Julie and The Phantoms Book of Writing By: Alex Ramos-Jimenez
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Table Of Contents Introduction…………………………………3 About the Author……………………………4 Section 1: Punctuation and Capitalization……..5 Section 2: Parts of Speech……………………………….7 Section 3: Phrases and Clauses………………………17 Section 4: Sentences……………………………………….19 Section 5: Paragraphs……………………………………..23 Section 6: Essays……………………………………………..25 Dedication………………………………………28 2
Introduction This book was a way to teach grammar rules but also have fun! Now what is a better way to teach multiple examples of transition words, interjections, etc, than with examples from a show, especially with one of my favorite ones! Most of my examples include names or situations relating to the show, but nevertheless, enjoy!
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About the Author My name is Alex Ramos-Jimenez, I’m 16, and in addition to writing stories like this, I love to write poetry. My love for Julie and the Phantoms started because my close friends kept talking about it, and I was curious about why they loved it so much, so I decided to check it out, and I was hooked. I laughed, cried, and just loved it in general. I love it everytime I rewatch it. It’s also helped me become a better writer, and just overall happier! In addition, I hope everyone that reads this just gets an ounce of how I feel about this show, and maybe check it out too! Enjoy! Xoxo
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SECTION 1 PUNCTUATION and CAPITALIZATION Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1. . This is a period, it puts a stop to your sentence. 2. , This is a comma, it indicates a pause that would occur if the sentence were spoken aloud. 3. – This is a en den, it is used to represent a span or range of numbers, dates, or time. 4. - This is a hyphen, it is used for word division. 5. : This is a colon, it is mainly used to introduce a list of items. 6. ; This is a semicolon, it is sometimes described as stronger than a comma but weaker than a period. 7. ? This is a question mark, it is used at the end of a direct question. 8. ! This is an exclamation mark, it is used for expression, and mainly used in moderation. 9. ‘ This is an apostrophe, it has three uses of contractions, plurals, and possessives. 10. “ ” These are quotation marks, which are primarily used to indicate material that is being reproduced word for word. 11. … These are ellipses, which are used to indicate an omission. 12. [ ] These are brackets, which allow the insertion of editorial material inside of quotation marks. 13. ( ) These are parentheses, which allow a writer to provide additional information in their writing. 14. / This is a slash, and has many uses, some of the most well known is to indicate a line break. 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. (Capitalize the first word in a sentence) She was very excited to go to the mall with her friends later tonight.
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2. (Capitalize proper nouns: names of specific people,places,organizations, etc) Although Alex had been tricked, she still was gladly friends with Caleb. 3. (Capitalize the pronoun “I”) I was asked if I would give my friend a hoodie
because they were cold. 4. (Capitalize the first word of a quote) I always live by the quote “Wake up if it’s all you do.” 5. (Capitalize days, months, and holidays, but not seasons) In the jolly month of December, it will be Kayla’s 17th birthday. 6. (Capitalize the first, last, and important words in a title) Carlos’ favorite book of all time is probably Simon vs the Homosapiens Agenda. 7. (Capitalize cities, countries, nationalities, and languages) Luke is currently studying the language of Sp anish in order to become fluent one day! 8. (Capitalize time periods and events, but not century numbers) In the 90’s Era, punk looks were common. 9. (Capitalize names of national, political, racial, social, civic, and athletic groups) The Women's National Basketball Association is something that makes Carrie feel very proud to know about. 10. (Capitalize family relationships when used as proper nouns) Flynn waited in agony until her Cousin Junior arrived at the birthday party. 11. (Capitalize directions that are names;ex: North, East,West, and South if used as sections of the country, but not as compass directions) Alex wandered the streets of West Los Angeles in hopes of finding a good place to eat. 12. (Capitalize names of God,specific deities, religious figures, and holy books) Luke finds Hades to be a fascinating God of the underworld to study. 13. (Capitalize trademarks) Kellogg's is a very well known cereal brand.
14. (Capitalize the first word of a sentence following a colon) Julie’s favorite subjects in school include the following: English, History, and Dance.
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 ideas. EX: Musicians, Ghosts, Instruments ·
Proper Nouns: give the name or title of a particular person, place, thing, or idea
(must be capitalized). EX:Alex,Luke,Reggie ·
Compound Nouns: consist of words used together to form a single noun.
EX: tophat,suitcase,bedroom · Concrete Nouns: refer to material things, to people, or to places. EX: chair,theatre,hollywood · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. EX: intelligence,optimism,ambition.
