The Music Book of Writing by Bravo Grammar Con Online

The Music Book of Writing

By Victor Lopez 1

Table of contents Page Introduction

About the Author/Decication

Section 1: Punctuation and capitalization

Section 2: Parts of speech

Section 3: Phrases and clauses

Section 4: Sentences

Section 5: Paragraphs

Section 6: Essays

Introduction This book is all about grammar. Everything you could possibly need to know is most likely in this book. Well maybe not everything is in this book but it’s still a lot and it’s helpful. You might be thinking that this is just going to be another boring book about grammar. You also might be thinking about putting this down and getting another book. Don't leave yet. This is not an ordinary book about grammar. As you saw in the title, it's about music. Music is a topic anyone can enjoy, no matter what genre you listen to. Seeing as music is a universal topic, this book will appeal to everyone and hopefully it will appeal to you.

About the author My name is Victor Lopez and I am currently a junior at Francisco Bravo Medical Medical Magnet High School. This quarantine has forced us all to stay inside. Many people who play sports are pretty much forced to not play. Luckily for me, I can listen to music anywhere. That's the beauty of music. It can be listened to anywhere by anyone. I have really good memories with some songs and I have bad memories associated with others. No matter what music makes you feel, I thank you for taking the time to read this. I hope you enjoy it. If you don’t enjoy it, then at least you tried.

Decication This book is dedicated to all the artists on my playlist. I wouldn’t be here without all of you.

SECTION 1 PUNCTUATION and CAPITALIZATION Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1. . Period (used to signify the end of sentences that are statements or commands and are also used for indirect questions and for abbreviations) – He was reluctant to wash the plentiful pile of dirty dishes but he still washed them anyways. 2. , Comma (used to switch words around in a list) – My indecisive family cannot decide quickly on what to watch between a movie, a TV show, a documentary, or a series. 3. – En dash (used to represent a span of time, numbers, or dates and is also used for scores, conflicts, connections, and compound adjectives) – She honestly thinks her favorite basketball team’s best season was the 2017-2018 season. 4. - Hyphen (used in compound terms and for word division) – The family excitedly accepted the offer to buy the expensive house after hearing it had a state-of-the-art security system. 5. : Colon (used to introduce a list, emphasis, and goes between independent clauses when the first explains the second) – My friend has 3 favorite school subjects: math, science, and english. 6. ; Semicolon (used between independent clauses) – We should go to that newly opened restaurant in the city; it’s the place with the best chicken wings from what I've heard. 7. ? Question mark (used at the end of interrogatory sentences) – Why is he angrily doing his homework, it is easy isn't it? 8. ! Exclamation mark (used to end exclamatory questions, when dialogue ends in the middle of a sentence, and as part of a title) – Get down here instantly, it is dangerous to be up there! 9. ‘ Apostrophe (used for contractions, plurals, and possessives) – When their parents weren't looking they sneakily walked toward the small cabinet to take their dad’s car keys. 10. “ ” Quotation marks (used for dialogue or to quote the works of others) – He politely asked “Would you like the blue one or red one?” 11. … Ellipses (used to represent a trailed off thought, to shorten quotes, and to show omission) – “I was just asking if… oh, I suddenly forgot what my question was” said a confused student.

