powerful and, finally, perfection.

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. It takes years of trial and error to make a civilization thrive, and it takes years of proper governance to make the law thrive, but it takes too many years of war to become a hegemony that could thrive. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. The nomads were too heavily dependent on traveling, their typical day involving traveling, their temporary settlements subsequently becoming nothing after traveling, their lifestyle of moving so much that they can only live by traveling.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. Jim was relentlessly working towards gathering all the children he was too devious he had nothing else to do. [WRONG] Jim was relentlessly working towards gathering all the children BECAUSE he was too devious AND he had nothing else to do. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas Jim wanted to release all of the children, it was a sudden change of heart, he didn’t like the idea. [WRONG] Jim wanted to release all of the children. It was a sudden change of heart; he didn’t like the idea. [RIGHT]

Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because Jim had a change of heart. [WRONG] Because Jim had a change of heart, he released all of the children. [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 In the cage, he gave the rice to the slaves that were hot. [WRONG] In the cage, he gave the rice that were hot to the slaves.[RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force Jim thought that he couldn’t trust no people. [WRONG] Jim thought that he could not trust people. [RIGHT]

PARAGRAPHS

SMARTER FASTER BETTER 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) Ex. There has always been a discrepancy between successful and unsuccessful people in life. In society, the most prevalent notion is that hard work generates success, and without hard work, there is nothing. In part, this is true, but it is a fallacy. For instance, artists spend most of their time working relentlessly, but when they are unhappy with their progress, they often reset their work. As such, they lose their original idea, wonder where it went wrong, and fail. Conversely, successful artists who are smarter, better, and faster, will prevail. People can become successful, but working hard towards a goal isn’t enough. People become successful with psychological habits that correlate with success—with hidden functions of the brain—with the ‘secrets in life’. Query Based (Question that brings the reader to the topic) Ex. How can people become effectively productive in order to be successful? Thesis Statements (the purpose of a piece of writing – usually one sentence in length, but can be longer depending on the purpose – must be something that is arguable) Assertion (claim - a subject + a “so what” about the subject) Ex.Everyone can have a chance at success as long as they follow the ‘secrets in life’. Fact (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim) Ex.Successful people have secrets to their triumphant achievements. Opinion (personal position on a topic) Ex. The ‘secrets in life’ are essential to someone’s success. Belief (social, religious, or political in nature – an opinion held by many to be a fact, though it is not necessarily factual)

Ex. If one does not know the ‘secrets in life’ they have no chance of success.

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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. All of the ‘secrets in life’ can improve a person’s lifestyle. Document Based (cites a specific source, author, and position on a topic) Ex. In Smarter Better Faster, Charles Duhigg argues that psychological habits large role in becoming successful by exemplifying how psychological habits can

be used, and why they are effective. Theory (a statement that can be tested and potentially proven - often answers a research question) Ex. Having the sense of control can generate motivation. 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.Duhigg observes exceptional people in different fields, inquires psychologists on their research about the inclination of success, and groups all of the information to formulate conclusive statements. He discloses the people’s stories to illustrate their successful lives, and how to replicate their ‘secrets in life’. (preview of evidence) Ex. The author reaches for the secrets of successful people in order to encourage others to follow their example and inspire them to succeed. (purpose of thesis) Ex. Among the people the author spoke with, he interviewed Carol Dweck, a Stanford psychologist, and found that the internal locus of control is the idea that people are in control of their destiny, which revealed they had high motivation; these people tend to be more successful. Ex. The ‘secrets in life’ that Duhigg discloses has the potential to change a person’s perspective and better their overall lifestyle. (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. Furthermore, several studies show that people who are more motivated to reach their goals are more likely to be successful.

(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 – “People with an internal locus of control tend to earn more money, have more friends,stay married longer, and report greater professional success and satisfaction” (Duhigg 33). Ex. Psychologists agreed, “People with an internal locus of control tend to earn more money, have more friends, stay married longer, and report greater professional success and satisfaction” (Duhigg 33). Ex. “They visualize their days with more specificity than the rest of us do,” according to the psychologists (Duhigg 111). Ex. On the other hand, “having an external locus of control… ‘is correlated with higher levels of stress, [often] because an individual perceives the situation as beyond his or her [control]’”, according to several psychologists (Duhigg 33). Ex. To remain focused, “They [constantly] daydream about the future and then, when life clashes with their imagination, their attention gets snagged.” (Duhigg 112). Ex. Several laboratory studies revealed, “That specific, high goals lead to a higher level of task performance than do easy goals or vague, abstract goals such as the exhortation to ′do oneʼs best,ʼ” (Duhigg 149). 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 – “These objectives had to be specific, measurable, achievable, realistic, and based on a timeline” (Duhigg 147). Ex. PARAPHRASE – SMART goals need to be in the format of a detailed plan and within the person’s abilities (Duhigg 147). 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 – “they balanced the psychological influence of immediate goals with the freedom to think about bigger things” (Duhigg 153). Ex. SUMMARY – Stretch goals counteracts with the psychological need for cognitive closure. Abstract Examples (hypothetical, “what if” examples that do not refer to a source – AVOID USING THEM AS EVIDENCE – but useful for examining the quote)

