OUTER SPACE BOOK OF WRITING BY DAMIAN CRUZ
Table of Contents Introduction(3)
About the Author(4)
Dedication(5)
Punctuation and Capitalization(6)
Parts of Speech(8)
Phrases and Clauses(19)
Sentences(24) Paragraphs(28)
Essays(30)
[YOUR] BOOK OF WRITING INTRODUCTION To begin with, I didn’t really like English as a class. With Mr.Rodriguez, I feel that English is more enjoyable and a cool, chill class. He gave us this project as something to do over the semester. I didn’t really think much about it other than it would be a crazy amount of work to do. Writing a whole book really seems like a lot, but when you break it down into parts it really isn’t. As the days progressed, I completed parts of my book little by little. Sometimes even in a day I would complete a whole piece of my book. I didn’t plan on writing a book this year but having it as a project gave me the opportunity to write this and get to have a feel of being an author. My subject for my book is just space. What I mean by this is like the cosmos, planets, the universe, really just space in general. I have always been intrigued in space because of how little we really know about it. Is there really life out there other than us, is there not? We don’t know, at least right now we don’t. Seeing how we aren’t the only planet in space is pretty crazy to me, especially there being millions upon billions of planets in our universe. It’s crazy to see how big some things really are compared to Earth, mind boggling really. Just being the only planet with life sparked a light in me to want to know more about space and write about it.
Dedication
I dedicate this book to all those that have ever wondered about space and the world above.
[YOUR] BOOK OF WRITING SECTION 1 PUNCTUATION and CAPITALIZATION Punctuation – Identify the functions of each mark and create one (1) example sentence of the usage for each mark. 1. . A period is used to indicate the end of a sentence and or abbreviations. 2. , Whatever is in front of a comma and behind the comma can switch places. 3. – The Em dash can do many things, it can replace a comma, parenthesis, and a colon. 4. - The En Dash is used to hyphenate something that isn’t compound words. 5. : A colon is used to sort of alert or indicate whatever may come next. 6. ; A semicolon is used to connect independent clauses. 7. ? A question mark ends an interrogative sentence, or better known as a question. 8. ! The exclamation mark ends a sentence with exclamation and emphasizes a sentence. 9. ‘ An apostrophe is to show contractions,plurals, and possessives. 10. “ ” Quotation marks are used to show possession, it is also used to indicate material is being copied. 11. … The ellipsis is used to show that something is being left unsaid. 12. [ ] Brackets are used to show that something is being added. 13. ( ) Parentheses are used to show parenthetical or unnecessary information. 14. / A backslash is used for a shorthand of or. 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. Please list the rules of capitalization here: 2. Capitalize the first letter of a sentence. Space is limitless. 3. Capitalize names and other proper nouns. Mars is the best candidate for
1. Don’t capitalize after a colon (usually). Our universe has one well known galaxy: the milky way galaxy. 2. Capitalize the first letter of a quote(sometimes). “Is it not careless to become too local when there are four hundred billion stars in our galaxy alone.”(https://kidadl.com/articles/best-galaxyquotes-that-are-out-of-this-world) 3. Capitalize days,months,and Holidays, But not seasons. I guess you could consider Earth Day as a holiday for Earth. 4. Capitalize most words in titles. The Milky Way Galaxy 5. Capitalize cities,countries,nationalities, and languages. Los Angeles is inside of the Milky Way Galaxy 6. Capitalize time periods and events(sometimes). Thirteen million years ago the big bang sparked the thing we call life
[YOUR] BOOK OF WRITING SECTION 2 TEMPLATE AND GUIDELINES 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: asteroid, solar system, galaxy · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX: Andromeda Galaxy, Astronomer. · Compound Nouns: consist of words used together to form a single noun. EX: lightyear , spaceship. · Concrete Nouns: refer to material things, to people, or to places. EX: saturn, matter, mercury. · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. EX: boundless, emptiness, infinite. Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Spaceships travel at very high speeds. ·
Direct Object (comes after the verb and answers what or whom) Having traveled,Asteroid 2021 PH27 is now closest to the sun. · Indirect Object (answers to who or to whom) The man gave an award to the astronomer at the event.