12. [ ] Brackets (used for clarification, translation, indicating a change in capitalization, indicating errors, emphasis, censoring, and parenthetical within parenthetical use) – The year the Great Depression started [1929] was a horrible year for all Americans financially. 13. ( ) Parentheses (used to include information that is not explicitly stated) – The famous magician (and his assistant) arrived quickly to perform on the Las Vegas strip. 14. / Slash (used for abbreviations, conflicts, connections, a span of two years and is also used instead of and, or , and per) — The suspect was rapidly approaching the speed limit of 104 km/h on the busy freeway. Capitalization – Identify and create one (1) example sentence for each rule of capitalization. 1. (Used for names and proper nouns) The boy was eagerly walking to his local Burger King to try the brand new item in the menu. 2. (Don’t capitalize after a colon) My friend hates 3 specific school subjects: math, science, and english. 3. (Capitalize the first word of a quote) He said modestly “Yes I would like to take the red one”. 4. (Capitalize titles) He and I have a lot in common since we said that Scythe is easily our favorite book. 5. (Capitalize cities, countries and other places) She proudly answered in her important application that she was from Munich, Germany. 6. (Used to begin a sentence) The teacher hopefully expected every student in his top class to know the answer. 7. (Capitalize events and time periods) The Spanish Inquisition was a horrible period of time where people who weren't catholic were held on trial and even painfully tortured. 8. (Capitalize Days, Months, and Holidays) He shockingly looked at his digital calendar when he saw that it was already October.

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: airport, hotel, sandwich, wolves · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX: Chicago, New York, Atlanta · Compound Nouns: consist of words used together to form a single noun. EX: spotlight, copyright, ghostwriter · Concrete Nouns: refer to material things, to people, or to places. EX: microphone, lights, synthesizer · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. EX: genius, ego, humor

Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Billy Idol spoke dearly about someone in “White Wedding” · Direct Object (comes after the verb and answers what or whom) Kanye interrupted Taylor on stage in front of the whole audience to say something. · Indirect Object (answers to who or to whom) Frank Sinatra dedicated a whole song to the city of New York.

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: They record themselves but they do not know how to sing. She rewarded herself by listening to her favorite songs. to intensify a point: The artist herself went out in public to deny the claims made against her.

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: The dedicated fans ordered a vinyl or his last album. (fans are the subject) Passive: The USPS delivered the vinyls to the eager fans. (fans are the subject but treated as the object)

Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · Most famous artists calmly enjoy relaxing in their massive houses. Participle: word ending in “ing” or “ed” used as an adjective · There can be no type of partying in that city anymore after what had happened.

· The campers mysteriously examined the extinguished bonfire in the forest. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · She liked to climb so much that she wrote a song about it.

ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper (Give one example of each using words related to your subject) Demonstrative: This Common: Explicit Proper: Famous

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each) –ly, -wards, -wise -Loudly -Backwards -Coastwise · Conversions (Show how three words related to your subject can become adverbs – Example: “Educational” becomes “Educationally”) “Musical” becomes “Musically” “Artistical” becomes “Artistically” “Controversial” becomes “controversially” ·

Types: Manner, Frequency, Degree, Place, Time

Example Types: (Create one example each related to your subject) Manner – He rapidly wrote a song in response to his enemy’s song. (How fast did he write the song?) Time – She will arrive at the huge party shortly. (When will she arrive?) Place – The party was reluctantly held in the city of Los Angeles. (Where was the party?)

Degree – Micheal Jackson is extremely talented at both singing and dancing. (How good is he?) Frequency – His songs are repeatedly enjoyable and pleasant to hear. (How often are his songs good?)

CONJUNCTIONS Coordinating (FANBOYS): for, and, nor, but, or, yet, so Correlative: Either/or; neither/nor; not only/but also; both/and; whether/or; as/so Subordinate: after, though as, as if, as long as, as thought, because, before, if, in order that, provided that, since, so, so that, that, though, till, unless, when, where, whereas, while Relative pronouns: who (refers to people), which (refers to nonliving object or animals), that (may refer to animals or nonliving objects)

PREPOSITIONS Prepositions link nouns, pronouns, and phrases to other parts of the sentence. Prepositions are NEVER followed by verbs. There are one-word prepositions and complex prepositions. These are some common one-word prepositions: aboard, about, above, according to, across, across from, after, against, along, alongside, alongside of, along with, amid, among, apart from, around, as, as far as, aside from, at, away from, back of, because of, before, behind, below, beneath, beside, between, beyond, but (except), by, by means of, concerning, despite, down, down from, except, except excluding for, for, from, from among, from between, from under, in, in addition to, in behalf of, including, in front of, in place of, in regard to, inside, inside of, in spite of, instead of, into, like, near, near to, notwithstanding, of, off, on, on account of, on behalf of, onto, on top of, opposite, out, out of, outside, outside of, over, over to, owing to, past, prior to, to, toward, under, underneath, until, unto, up, upon, up to, versus, with, within, without.

