The Garfield Book of Writing

By: Jennifer palafox

The Garfield book of Writing

Table of Contents About the Author Introduction Section 1: Punctuation and capitalization Section 2: Parts of Speech Section 3: Phrases/ Clauses Section 4: Sentences Section 5: Paragraphs Section 6: Essays

About The Author

Hello, welcome to my book of writing, I am Jennifer Palafox the author of this book. I am currently a junior in high school and a student of Bravo. I am 16 years old at the time of writing this book and probably will still be after it is published. I wrote this book initially only to get a grade for it and chose an unnecessary topic.

I wrote this book with the guidance of Mr. Rodriguez my current English teacher and based on my previous knowledge provided by my previous teachers. I learned a lot through writing this book.

For one is the names and proper usage of specific punctuations and how the wording of sentences impacts the tone or delivery of a sentence as well as its meaning. To be brutally honest I did not enjoy writing this book but it is an addition to my accumulated knowledge of the English language which is a basic necessity and I am grateful for the experience.

I learned how to write over the past 10 years of my life. It started with the knowledge of letters and how to pronounce them and write them which later developed into words from which I learned the meaning of and then into sentences which allowed me to express or explain my thoughts. Eventually, these sentences developed into paragraphs in which would allow me to explain my feelings and interpretations in-depth and currently have developed into the stage of essay writing which has been ongoing for the past 7 years, in which I have been able to introduce, argue, agree, reason, interpret and explain many different topics. I've learned the importance of wording throughout the process of writing this book and hope to have passed some of my knowledge to you. I thank thee for having the time to read my book and I hope you have enjoyed it… a bit.

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Introduction To those who are genuinely reading this book and are hoping to retain some knowledge from reading my book, I shall introduce two main topics within this book that I found to be the most essential. This includes the Grammar and Punctuation section, as well as the Sentences section as both, go hand in hand. This section should generally help you in being able to get your point across by wording and using correct punctuation will allow you to be more direct and shall improve the delivery of your ideas.

The topic of this book is Garfield, I have no explanation or reason as to why I choose this topic…

It was the only thing on my mind and I decided to go for it. The topic was generally hard, to be honest as many of my choices and sentences sound almost repetitive, I apologize but I hope you'll enjoy reading about Garfield and his friends.

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Section 1: Punctualization and Capitalization 1. .

The period ends the sentence and helps abbreviate Ex: Jon baked Garfield his favorite food, lasagna.

2. , The function of a comma indicates to switch between the words in front and behind the comma, it also can indicate to switch between phrases.

Ex: Garfield loves to play around with Odie. Garfield likes to pull out Odie’s hair, he loves to throw his dog food and eat using his bowl, he also likes to play with the newspapers, by cutting them up or playing fetch.

3. – Em dash Function: Used to drop emphasis, can replace a comma, parentheses, and colon Ex: Odie’s favorite food consists of dog treats — Jon’s leftovers— and regular dog food.

4. En Dash function: is used to hyphenate words like check-in ex: The class had one mission today - Punctuation.

Ex: Today Jon gave Garfield the simple task of forming a long-term peace treaty with Odie.

5. : Colon function: found when given a list, connect whatever it comes after it to the last words of a sentence Allows you to break the grammatical structure of a sentence ex: They knew what was coming next: a test.

Ex: Jon’s to-do list : Make breakfast Feed Garfield and Odie Go to work Go grocery shopping Cook dinner Shower Sleep

6. ; Semicolon Function: a semicolon connects multiple independent clauses that are related Ex: Odie loves Garfield; an awful lot.

7. ?

Question mark function: helps state an interrogative sentence Ex: Garfield wonders “ what scares Odie the most? ” 8. !

Exclamation mark Function: forced to emphasize a word Ex: Garfield ate all the lasagna!

9. ‘ Apostrophe function: it allows to indicate ownership or possession contraction Quote mark Ex: Odie’s favorite toy is a squeaky plushy of a dog bone.