Functions (How nouns are used):
Write one sentence for each function. ·
Subject (comes before the verb)
Luke d oesn’t wear a tophat on his head. · Direct Object (comes after the verb and answers what or whom) The boys have to ask the Julie if she hates them · Indirect Object (answers to who or to whom) He loves himself so much that he is startled if he discovers that his victims d on’t share his vainglorious self-opinion. PRONOUNS Pronouns take the place of nouns that have been established. Personal: Nominative (subjects) I/we you/you
me/us you/you
He, she, it, one/they My, mine
Objective (objects)
him, her, it, one/them
Possessive
Your, yours His, her, hers, its, one’s
our, ours your, yours their, theirs
Relative:
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Nominative
Objective
Possessive
who That
whom that
whose 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’s usually well-dressed and well-educated. to intensify a point: The ability to read awoke inside of me some long dormant craving to be mentally alive. 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
simple present
present perfect
past past perfect
present present perfect
progressive future
past progressive
present progressive
future perfect
Types: There are at least eleven (11) types of verbs: auxiliary verbs (helping verbs)
linking verbs (verbs that do not describe action, but connect the subject of a sentence to other parts of the sentence – usually the predicate) lexical verbs (main verbs) dynamic verbs (indicate action) stative verbs (describe a condition)
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infinitive verbs (indicate tense) infinitive verbs (infinitives or participles) regular verbs (weak verbs) irregular verbs (strong verbs) transitive verbs (verbs followed by a direct object) intransitive verbs (verbs that do not take direct objects) Voice: Voice is the form of the verb that indicates how it relates or interacts with the action. The English language has two voices: ACTIVE and PASSIVE. Active: The boys want not to be shrunk from as though they are plague-ridden.
Passive: This ‘integration’ image, as it is popularly interpreted, has millions of vain,
self-exalted ghosts convinced that the living want to sleep in bed with them Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. ·
Since Hollywood is deteriorating, it has become overrun with immorality.
Participle: word ending in “ing” or “ed” used as an adjective · No music is worth making if it isn’t with you.
Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs ·
Luke is in no moral position to accuse anyone else of hate!
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) Snake-bitten,Grateful,Hate ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each) –ly, -wards, -wise nicely,towards, likewise ·
Conversions (Show how three words related to your subject can
become adverbs – Example: “Educational” becomes “Educationally”) Sweeping can become Sweepingly,Street becomes streetwise, After becomes afterwards. ·
Types: Manner, Frequency, Degree, Place, Time
Example Types: (Create one example each related to your subject) Manner – Luke quickly showed spite.
Time – Immediately, L uke explained his quotes on stealing music.
Place – Luke was willingly here t o make comments on stealing music.
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Degree – Luke’s exceptionally good work cannot be over-recognized.
Frequency – Luke is consistently hesitant about when Bobbie tries to prove himself.
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 non living 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 s ome 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. 1.
Ah: Ah, I don't know if that's true.
2. Aha: Aha! I figured it out! 3. Ahem: Ahem, could you boys stop talking so we could get on with class, please? 4. Alas: Alas, it was not to be. 5. Amen: Amen, hallelujah, amen! 6. Aw: Aw, do we have to?
7. Awesome: You two are dating? Awesome! 8. Aww: Aww, that's so cute!
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9. 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. 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")
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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!
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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 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 Flintstones") 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! Transitions of Logic Chart
Addition
Comparison
Milder
Stronger
a further
further
and and then
furthermore moreover
then also
in addition additionally
too
besides
next another
again equally important
other
first, second
nor
finally, last
just as ... so too
similarly
a similar another... like
comparable in the same way likewise
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Contrast
but yet
however still
and yet
nevertheless
still otherwise
on the other hand on the contrary
or though
even so notwithstanding
but another
for all that
rather
in contrast alternatively at the same time though this may be otherwise instead nonetheless conversely
Time
Purpose
then
meanwhile
now
at length
soon afterward
presently at last
later shortly
finally immediately
earlier
thereafter
recently first, second, third
at that time subsequently
next
eventually
before after
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 in order to
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Place
there here
at that point opposite to
beyond
adjacent to
nearby next to
on the other side in the front in the back
Result
so
hence
and so
therefore
then
accordingly consequently thus thereupon as a result in consequence
Example
that is
for example
specifically
for instance
in particular for one thing
an instance of this this can be seen in
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Summary and Emphasis
in sum generally
in short on the whole
after all
as I said
by the way in general
in other words to be sure
incidentally naturally
in fact indeed
I hope
clearly
at least it seems
of course anyway
in brief
remarkably
I suppose
I think assuredly definitely without doubt for all that on the whole in any event importantly certainly
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SECTION 3 PHRASES and CLAUSES Phrases – groups of words that function as a part of speech. Noun Phrase: A group of words consisting of nouns or pronouns and their modifiers that function as a noun. Alex, Luke, and Reggie all knew that they were ghosts. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. The boys knew they would not be seen by others. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Julie was warmly welcomed aboard the band. 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. Reggie, a nerdy rock star, died the night he would play Verbal Phrases: A group of words that begin with a verbal and ends with a noun. ● Gerund Phrase verb ending in -ing that f unctions as a noun. Running out of the Orpheum, Julie was crying out for her mom. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. Bobby quickly left the boys when he saw them passed out. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. Julie knew that it was time to write new songs. 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.