INTERJECTIONS Interjections are the final part of speech. Find and copy/paste an alphabetical list of interjections here. 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) Bah: Bah, humbug! Baloney: Oh, baloney. I don't believe that. Big deal: Big deal. Who cares? Bingo: Bingo! Right on target! Boo: Boo! Scared you! Boo-hoo: That makes me sad. Boo-hoo. Booyah (boo-yah): Yeah, I aced this test. Booyah! Boy (boy oh boy): Oh boy. Oh boy, oh boy. That's heavy, man. Bravo: Bravo! That was fantastic! Brilliant: Brilliant, luv, absolutely brilliant! (British English.) Brrr: Brr! Minus 30 degrees? Yuk.

Bull: Bull. It's not 30 below zero, not really. Bye (bye-bye): Bye! See you later! Cheers: Cheers, mate! You're welcome. (British English); Cheers! Raise a toast! (American English.) Come on (c'mon): Come on. Hurry up. Cool: Oh, wow, that is so cool! Cowabunga: "Cowabunga, dude." ("Teenage Mutant Ninja Turtles") Dang: Dang it! Where'd I put that? Darn (darn it): Darn it! I can't find the other one either! Dear me: Oh, dear me. What are we going to do? Duck: Duck! No, really! Get down! Duh: Well, duh. I can't believe you didn't know that. Eh: Eh? What? Enjoy: Enjoy! I hope you like it! Excellent: "Party time, excellent!" ("Wayne's World") Fabulous: Fabulous! That's just wonderful! Fantastic: Fantastic! I just love it! 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") Finally: Finally! I never thought that'd be done. For heaven's sake(s): "Oh, for heaven's sake, don't you know your Bible?" ("Little House on the Prairie") Fore: Fore! (Look out! in golf) Foul: Foul! In baseball, the ball went out of bounds, otherwise an infraction.

Freeze: Freeze! Stop right there! Gee (gee whiz, gee willikers): Well gee whiz, Pa, why do I have to do that? Giddyap (giddyup): Giddyup, Silver! Go, horse, go! Golly (good golly, golly gee willikers): Golly, that sure was tasty. Goodbye (good-bye): Goodbye, see you again soon! Good grief: "Good grief, Charlie Brown." ("Peanuts") Good heavens: Good heavens! How did that happen? Gosh: “Whatever I feel like I wanna do, gosh!” ("Napoleon Dynamite") Great: Great! I'm so excited you'll come along! Great balls of fire: "Goodness gracious, great balls of fire!" ("Great Balls of Fire," Jerry Lee Lewis) Ha: Ha-ha! That's funny! Hallelujah: Glory be to God, hallelujah! Heavens (heavens above, heavens to Betsy): Oh, heavens! How could you think that? Heigh-ho: Heigh-ho neighbor! How are you? Hello: Hello! How are things with you? Help: Help! I need somebody ("Help!" The Beatles) Hey (hey there): Hey! Look over there! Hi (hiya): Hi! What's up? Hip, hip, hooray: We won! On the count of three, everyone: Hip, hip hooray! Hip, hip, hooray! Hmm (hrm): Hmm. Let me think about that for a bit. Ho-ho-ho: Ho-ho-ho, Merry Christmas!