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
Nominative who That those/ this
Relative: Objective whom that
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: The astronomer shocked himself with his new discovery. Jupiter earned itself being the biggest planet in our solar system. to intensify a point: The planet itself was already big enough. Even though the planets destroyed themselves they were still orbiting each other. 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.
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 astronomers got their certificates in the mail(astronomers are the subject) Passive: The mail has brought the certificates to the astronomers. (astronomers are the subject but treated as the object) Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · The scientist enjoys studying at the park. Participle: word ending in “ing” or “ed” used as an adjective · The spaceship slowly passed the deserted trash in space. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · The rover went to go collect rocks on Mars.
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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)
Infinite amount of space New asteroids passed by earth He lives on Earth ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each) Light travels very quickly · Conversions (Show how three words related to your subject can become adverbs – Example: “Educational” becomes “Educationally”) Infinite becomes infinitely(The nothingness in space is infinitely increasing as we explore) Quick becomes quickly(Light travels quickly) Slow becomes slowly(terraforming a planet happens slowly) · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – The astronomer answered to the new s quickly. (How did he answer?) Time – The spaceship will depart immediately. (When will the spaceship leave?) Place – Life on Earth wasn’t willingly here, if it was im sure life would be on other planets. (Where was life?) Degree – The spaceship exceptionally handles heat well when departing. (How good is the spaceship at handling heat?) Frequency – Our planets in the solar system and in our universe are constantly moving. (How often are the planets moving?) 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.
A) Aah, Ah, Aha, Ahem, Argh, Aw, Aye
B) Brr, Bye
C) Cheese, Curses
D) Darn, Drat, Duh
E) Eek, Er
F) Fine
G) Gee, Gesundheit, Good job, Gosh, Grr
H) Ha, Ha-ha, Hallelujah, Hee, Hey, Hmm, Ho hum, Hooray, Hum
I) Ick, Icky
J) Jeez
K) Kapish L) La, Long time, Lordy, look, lo, look here M) Mmm, My oh my N) Nah, Naw, No, Nooo, Not, Nuts
O) Oh, Okay, Okey-dokey, Oof, Ooh, Oy
P) Pew, Phew, Phooey, Psst
Q) Quite so
R) Rah rah, Rats
S) Shh
T) Ta da, Ta ta, Thanks, Touche, Tsk tsk, Tut tut
U) Ugh, Um
V) Voila, Vroom
W) Well well, Whatever, Whee, Whoa, Whoops, Wow
X)
Y) Yea, Yeah, Yech, Yikes, Yippee, You bet, Yummy Z) Zap, Zip, Zzz
[YOUR] BOOK OF WRITING 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 The planets all revolve around the Sun with its gravitational pull. Predicate – what the subject does The astronauts in training patiently wait as they try to take the g-force test.
Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Earth is constantly spinning and moving around in our solar system. Imperative – a sentence that makes a command (ends with a period mark) Learn to take off faster by tomorrow. Interrogative – a sentence that asks a question (ends with a question mark) Are we really the only planet with life? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) 1.3 million Earths can fit inside the Sun!
Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Most galaxies are far away from each other.
Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Many planets take time to revolve around the sun, but they will soon revolve completely. Complex Sentence: A sentence with one independent clause and at least one dependent clause. When Earth revolves around the Sun, seasons change. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Whether you move at light speed, most planets are still far away and will take time, but it won’t be as long as moving without light speed. 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. There are too many galaxies in our universe, no matter how many you count or encounter there will always be another galaxy. 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 where we are in the universe, Earth will still revolve around the Sun. 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. Astronauts tend to work diligently, to get as much information as possible, and to explore where others cannot. 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. Astronomers spend their days researching old planets and encountering new ones. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. The galaxies make up our universe and without them we would be nothing.
Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Astronomers typically exhibit 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. Astronomers typically exhibit 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, space is out of reach and interesting, while for others space is what they study and is not out of reach for them, but most will agree that space is an intriguing topic. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Astronomers always study space, their nights researching space, their breaks thinking about space that it sometimes can feel like they live only for space. Sentence Errors
Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. The engineers wanted to stop working on the spaceship they needed to do work on it to send the astronauts to space. [WRONG] The engineers wanted to stop working on the spaceship BECAUSE they needed to do work on it to send the astronauts to space. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas Earth needs the sun, it needs the sun to stay within the goldilock zone.[WRONG] Earth needs the sun. It needs the sun to stay within the goldilock zone.[RIGHT]
Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because the planet had no star to revolve around. [WRONG] Because the planet had no star to revolve around, it went rogue. [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 The black hole sucked in a planet that was useless. [WRONG] The black hole sucked in a useless planet. [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force There are too many stars that it isn’t possible to count.[WRONG] There are too many stars that it is impossible to count.[RIGHT]
[YOUR] BOOK OF WRITING 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. Every human being on earth has been stressed before or overwhelmed, and it's completely normal for that to happen. To let it get to you though is something you don’t want. There are ways for you to avoid this and how to deal with stress and being overwhelmed. You encounter so many problems in life everyday whether it be getting an outfit ready for the day or even what to eat for breakfast. Sometimes these things can get to you and you don’t know how to deal with it, but luckily there are resources to help with that. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Ex. What happens to the brain when encountering problems and how can it react to them? 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. Your brain encounters many problems everyday in life and sometimes they are important problems, how your brain reacts to them is entirely up to you. Fact (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim) Ex. Your brain is one of the most important organs in your body. Opinion (personal position on a topic) Ex. You control your own life and your problems. 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. You can’t be smart or solve problems. 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. Problems you may encounter and cannot deal with can mentally affect your health. Document Based (cites a specific source, author, and position on a topic) Ex. In Your Brain At Work, David Rock believes that you can choose how you live your life and if you are successful or not, if you make bad decisions or not(etc).
Theory (a statement that can be tested and potentially proven - often answers a research question) Ex. You can only use a small percentage of your brain. 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. Rock explains his research by giving us examples of problems our brain deals with, how our brain can deal with it, and ways to prevent our brain with dealing with it.(preview of evidence) Ex. Rock teaches us this because many people are always getting overwhelmed and stressed and not many people know how to deal with it.(purpose of thesis) Ex. This information about our brain is important because many people can negatively get affected by stress and being overwhelmed not only this but our brain can be turned against us if we let it.(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. The brain has a major impact on our life and can be used against us if we let it. (Now every sentence in this paragraph must be related to the brain) Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) ORIGINAL QUOTE – “An avalanche of emails. An overload of information. A meeting schedule that leaves you exhausted. Ever more change and uncertainty.” (Rock xi ). Ex. Work and school can cause exhaustion and uncertainty, “An avalanche of emails. An overload of information. A meeting schedule that leaves you exhausted. Ever more change and uncertainty.” (Rock xi ). Ex.“An avalanche of emails. An overload of information. A meeting schedule that leaves you exhausted. Ever more change and uncertainty.” according to David Rock (Rock xi). Ex. Unfortunately for patrons, “An avalanche of emails. An overload of information. A meeting schedule that leaves you exhausted. Ever more change and uncertainty.” according to several researchers (Rock xi). Ex. Unfortunately for patrons, “An avalanche of emails. An overload of information. A meeting schedule that leaves you exhausted. Ever more change [and uncertainty].” (Rock xi ). Ex. Unfortunately for patrons, “An avalanche of emails. . . leaves you exhausted. . .”
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 –“An avalanche of emails. An overload of information. A meeting schedule that leaves you exhausted. Ever more change and uncertainty.” (Rock xi ).
Ex. PARAPHRASE – Many pieces of work. A lot of information. A certain amount of meetings you have to attend leaves you tired. Ever more change and being left uncertain.(Rock xi) 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 –“An avalanche of emails. An overload of information. A meeting schedule that leaves you exhausted. Ever more change and uncertainty.” (Rock xi ).