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Julie works really hard and it pays off. 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. ○ Alex wisely checked what he had for supplies. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ The grade that Julie wanted was clearly within her grasp. Some adjective clauses begin with relative pronouns: ■ Julie is the girl whom Luke shyly asked to the dance. 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 boys unfortunately can only be seen by others when they play with Julie. Modifying adjectives: ■ Julie is as amusingly funny as her dad. Modifying adverbs: ■ Flynn studied harder than her classmates typically did. Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The bandmate who finishes first will earn a great record deal. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When singing,Julie can keep a high note for seconds. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The song that most interests Alex is clearly Stand Tall. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ The boys appeared, which happened six months ago, is crazy.
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SECTION 4 SENTENCES Sentence – a set of words that contains a subject and a predicate and conveys a statement, command, question, or an exclamation.
Sentence Parts Subject – what/who the sentence is about Julie patiently learned about songs. Predicate – what the subject does Julie patiently learned about writing songs.
Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Julie is a songwriter. Imperative – a sentence that makes a command (ends with a period mark) Go and practice songwriting. Interrogative – a sentence that asks a question (ends with a question mark) Why would Julie not show how talented she is? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) That song was so amazing!
Sentence Patterns Simple Sentence: A sentence that is just one independent clause.
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Most writing Julie does for songs is in the form of a simple sentence pattern. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Many songs for the band take up time to create, but they all can be finished. Complex Sentence: A sentence with one independent clause and at least one dependent clause. When Luke set up a plan, his finished songs can regularly get made on time. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Whether Luke planned ahead or not, most of his songs get done, but they can take up a lot of time. 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. Finishing highschool is going to change your life, no matter what you learned or how long it took you to finish. Periodic Sentence: A sentence in which the independent clause is given at the end of the sentence in order to create interest or generate suspense with the main point coming at the end. No matter what you write or how long it takes, singing in front of thousands will change your life. 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. Julie tends to work hard, to stay awake at night, and to succeed where others fail. 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.
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Julie spends her days rereading old songs and writing new ones for her band to review. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Julie makes the band what they are and they would be nothing without her. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Reggie typically exhibits studiousness, tenacity, grit, excellence. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Reggie typically exhibits studiousness and tenacity and grit and, ultimately, excellence. 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. For so many people, songwriting can be the best thing, while for others songwriting is tedious, but most agree that songwriting is not an easy process. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Julie spends her days often thinking about songwriting, her nights writing for songwriting,her break thinking about songwriting, that it seems sometimes the only thing in her life is song writing.
Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. Julie wanted to stop working on her English project she needed to do work for other classes she had no time. [WRONG] Julie wanted to stop working on her English project BECAUSE she needed to do work for other classes AND she had no time. [RIGHT]
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Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas Julie wanted to stop working on her English project, she needed to do work for other classes, she had no time. [WRONG] Julie wanted to stop working on her English project. She needed to do work for other classes; She had no time. [RIGHT] Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because Julie had no time. [WRONG] Because Julie had no time, she had to cancel her performance. [RIGHT] Misplaced/Dangling Modifiers – modifiers are words, phrases, or clauses that add description; a misplaced modifier describes the wrong part of a sentence and a dangling modifier is missing the part it’s supposed to modify At the show, Luke gave the mic to Julie that was purple. [WRONG] At the show, Luke gave the mic that was purple to Julie. [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force The boys knew that it wouldn’t do them no good to waste time while partying. [WRONG] The boys knew that it would not do them any good to waste time while partying. [RIGHT]
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SECTION 5 PARAGRAPHS Paragraphs – a group of sentences that together convey a shared purpose structured around the same topic. Introductory Paragraphs (Introductions) Hook (Lead) – can begin with the title Anecdotal (Brief story to set the mood and lead the reader into the topic) Ex. Julie Molina, a highschool student from California, finds herself in a situation, she just brought back three musical ghosts that have been dead since 1995. Now, will she agree when the boys propose an idea for her to join a band? We might not know,her whole world has been in shambles ever since her mom died. In addition, the boys say they have unfinished business, and want to cross to the other side. Julie has to accept they might disappear, but also just wants the best for them. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Ex. Can Julie pull off having a ghost band, or will it all crumble apart due to her love for Luke? 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.Julie is hesitant to join the band, and her best friend Flynn says to avoid it. Fact (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim) Ex. Julie is the only way the boys can complete their unfinished business. Opinion (personal position on a topic) Ex. Luke, one of the boys, feels that Julie has potential. 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)