Holy mackerel (holy cow, holy moly, holy Moses, holy smokes): Holy mackerel! I can't believe it! Ho-hum: Ho-hum, how boring. Hooray (hurrah, hurray): Hooray! That's awesome! Howdy (howdy do): Howdy, pardner. Huh: Huh. I have no idea. Ick: Ick! How gross! Indeed: Indeed! I'll bet you didn't know that! Jeez: Jeez, do we really have to go through this now? Kaboom: Kaboom! It blew up! Kapow: And Batman hit the evildoer, kapow! Lordy (lordy, lordy): Oh lordy, lordy, look who's 40! Mama mia: Mama mia, let me go. ("Bohemian Rhapsody," Queen) Man: Man, that's unbelievable. Marvelous: Marvelous! Oh, honey, that's just wonderful. My: "My! I never once thought of it, Huck!" ("The Adventures of Tom Sawyer") My goodness (my heavens, my stars, my word): My goodness, isn't that just grand? Nah: Nah, it'll never work. No problem: Thank you. No problem. No way (no way José): No way! I can't believe it. Nope: Nope. I can't do that. Nuts: Nuts! I wish I didn't have to.

Oh (oh boy, oh dear, oh my, oh my gosh, oh my goodness, oh no, oh well): Oh! That's shocking! OK (okay): OK, sounds great. Thank you. Ouch: Ouch! That hurt! Ow: Ow! That stung! Please: Would you help me, please? Poof: Poof! She just disappeared. Shh: Shh! Quiet in the library! Super: Super! That's fantastic! Swell: Swell! How great! Welcome: Welcome! Come in!; (You're) Welcome! Well: Well, I just don't know about that. Whoop-de-doo: Well whoop-de-doo. (sarcasm) I so don't care. Woo-hoo: Woo-hoo! That's fantastic! Wow: Wow! I love it! Yabba dabba doo: "Yabba dabba doo!" ("The Flinstones") 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") Yippee: Yippie! That's exciting! Yummy: Yummy! I love chocolate cake!

Transitions of Logic Chart

Milder

Stronger

Addition

a further and and then then also too next another other nor

further furthermore moreover in addition additionally besides again equally important first, second finally, last

Comparison

just as ... so too a similar another... like

similarly comparable in the same way likewise

Contrast

but yet and yet still otherwise or though but another rather

however still nevertheless on the other hand on the contrary even so notwithstanding for all that in contrast alternatively at the same time though this may be otherwise instead nonetheless conversely

Time

then now soon afterward later shortly earlier recently first, second, third next before after today tomorrow

meanwhile at length presently at last finally immediately thereafter at that time subsequently eventually currently in the meantime in the past in the future

Purpose

to do this so that

to this end with this object for this purpose for that reason because of this in order to

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

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

PHRASES and CLAUSES Phrases – groups of words that function as a part of speech. Noun Phrase: A group of words consisting of nouns or pronouns and their modifiers that function as a noun. Every fan wanted to buy a poster promoting their newly released song. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. The group knew they should be writing songs but slacked off instead. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Queen was a well known band across the UK and the world. 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. Metallica, a famous band, held one of the biggest concerts in Moscow. 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. Singing the whole song, the pair of friends annoyed the people around them. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. For his album cover, he took a picture of a withering flower. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. A good amount of young people do not know that a CD is used to play music.

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. Music is a topic that can either bring people together or divide them. 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. ○ Where she lives greatly impacted what she currently listens to. ○ Respectfully judge whoever listens to different music. ○ That the concert seats were filled was undeniable. ○ She extensively looked at what she had for entertainment. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ This is the recording studio where artists take off into fame. (“where” is an introductory word) ○ This is the album that I desperately wanted. ○ The song that they wanted might finally be coming next month. Some adjective clauses begin with relative pronouns: ■ That band is obviously the one who had the biggest concert. (ONE is the antecedent of WHO and is modified by the adjective clause.) ■ There goes the singer whose concerts are usually crazy and rowdy. (SINGER is the antecedent of whose and is modified by the adjective clause.) ■ Science class informatively teaches how relative humidity is the amount of water vapor that the air contains. ■ Is this the poster that you supposedly need? (that is the direct object of need)