10. “ ” A quotation mark indicates that it comes from somewhere else Ex: Jon yells “ GARRRFFIIEELLD!!!!!”.

11. …

Ellipsis Function: it can end a sentence, something is unsaid Can condense a quote Ex: Squeak was reading a book about a smart mouse who defeated the dumb cat while sitting in front of the dumb cat’s bed… Squeak hasn’t been found yet…

12 [ ] The brackets Function: to insert/ to add something that wasn’t there before Ex: Nermal says he’s the cutest [smallest] cat the world has ever seen.

13. ( ) Parenthesis parenthetical - it might be useful to know but not necessary Garfield (7) keeps bothering Odie (3) nonstop for quite some time now.

14. / Backslash Function: indicates a choice Ex: Jon finds Odie cute/adorable.

Capitalization – Rules of capitalization: 1. Capitalize the First Word of a Sentence Ex: Garfield’s birthday is on June 19th.

2. Capitalize Names and Other Proper Nouns Ex: Catnip is Garfield’s one gate key to paradise.

3. Capitalize Cities, Countries, Nationalities, and Languages Ex: Garfield, Odie, and Jon flew to New York for their thanksgiving vacation.

4. Capitalize the First Word of a Quote (Sometimes) Ex: Nermal says he’s the cutest [smallest] cat the world has ever seen.

Types of nouns:

Section 2:Parts of Speech

· Common Nouns: name a class of people, places, things, or ideas.

Example: bowl, Jon, Odie, Garfield , Squeak · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized).

Example: New York, Veterinary, PetCo, Boston, January, Sunday · Compound Nouns: consist of words used together to form a single noun.

Example: doorbell, mailbox, mailman, saucepan, leftovers · Concrete Nouns: refer to material things, to people, or to places.

Example: Owner, dog, cat, mouse, scent, carpet · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes.

Example: Hunger, annoyance, nuisance, senile, big brain

Functions (How nouns are used): A noun can be used as the subject of a sentence.

They also can become the object in a sentence. · Subject (comes before the verb) Jon scolded Odie for making a mess while eating. · Direct Object (comes after the verb and answers what or whom) Garfield asked to play fetch with Odie, Odie went missing for 4 hours. · Indirect Object (answers to who or to whom) Odie found the stick, and returned it to the cat to fetch once again.

PRONOUNS Pronouns take the place of nouns that have been established.

Personal: Nominative (subjects) Objective (objects) I/we me/us you/you you/you He, she, it, one/they him, her, it, one/them Possessive My, mine our, ours Your, yours your, yours His, her, hers, its, one’s their, theirs Relative: Nominative Objective Possessive who whom whose That that of that those/ this Interrogative: who, which, what, whatever, whoever Reflexive: (personal pronouns plus the suffix –self or –selves) Used only: when the action verb is directed toward the subject of the construction: He made himself lasagna He read the newspaper and ripped it up. to intensify a point: The owner of the cat himself directly picked up the mess his pets had made.

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: Odie went to search for the missing chew toy Passive: The missing chew toy was discovered by the air.

Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · Squeaks crouched on his 4 legs following the scent of warm mozzarella cheese he traced behind the oven.

Participle: word ending in “ing” or “ed” used as an adjective · Squeaks found the melted cheese, savoring the melting and ooze seeping out of the valence layer of cheese.

Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Garfield went on to read his 49 points as to why cats are the best pets.

ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper Demonstrative: The big and fat cat gloriously ate his lasagna Common: Oddie had a good day today, along with a new chew toy.

Proper: Jon loves his new girlfriend, Garfield does not.

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings The dog cowardly ran away from the mean cat.

The cat ran towards the dog and scratched it.

The dog fought back and likewise bit it in turn. · Conversions The cat usually eats his cat food, but today he threw a fit.

The dog casually sits in his bed.