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topic)
Ex. I believe Julie is making a very weary decision. 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. Everything people are saying is going against Julie’s decision. Document Based (cites a specific source, author, and position on a
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SECTION 6 ESSAYS Essays – Explain what an essay is An essay is a form of writing that usually takes non fiction topics, and talks about them in a formal way. a. Types of Essays i. Persuasive (Argumentative) The persuasive essay uses logic and reason to show the author’s point of view is legit. The author must use clear arguments that are supported by logical reasons, and facts that seem convincing. ii. Expository (Informative) The expository essay is one where the author tends to illustrate, explain, clarify, elaborate something in order for it to be clear to the readers. 1) Definition or Description:The descriptive essay is one where the author describes something(kinda in the name hehe). This can be anywhere from a person, place,experience, emotion,situation, etc. It is able to give the author a sense of artistic freedom for what they want the reader to experience. 2) Process (How-to): The process essay is one that is structured around the goal of being able to provide the reader with directions/guidance. Process essays are ones where the author discusses how to do something. It is essential with a process essay that you keep the steps in chronological order so that the reader will not be confused. 3) Compare and Contrast: Compare and contrast essays are ones where you evaluate the similarities and differences between two subjects. The subjects must be in the same category but also have to be different, so that you are able to do the essay in a proper way. You can compare anything from pets to novels, just make sure that they're in the same category. 4) Cause and Effect:The cause and effect essay is one where the author is concerned with why things happen, and in turn what happens as the result. In order to be able to determine causes, the author may ask “why did this happen?”. In order to get your answer for the fact, the author may ask “What happens due to this?” iii. Analytical/Critical
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An analytical essay is one that systematically evaluates a piece of work, which includes what has been done well and what has been executed poorly. These types of essays are usually used to discuss a book, an article, or even a film. This type of essay can be used as a writer's response or reaction to the work that has been presented, but is being reacted to in a critical way. The author must be set out to explain the significance of the subject, in order to persuade the reader into a certain point that regards the text. 1) Evaluative: The evaluation essay is one that presents an overall view of the quality of a particular item, business, or service. It is common for this type of essay to feature some of the author's opinion, yet when done correctly, the essay should not come across as being biased. 2) Interpretive: The interpretive essay is one that provides an analysis of another piece of writing. iv. Narrative (Tells a story) The narrative essay is one that talks about a particular event or series of events and is able to describe the kind of experience that the author got from it. In addition, the author usually has to write about what happened to them and how it influenced them. This type of essay is similar to a simple 5 paragraph essay, due to having the same format as it. 1) Personal Statement/Anecdote: The personal anecdote is a very short story that is significant to the topic, which usually has the author add personal knowledge or experience that they have of the particular topic. v. Research A research paper is one that is a piece of academic writing based on its author's original research on a particular topic, it also has the author's analysis and interpretation based on their research findings. vi. Timed Timed essays are ones that require you to demonstrate the knowledge you know about a particular topic within a limited time frame. 1) Document Based Question (DBQ) :This type of essay is mainly used on AP History exams. They ask you to analyze some historical issue or trend with the sources they provide, as evidence. 2) Synthesis: The synthesis essay is a type of essay that takes on a unique viewpoint about a central theme, idea, or topic, and it is backed up with a combination of multiple sources.
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b. Strategies/Planning Tips/Steps 1) Pre-writing/Prompt Analysis/Outlining Prewriting: Prewriting is usually the first stage of the writing process when it comes to an essay, It can consist of a broad range of techniques, like outlining or clustering. It’s usually followed by drafting, revision, editing, and publishing. Prompt Analysis: The prompt basically tells you what to write about and why you are writing it. The prompt might also be able to tell you the type of writing you need to create, and what the target audience will be. Make sure to analyze the prompt completely to make sure you understand it before reading. Outlining: An outline is a tool that allows the author to be able to categorize the main points, helps to organize the paragraphs into an order that makes sense, and makes sure that each idea can be fully developed. 2) Researching/Evaluating of Sources Research: Research is the evaluation of information about a particular subject. It is a carefully detailed study of a subject, in order to be able to discover information or achieve a new and different understanding of the subject, while also using scientific methods. Evaluation of Sources: Source evaluation is a process of having to critically evaluate information in relation to the given purpose, so that the writer can determine if it is appropriate for the intended use. It is a very important part of the research process because not all information is reliable or true. In addition, not all information will be suitable for your specific paper or project. c. Work Cited Page 1) MLA Format MLA format is a type of work cited page that suggests you include the author, title of source, title of container, other contributors,version,number,publisher,publication date, and location, in terms of your work cited entry. 2) APA Format APA format is essentially the same as a works cited page, just with a different name. Once again, sources are listed alphabetically by author's last name, and should be marked in the text by an APA in the text citation.
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Dedication To the show, cast, and crew, thank you for jatp, it has made me really happy.
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