Ex. SUMMARY – A lot of work,information, and things you have to do can leave you exhausted. Abstract Examples (hypothetical, “what if” examples that do not refer to a source – AVOID USING THEM AS EVIDENCE – but useful for examining the quote) Ex. People might not feel as tired if they didn’t get as much work. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. An article written in February 2019 by Brian Resnick on Vox talks about how just being in an office and moving your little finger muscles all day can leave you so tired. 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, many people around the world have been stressed with school work or work in general and become exhausted.
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 mental health wasn’t really a thing and didn’t really affect people, then there would be no need to know about your brain and how to deal with things that come up. Statement(s) of Extension (extending the consequences of disregarding the
Ex. As such, the mental health of people is mainly based on things around them like what problems they deal with, especially at work or school. Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. Thus, as the prevalence of academic research indicates, many people become overwhelmed with work and such that they become exhausted and it can really get to them and affect them mentally. 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. So given all the work we receive and have to deal with, maybe school or work isn’t somewhere a lot of people want to be. . .
[YOUR] BOOK OF WRITING SECTION 6 TEMPLATE AND GUIDELINES ESSAYS Essays – An essay is usually a pretty short piece of writing that basically explains something and that could be something like a topic/subject.
Types – Explain each type of essay and state its purpose Persuasive (Argumentative) A persuasive essay is an essay that is meant to convince a target audience to do a certain thing(s). Expository (Informative) An expository essay explains things in detail to help a reader better understand without any problems. Definition or Description Process (How-to) Compare and Contrast Cause and Effect Analytical/Critical An analytical/critical essay obviously analyzes something in literature from different angles or perspectives based on their merits or demerits. Evaluative Interpretive Narrative (Tells a story) A narrative essay is like a short story but basically written in an essay format. Personal Statement/Anecdote Research A research essay revolves around a research question that is supposed to be answered through literature. Timed A timed essay is just like any other essay except that you have a time limit to write it. Document Based Question (DBQ) Synthesis
Strategies/Planning Tips/Steps – The way to generally write an essay and the way that I plan it out is I always have an introduction, body paragraphs, and a conclusion. Within this, you need a topic sentence and a thesis. If you have a
you can analyze it piece by piece and you can base some of your paragraphs off of some ideas you have about the prompt and such. Pre-writing/Prompt Analysis/Outlining Researching/Evaluating of Sources Work Cited Page – In MLA style, the list of Works Cited (also known as a reference list or bibliography) appears at the end of your paper. It gives full details of every source that you cited in the text. Like the rest of an MLA format paper, the Works Cited should be left-aligned and double-spaced with 1-inch margins.(scribrr.com) On the APA reference page, you list all the sources that you’ve cited in your paper. The list starts on a new page right after the body text.(scribrr.com) • MLA Format - Author's last name, author's first name. "Title of Essay." Title of Collection, edited by editors name, Publisher, Year, page range of entry • APA Format - Author. (vear), (review of the book title of book, by A.A. Author), Journal name, volume (issue), page number.
[YOUR] BOOK OF WRITING ABOUT THE AUTHOR
I am Damian, a hard working and diligent student. I am someone who doesn’t like to give up easily and is always determined to get things done. I like to work hard and play hard so I can sometimes goof off a bit. Despite this though, I am always on top of my work and try to do my best at anything. I am someone who is hard on himself but for a good reason. I want to see myself succeed and do good in life so I work hard in order to achieve my goals. So far, I would describe myself as someone who works hard and plays hard.
I learned to write all throughout my school years. Starting off with kindergarten, I learned how to write my name and write little sentences. As I got older, it progressed into longer sentences and then paragraphs and then soon pages. Although it got longer, it didn’t really get harder. As I would write more and more I had more resources to use like peers or teachers. I feel that in seventh grade was where I really learned how to write. I learned most of the things I know now there and used it progressively in high school and a little bit of eighth grade. I thank my teachers for doing a good job at teaching me how to write, especially at conclusions.