The human comfortably ate his dinner on his bed. · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – Garfield quickly opened the oven to reveal the smell of lasagna.

Time – Jon will leave work on time to go on a date with his new girlfriend.

Place – Oddie patiently waited for the cat to return to guide him home.

Degree – Squeaks is exceptionally good at stealing cheese.

Frequency – Jon is consistently trying to impress his friends, he messes it all up.

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.

Achoo Bravo Cheers Darn Eek Gee Huh Indeed Jeez my gosh No Ouch Phew Rats Shoot Tut Uggh Woops Yay

Transitions of Logic Chart

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.

-They were just in time for the arrival of Odie’s new dog toy.

Verb Phrase: A group of words consisting of verbs working together and that function as a verb.

-It wasn’t late until John realized he did not order a toy for Garfield.

Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb.

-Garfield laughed hysterically as he saw the dog run away with no leash.

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. -Garfield, a novice at cooking, learned to bake a cake for John’s birthday.

Verbal Phrases: A group of words that begin with a verbal and ends with a noun.

Gerund Phrase verb ending in -ing that functions as a noun.

Running straight ahead, it had passed 3 minutes till the dog realized he was nowhere near home.

Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective.

The oven, attracting the cat with its delicious scent Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs.

Garfield knew it was time to ravage on the girl Jon was bringing home, she had arrived.

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 dog enjoys sleeping in his fluffy bed.

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.

The dog violently shook his tail when Jon presented him with a chew toy.

Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: This is the test that will affect my test the most, midterms.

Some adjective clauses begin with relative pronouns: There goes Illiana, the girl who owns it all, the looks, the personality and the brains.

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 cat happily purrs and cuddles along his owner altho he is feisty all the time. It ate catnip.

The dog shivered over night as the cat was snuggled in his bed.

Relative Clauses: Dependent clause that begins with a relative pronoun.

The cat raced to the door along with the dog once the doorbell rang to greet the guest.

Elliptical Clauses: Adverb clauses in which part of the clause is omitted.

When he sticks out the treats the dig sophisticatedly sits down.

Essential Clauses: Clauses necessary to the meaning of the sentence.

The toy that interests the cat the most is a ball of yarn.

Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence.

The owner gratefully locks up the cat, out of despair he keeps him locked up.

Section 4 :TEMPLATE AND GUIDELINES 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 Garfield patiently waited for his owner to bring out the tray of lasagna .

Predicate – what the subject does Garfield patiently waited for his owner to bring out the tray of lasagna .

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Training your pets allows you to take them anywhere.

Imperative – a sentence that makes a command (ends with a period mark) Go fetch the stick.

Interrogative – a sentence that asks a question (ends with a question mark) Why would you want your pets to be chaotic ?

Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) That dog is so well trained!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause.

Most owners treat their pets with love and care.

Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses connected by FANBOYS (coordinating conjunctions) or a semicolon (;).

Lasagna takes time to make, it takes less time to finish the dish.

Complex Sentence: A sentence with one independent clause and at least one dependent clause.

If you wait diligently, the mailman is sure to come.

Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause.

Whether or not you decide to read the newspaper today or not, the mailman will always deliver, but not everyone reads the newspaper.

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.

A different kibble brand will change your cat's life, but it will not guarantee them a better life.

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.

The mouse works hard to earn their dough, leftover food will make their day .

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.

Oddie waits patiently , to deliver the daily newspaper , and greet his owner first thing in the morning.

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.

Jon spends his day at work, and once he gets home he works, by keeping and cleaning till his house is clean.

Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry.

The pets stress out their owner occasionally, but he would be lonely without them.

Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose.

The pets are greedy, selfish and disastrous.

Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose.

The pets are usually greedy, pretty selfish and are extremely disastrous.

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 many owners, having pets is the best thing they ever have experienced, while for other pet owners it is the worst part of the experience, but many will agree that they would repeat their decision in owning a pet.

Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words.