Ex. People might become more motivated by making decisions. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. An experiment in Project Aristotle of Google revealed that group norms allowed teams to work together more productively, by which they ensured psychological safety. 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. In short, psychologists have confirmed that self directed decisions correlate with a person’s motivation to yearn for productivity, and furthermore, for success.

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 could become successful by working hard, there probably would not be so many people with psychological and financial struggles in life. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. With that said, rather than working hard, there must be another key factor associated with achieving success. Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. Therefore, as the psychology studies indicate, instead of working so incessantly, people can practice psychological habits that facilitate goals and success. Final Sentence (connects to the hook and finishes the essay – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…) Ex. Clearly, hard work is only the action towards success; so with the ‘secrets in life’—a person can become smarter and faster and better...

ESSAYS

SECTION 6 ESSAYS Essays – a composition of several paragraphs in non-fiction text that is about a subject. Essays are entailed into all courses. Types – a style of an essay that closely fits or associates with the subject. There are a total of 17 types of essays. Persuasive (Argumentative) A persuasive essay is used to persuade the audience to take a particular action; to do or to not do something. Expository (Informative) An expository essay is used to reveal information in a way that is not ambiguous or confusing; the text is brief and comprehensive. Definition or Description Descriptive essays describe something in a sensory perspective. Process (How-to) Process essays explain the process of creating or doing something. Compare and Contrast A comparison essay indicates the differences and similarities of two or more things. Cause and Effect A cause and effect essay identifies a cause of something and describes how it affected another thing. Analytical/Critical An analytical essay observes and notes something; critical essays analyze and judges a subject. Evaluative Evaluative essays determines if the literary terms of something are used correctly. Interpretive Interpretive essays analyzes work of writing, and focuses on the topic that is discussed. Narrative (Tells a story) Narrative essays are stories that are written in the essay format. Personal Statement/Anecdote Anecdotal essays describes a personal experience to make a statement based on their account. Research Timed A research essay is built around a question to give an answer or solution by using research. Document Based Question (DBQ)

A DBQ essay utilizes documents as evidence to support an analysis on history. Synthesis A synthesis essay is a writing that uses evidence from sources with different points of view. Strategies/Planning Tips/Steps – The first step of making an essay is identifying the subject. After identifying the subject, it’s important to gather information and evidence that relates to the topic. Break the prompts down to arguments, and incorporate them into the main topic. Pre-writing/Prompt Analysis/Outlining In the prewriting stage, prepare ideas that will support the argument. One method of prewriting is listing or free writing ideas. For prompt analysis, identify what the subject, and why it is significant; gain a complete understanding of the prompt. To outline the essay, it’s important to organize the sequence of points. First, introduce the topic and explain the purpose. Then give evidence in the body paragraphs. To end the essay, make a closing argument that proves the thesis. Researching/Evaluating of Sources To gather relevant information, the research and evidence must be associated with the topic in a significant way. To evaluate sources, ascertain the credibility, accuracy, and importance of the text. Work Cited Page – a page that contains the sources that are used in the writing. The works cited page has its own separate page, and it is organized in different formats Essentials: 12p font, Times New Roman, Hanging indent, and double spaced. MLA Format A style that is used to cite sources from language arts, cultural studies, and several other branches of knowledge. MLA uses an author-page citation style. In work cited pages, the year placement and fully written last name differs from the APA format. Ex. Works Cited Duhigg, Charles. Smarter, Faster, Better: the Secrets of Being Productive. Random House: Penguin Random House LLC, 2016. Digital File. APA Format A style that is used to cite sources from social sciences. APA uses an author-date citation style. In work cited pages, the year placement and abbreviated last name differs from the MLA format. Ex.

References Duhigg, C. (2016). â&#x20AC;&#x2039;Smarter, faster, better: the secrets of being productive.â&#x20AC;&#x2039; Random House.