■ Sinatra was the artist who proudly sang to the city. (who is the direct object of sang.) ■ The famous singer to whom you obsess over has tragically died. (whom is the object of the preposition to.) ■ Abel is a singer who passively ignores suggestions. (who is the subject of ignores.) 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: ■ They ironically put the advertising poster where no one would ever see it. (place) ■ When the concert finally ended, no one wanted to leave. (time) ■ He reluctantly left the music festival because he was all alone. (purpose) ■ The band sang as if they were emotionally going to quit touring the country. (condition) Modifying adjectives: ■ His new songs sound like they took half as much effort to make as his old songs. (how much) ■ Nirvana is a band that is as good as it gets. (to what extent) Modifying adverbs: ■ Sam sang better than his friends normally did. (condition) Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The first few fans who attend first will earn a rare souvenir from the performer. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When singing, the singer unusually keeps her eyes closed for some reason. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The band that my brother likes the most is Red Hot Chili Peppers. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ My guitar lessons, that I took when I was in elementary school, are still in my memory to this day.

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 famous rock band reluctantly had to stop their tour around the world. Predicate – what the subject does The famous rock band reluctantly had to stop their tour around the world.

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Listening to music helps people work better because it relaxes them. Imperative – a sentence that makes a command (ends with a period mark) Listen to music instantly. Interrogative – a sentence that asks a question (ends with a question mark) Who would not want to listen to their favorite music? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) This music is really amazing!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. The majority of songs are simple songs that last around three minutes. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Most of the songs on his new album are short, but they are very well liked. Complex Sentence: A sentence with one independent clause and at least one dependent clause. When you limit the music you listen to, you won’t be open minded to new music. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Whether you limit the music you listen to or not, most new music can still be introduced, but it will not be an easy process. 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. Good music can change your life, no matter what you look like or what part of the world you’re from. 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. It doesn’t matter who you are or where you’re from, good music can 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. Diehard fans tend to listen to their favorite artist’s music, buy all their merchandise, and know the artist’s life when others don’t.

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. Diehard fans spend their time counting the months until new releases and spend an hour listening to them. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. The crowd makes the concerts enjoyable and it would be boring without them. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. The crowd usually makes the concerts fun, energizing, friendly, welcoming. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. The crowd usually makes the concert experience fun and energizing and friendly and, finally, welcoming. 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 people who attend concerts, they can be a good experience, while for others it can be a bad experience, but most will say that concerts are too short. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Some fans often spend their whole day about their favorite artist, their nights thinking about their favorite artist, their breaks listening to their favorite artist that it sometimes feels like they only live for their favorite artist.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. The kids wanted to keep listening to music they needed to do their homework for all their classes they had chores to do. [WRONG] The kids wanted to keep listening to music BUT they needed to do their homework for all their classes AND they had chores to do. [RIGHT]

Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas The group of young listeners wanted to keep listening to the new song, they needed to finish their homework for tomorrow. [WRONG] The group of young listeners wanted to keep listening to the new song. They needed to finish their homework for tomorrow. [RIGHT]

Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Due to the fact that the virus was spreading around the city. [WRONG] Due to the fact that the virus was spreading around the city, the fans had to refund their tickets. [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 release party, the artist debuted an album to the listeners that was unfinished. [WRONG] At the release party, the artist debuted an album that was unfinished to the listeners. [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force The fans sitting in the seats all the way in the back said they couldn’t see nothing. [WRONG] The fans sitting in the seats all the way in the back said they couldn’t see anything. [RIGHT]