Pets usually waste their time sleeping, their day sleeping, their free time sleeping, they only live for the feeling of sleep.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation.

The dog needed to search for his bone he looked everywhere yet he did not find his bone. [WRONG] The dog needed to search for his bone and he looked everywhere for it yet he did not find it. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas The dog needed to search for his bone, he looked everywhere, yet he did not find his bone. [WRONG] The dog needed to search for his bone. He looked everywhere for it, yet he did not find his bone. [RIGHT]

Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Yet he did not find his bone. [WRONG] Yet, he did not find his bone. [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 During dinner time, Jon gave Garfield a plate of lasagna that was uncooked. [WRONG] DUring dinner time, John gave Garfield a plate of uncooked lasagna.

[RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force The cat knew that it was not worth arguing with a dumb dog .

[WRONG] The cat knew that it would not do him any good to argue with the dumb dog. [RIGHT]

SECTION 5 TEMPLATE AND GUIDELINES PARAGRAPHS Paragraphs – a group of sentences that together convey a shared purpose structured around the same topic.

Introductory Paragraphs (Introductions) Hook (Lead / Opening Statement) – can begin with the title Anecdotal (Brief story to set the mood and lead the reader into the topic) Ex.Pets are amazing to have when being a kid and even an adult. The average new owner spends months trying to accomodate and adapting to having a pet. It may take years for your pet to like you but patience is key. Great starter pets are your average dog and cat, but it's not always a great idea to have them cohabit with each other. One example of terrible cohabitation between a dog and a cat, is presented by Jon who currently is a cat and dog owner.

Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Ex. Does the owner/ adoption of multiple pets such as a cat and dog, affect their feelings/relationship with your pets at all?

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. A sudden addition of a pet or the cohabitation of two different types of pets should be avoided or correctly timed, if disregarded a terrible relationship will arise.

Fact (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim) Ex. Animals of different species rarely peacefully cohabit with each other.

Opinion (personal position on a topic) Ex. Dogs and cats should not live with each other.

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) Ex. Cats are naturally more aggressive then dogs, which is why they have a terrible relationship with each other.

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. Dogs and cats will never be able to peacefully coexist.

Document Based (cites a specific source, author, and position on a topic) Ex. According to Jon Arbuckle’s case the cat seems to be very aggressive toward the dog, scratching, hissing and isolation occurs throughout the day in the house, as the cat generally detests the dog. Which is one case that proves that ctas and dogs form undesirable relationships with each other.

Theory (a statement that can be tested and potentially proven - often answers a research question) Ex. Dogs and cats are realistically aggressive and territorial animals.

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. One other case provided by Mammy Two Shoes the owner of a cat and housing of a mouse, states “ The cat is very aggressive, he claws, chases and attempts to kill an itty bitty

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. Additionally, multiple sources which are personal statements of dog and cat owners and witnesses report that generally, both species are aggressive, not with other species but to their owners occasionally and even to their own kin. (Now every sentence in this paragraph must be related to the connection between fast food and health) Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) ORIGINAL QUOTE – “ The cat is very aggressive, he claws, chases, and attempts to kill an itty bitty mouse. Although I did not order him to, he still attempts to kill i...t”( Aggressive pets? 1 ) Ex. According to the article “Aggressive pets?” Mamy a current cat owner and houser of a mouse stated that her cat, Tom has been seen to be fairly aggressive towards a mouse in an attempt to kill it.

Examining the Evidence Paraphrasing (rewording of a quote into other words of the same length without quotation marks, but still citing the source - useful for examining the quote and transitioning to your analysis of the quote) ORIGINAL QUOTE – “ The cat is very aggressive, he claws, chases, and attempts to kill an itty bitty mouse. Although I did not order him to, he still attempts to kill i...t”( Aggressive pets? 1 ) Ex. PARAPHRASE – Cats can be aggressive towards other animals, for example, mice, and not only towards dogs.