PARAGRAPHS Paragraphs – a group of sentences that together convey a shared purpose structured around the same topic. Introductory Paragraphs (Introductions) Hook (Lead) Anecdotal (Brief story to set the mood and intro the topic) Ex. Oftentimes during elementary school there would be kids who enjoy learning and getting more knowledge. Unfortunately, some kids do want to learn but due to certain circumstances they cannot learn or have a difficult time doing so. Later one, the kid who didn’t who does not have a good time learning can be viewed differently by the teachers and other students. This does not only apply to young children but also to modern countries. This gives a feeling of superiority towards certain countries and feelings of inferiority to others, creating a massive inequality. Query Based (Question that brings the reader to the topic) Ex. Does the early development of stone tools make the civilization evolve into a successful empire/nation? Thesis Statements (the purpose of a piece of writing – usually one sentence in length, but can be longer depending on the purpose – must be something that is arguable) Assertion (claim) Ex. The African continent had the most ancient civilizations. Fact (empirically verifiable but often difficult to argue extensively about) Ex. European countries are more developed than African and South American countries. Opinion (personal position on a topic) Ex. European countries are the most interesting countries. Belief (social, religious, or political in nature – an opinion held by many to be a fact, though it is not necessarily factual) Ex. European empires became successful because they had God on their side. 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 civilizations have benefited from the use of stone tools.

Document Based (cites a specific source and its position on a topic) Ex. In Guns, Germs, and Steel: The Fates of Human Societies, Jared Diamond claims there are many factors that ultimately lead to a successful civilization that is not based purely on race or intelligence but rather a variety of factors ranging from genetics to geography. Theory (a statement that can be tested and potentially proven) Ex. The civilizations that have early recordings of stone tools end up as successful nations. 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. Diamond elaborates on his assertion by analyzing the many elements that have resulted in successful societies, such as evolutionary history and early usage of tools, that help these civilizations thrive earlier than others which results in a more powerful empire. (preview the evidence) Ex. The author investigates the societies of the world in order to determine if there is a connection between certain factors and successful countries which are a root cause for problems still around today. (purpose of thesis) Ex. These facts and data about how the inequalities between countries started can potentially assist with the solutions on how to repair these inequalities still present today. (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, there are multiple sources that imply that the early usage of stone tools are fundamental to a successful society. (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 – “Cro-Magnon garbage heaps yield not only stone tools but also bone tools, whose sustainability for shaping (for instance, into fish hooks) had apparently gone unrecognized by previous humans” (Diamond 63).

Ex. He admits, “Cro-Magnon garbage heaps yield not only stone tools but also bone tools, whose sustainability for shaping (for instance, into fish hooks) had apparently gone unrecognized by previous humans” (Diamond 63). Ex. “Cro-Magnon garbage heaps yield not only stone tools but also bone tools, whose sustainability for shaping (for instance, into fish hooks) had apparently gone unrecognized by previous humans” according to archaeological records (Diamond 63). Ex. Unfortunately for historians, “Cro-Magnon garbage heaps yield not only stone tools but also bone tools, whose sustainability for shaping (for instance, into fish hooks) had apparently gone unrecognized by previous humans” according to the records (Diamond 63). Ex. Unfortunately for historians, “Cro-Magnon [unwanted] heaps yield not only stone tools but also bone tools, whose sustainability for shaping (for instance, into fish hooks) had apparently gone unrecognized by previous humans” (Diamond 63). Ex. Unfortunately for historians, “Cro-Magnon … stone tools … unrecognized by previous humans” (Diamond 63). 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 – “Cro-Magnon garbage heaps yield not only stone tools but also bone tools, whose sustainability for shaping (for instance, into fish hooks) had apparently gone unrecognized by previous humans” (Diamond 63). Ex. PARAPHRASE – Early European evidence for advanced tools were first ignored by archaeologists (Diamond 63). 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 – “Cro-Magnon garbage heaps yield not only stone tools but also bone tools, whose sustainability for shaping (for instance, into fish hooks) had apparently gone unrecognized by previous humans” (Diamond 63). Ex. SUMMARY – Although first ignored, the early Europeans had access to stone and bone tools. 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. The other civilizations might have been more successful if they had developed tools earlier. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. A discovery studied by archaeologist Henri-Eduouard-Prosper Breuil showed that the advanced and detailed cave paintings of animals found in France were drawn by the Cro-Magnon about 15,000 years ago. Closing Sentences (must end the discussion of the topic within the paragraph with a transitional or culminating word – possibly an adverb – and should echo the thesis of the essay) Ex. Clearly, valid authorities on the subject of fast food agree about its often startling and consistently negative health effects.