Summarizing (condensing larger quotes or sections - useful for closing the examination of the quote/evidence and transitioning to your analysis of the quote) ORIGINAL QUOTE – “ The cat is very aggressive, he claws, chases, and attempts to kill an itty bitty mouse. Although I did not order him to, he still attempts to kill i...t”( Aggressive pets? 1 ) Ex. SUMMARY – Cats can be aggressive.

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. Cats are aggressive when placed with other animals.

Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. According to Wikipedia, it is stated that “the natural instincts of each species lead towards antagonistic interactions… ” 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. Furthermore, the similar traits of dominance that are perceived in both cats and dogs are usually the cause of both species butting heads.

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 the cohabitation of dogs and Cats was easy or peaceful many pet owners would not debate on owning both, they would have no reason to choose between the two.

Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. Since that is not the case, at many times new pet owners would have to choose between owning a cat or dog, and usually disregard the idea of housing both species together at the same time, as the result can become chaotic and not worth the experience.

Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. To summarize, dogs and cats will not get along well, at first. Both have dominant personalities, the need of becoming the alpha over the other species, and the necessity to establish complete dominance over the other, both will give it their all, and is why they see each other as archenemies, only the patient will persevere in handling the chaotic personalities that both species will bring to the table.

Final Sentence (closing statement that connects to the hook and finishes the essay (finish your argument) – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…)

Ex. After analyzing the possible reasons as to why both species will not get along, will you… a future pet owner house pets of different species?

ESSAYS

SECTION 6: TEMPLATE AND GUIDELINES

Essays – An essay is generally a report or summary of gathered information on a specific topic. Usually an essay consists of primary and secondary sources and generally is constructed with 4 or 5 paragraphs. In which you explain/ introduce what you found to be relevant about your topic. You present a claim or idea/ belief related to your topic and you may provide statements that argue or agree with the claim you presented.

1-Introduction 2/3 Body Paragraphs 1 Conclusion Types – Persuasive (Argumentative) You persuade the audience by providing two side of the story but relatively leaning/ preferring one over the other Expository (Informative) Expository essays are usually informative, they explain and or counter an argument being introduced Process (How-to) you first start off by introducing a thesis statement or a hypothesis in which you are trying to prove or counter Compare and Contrast You then explain your thesis/ hypothesis in which you will provide evidence that proves or agrees with your thesis or hypothesis Cause and Effect: Then you will later provide a description of the outcome and why you accept or reject your outcome Analytical/Critical: Is the type of essay where you are most likely interpreting or explaining a specific article or statement and providing your opinion on it.

Evaluative: You provide your standpoint/ opinions on a text Interpretive: You interpret the article, and what it means to you while summarizing and providing context to the audience and what it meant to you.

Narrative (Tells a story) Personal Statement/Anecdote: These types of essays are usually the telling of a story/ incident or personal statements or experiences.

Research : These essays include a research topic in which you will investigate, and gather information on. Then by providing a detailed description and understanding of your topic you will introduce its context, your opinions and personal standpoint on the subject and ways to improve the situation/ problem presented throughout your topic.

Timed: Essays will usua lly be constructed based off a prompt, it is timed / it is best to construct a rough outline or to organize your essay before you decide to write they will usually include or be based off of : Document Based Question (DBQ) Synthesis

Strategies/Planning Tips/Steps – Some tips that I would like to introduce when starting or planning on writing an essay would include Rereading the prompt Brainstorming before writing Create a rough outline / organization of paragraph to base your essay off Include secondary sources Include transition words Include quotes Interpreting of quotes/ explanations Include a hook and a cliffhanger Work Cited Page – The importance of having a work cited page is so that the reader can further inspect the information of a given source that was included within the paper. And also allows the reader to give credibility to the author of the paper for organizing and using reliable sources and the correct information related to your paper.

MLA Format Does not need to be centered (Author Page#) Ex: (Palafox, iq.3) APA Format Centered Alphabetical order by author or title