Closing Paragraphs (Conclusions – should not be mere summaries of the previous paragraphs of your essay) Consequences of Disregarding the Thesis (establishing the potential consequences of disregarding the implications of the thesis – CREATING A COUNTERARGUMENT – could be one or more sentences) Ex. If all civilizations had the same access and the same capabilities, then there would not be an economic divide between certain countries today. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. As a result, the major divide between developed and developing countries seems to be correlated with the early successes of the civilizations that were there thousands of years earlier. Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. Although the majority of academic textbooks credit colonization as the reason for the success of European countries, the real reason is much more dependent on other factors. One of those factors include the earliest development of the people who once inhabited the same continent. Final Sentence (connects to the hook and finishes the essay – the “Smokey the Bear”/”Drop the mic”/dot dot dot moment…) Ex. With all the inequalities between countries present in today's society, maybe all men are created equal, but seen as equal.

ESSAYS Essays – An essay can be defined as a short academic composition. An essay can also be defined as a nonfiction piece that discusses or talks about a certain topic. Types – There are many different types of essays. Persuasive (Argumentative) A persuasive essay is an essay that convinces the reader to do something or to not do something. An argumentative essay presents an argument for or against something. Expository (Informative) An expository essay exposes topics to the reader in a way that makes it easy for the reader to understand. Definition or Description A definition essay is an essay that defines ideas, things, and perceptions. Process (How-to) A process essay details the process of making or doing something so that the reader can actually understand how they need to do it. Compare and Contrast A compare and contrast essay is an essay that either compares two things or contrasts two things. Cause and Effect A cause and effect essay helps the reader understand a cause (or causes) of something and it’s effect on other things. Analytical/Critical An analytical essay is an essay that analyzes things such as a piece of literature. Evaluative An evaluative essay Interpretive An interpretive essay Narrative (Tells a story) A narrative essay is similar to a short story except it is written in essay format. Personal Statement/Anecdote An anecdote is a personal experience that can serve as a story for the reader.

Research A research essay is an essay that answers a specific question with evidence from a source or many other sources. Timed

A timed essay is an essay that has to be completed in a certain amount of time and is usually a test of some sort. Document Based Question (DBQ) A DBQ essay is an essay that is usually timed and consists of the answering of a question(s) based on previous knowledge along with provided sources. Synthesis A synthesis essay is an essay that makes judgements about the merit and demerits of ideas. Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts. Pre-writing/Prompt Analysis/Outlining Deciding what exactly you are going to write about and where exactly it is gonna be embedded in the essay is a quintessential step before writing the essay. It not only prepares you for when you do eventually write the essay but it also makes it easier for the reader to understand. Researching/Evaluating of Sources When researching, it is important to know which of your sources are primary source or a secondary source. Additionally, the credibility of each source is something that you need to find out before even writing anything. For example, a book written by an expert in the field is more reliable than a random website article about it. Work Cited Page – Explain and give an example of how to set up a works cited entry in both MLA and APA formats - there are subtle differences between each format, so be sure to identify them clearly. MLA Format MLA Format is a style of citing sources which is usually found in many research papers and essays. Additionally, it involves a specific type of heading and usually pairs with a 12 size font. MLA style establishes a feeling of credibility since all the sources are cited neatly. Ex of heading: Victor Lopez Mr. Rodriguez H American Literature 11 December 2020 Ex of citation: Diamond, Jared. Guns, Germs, and Steel. Norton, 1999.

APA Format APA Format is a bit different from MLA in a few ways. To start APA formatting focuses more on headings and magin widths. The use of visuals are also common among this format. An APA paper also includes a title page, an abstract, and a reference page. Ex of citation: Diamond, Jared. Guns, Germs, and Steel. Norton, 1999.