Random Book of Writing

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RANDOM ​BOOK​ ​OF​ ​WRITING​ ​

By Janeli Cruz​

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Table of contents Introduction

page 3

About the Author

page 4

Section 1: Punctuation & Capitalization

page 5

Section 2: Parts of Speech

page 10

Section 3: Phrases and Clauses

page 18

Section 4: Sentences

page 21

Section 5: Paragraphs

page 24

Section 6: Essays

page 28

Dedication

page 30

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Introduction This book was created to give more knowledge about how to use grammar, including how to use different types of punctuation and how to apply these into sentences, paragraphs and eventually create a well structured essay.

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About the Author I am Janeli Cruz, the oldest of 4 children, I wouldn’t say school is my strongest suit, I tend to procrastinate way more than I should and get distracted quite easily. A few of my hobbies include archery (I recently got a bow), reading, and sleeping.

My writing isn’t the best and I’m working towards improving it.

(That’s me)

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SECTION​ ​1​ ​ PUNCTUATION​ ​and​ ​CAPITALIZATION​ ​ Punctuation​ ​–​ ​Identify​ ​the​ ​function​ ​and​ ​create​ ​one​ ​(1)​ ​example​ ​ sentence​ ​of​ ​the​ ​uses​ ​for​ ​each​ ​mark.​ ​ 1. .​ ​period​ ​ Function​ ​ The​ ​period​ ​is​ ​typically​ ​used​ ​for​ ​ending​ ​a​ ​sentence​ ​to​ ​show​ ​it​ ​has​ ​been​ ​ completed​ ​but​ ​it​ ​can​ ​also​ ​be​ ​used​ ​after​ ​things​ ​to​ ​show​ ​they​ ​have​ ​been​ ​ abbreviated.​ ​ Examples​ ​ -

It​ ​was​ c ​ learly​​ ​too​ ​early​ ​to​ ​sleep​ ​judging​ ​by​ ​the​ ​bright​​ ​setting​ ​sun​ ​

in​ ​the​ ​distance​.​ ​ ​ -

Ms​​.​ F ​ elix​ ​explained​ ​to​ ​the​ ​loud​​ ​class​ ​that​ ​they​ ​must​ ​engage​ ​in​ ​

the​ ​activities​ ​quietly​.​ ​ ​ 2. ,​ ​comma​ ​ Function​ ​ The​ ​comma​ ​is​ ​typically​ ​used​ ​to​ ​indicate​ ​a​ ​pause​ ​within​ ​a​ ​sentence​ ​ however,​ ​it​ ​can​ ​also​ ​be​ ​used​ ​for​ ​many​ ​other​ ​things​ ​such​ ​as​ ​separating​ ​ parts​ ​of​ ​sentences,​ ​lists,​ ​and​ ​to​ ​change​ ​what​ ​was​ ​meant​ ​in​ ​a​ ​sentence.​ ​ Examples​ ​ -

Fortunately​​,​ ​she​ ​remembered​ ​that​ ​she​ ​left​ ​her​ ​colorful​​ ​project​ ​

behind​ ​so​ ​she​ ​rushed​ ​back​ ​to​ ​grab​ ​it.​ ​ -

Her​ ​favorite​ ​color​ ​was​ ​a​ v​ ivid​​ ​green​,​ ​ ​unlike​ ​Gary​ ​who​ c ​ learly​​ ​

stated​ ​his​ ​preference​ ​for​ ​duller​ ​colors.​ ​ ​ -

He​ ​always​​ ​asked​ ​for​ ​pickles​,​ ​ ​cheese​​,​ ​and​ ​ketchup​ ​in​ ​a​ ​large​​ ​

burger.​ ​ 3. –​ ​en​ ​dash​ ​

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Function​ ​ The​ ​en​ ​dash​ ​is​ ​used​ ​to​ ​connect​ ​different​ ​types​ ​of​ ​ranges,​ ​including​ ​ dates​ ​and​ ​numbers.​ ​ Examples​ ​ -

Luckily​​,​ ​they​ ​were​ ​able​ ​to​ ​finish​ ​reading​ ​pages​ ​1– ​ ​87​ ​from​ ​the​ ​

complicated​​ ​book.​ ​ 4. -​ hyphen​ ​ Function​ ​ The​ ​hyphen​ ​is​ ​used​ ​in​ ​compound​ ​terms​ ​or​ ​words​ ​that​ ​require​ ​a​ ​ division​ ​before​ ​starting​ ​off​ ​in​ ​another​ ​line.​ ​ Examples​ ​ The​ t​ ime​​-c ​ onsuming​​ ​experiment​ ​certainly​​ ​tested​ ​their​ ​patience.​ ​ Ultimately​,​ ​ ​it​ ​was​ ​time ​to​ ​decide​ ​who​ ​to ​kicked​ ​out​ ​and​ ​de​​-​ ​termine​ ​who​ ​was​ ​fit​ ​to​ ​remain​ ​in​ ​the​ ​small​​ ​club.​ ​ 5. :​ ​colon​ ​ -

Funcion​ ​ The​ ​colon​ ​could​ ​be​ ​used​ ​to​ ​lead​ ​onto​ ​a​ ​list,​ ​within​ ​a​ ​sentence​ ​where​ ​ the​ ​second​ ​half​ ​explains​ ​the​ ​first,​ ​and​ ​to​ ​emphasize​ ​a​ ​certain​ ​word​ ​or​ ​ phrase.​ ​ Examples​ ​ -

Many​ ​things​ ​are​ ​necessary​ ​for​ ​the​ h ​ uman​​ ​body​ ​to​ ​prosper,​ ​but​ ​

basically​​ ​can​ ​be​ ​summed​ ​down​ ​to​:​ ​ ​sleep,​ ​food,​ ​and​ ​water.​ ​ -

She​ ​didn’t​ ​even​ ​want​ ​to​ ​get​ ​up​:​ ​ ​She​ ​was​ ​in​ ​a​ b ​ ad​​ ​mood​ ​where​ ​

she​ ​didn’t​ ​even​ ​feel​ ​well​ ​enough​​ ​to​ ​go​ ​to​ ​school.​ ​ -

The​ ​case​ ​was​ ​taken​ ​seriously​​ ​and​ ​resulted​ ​with​ ​the​ ​

normal-looking​​ ​man​ ​being​ ​charged​ ​with​ ​what​ ​he​ ​commited​:​ ​ ​ murder.​ ​ 6. ;​ ​semicolon​ ​ Funcion​ ​

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A​ ​semicolon​ ​can​ ​be​ ​a​ ​replacement​ ​for​ ​a​ ​conjunction​ ​and​ ​is​ ​used​ ​to​ ​ divide​ ​sentences​ ​that​ ​would​ ​be​ ​fine​ ​on​ ​it’s​ ​own​ ​in​ ​order​ ​to​ ​make​ ​them​ ​ more​ ​complex.​ ​ Examples​ ​ - My​ ​cat​ ​is​ ​adorable​;​ ​it​ ​likes​ ​to​ ​be​ ​pet​ g ​ ently.​​ ​ 7. ?​ ​question​ ​mark​ ​ Funcion​ ​ The​ ​question​ ​mark​ ​is​ ​used​ ​at​ ​the​ ​end​ ​of​ ​well,​ ​a​ ​question,​ ​something​ ​ that’s​ ​asked​ ​with​ ​the​ ​expectation​ ​of​ ​a​ ​response.​ ​ ​ Examples​​ ​ - Hey,​ ​can​ ​I​ ​lovingly​​ ​caress​ ​your​ s​ oft​​ ​dog​ ​in​ ​my​ ​arms​​?​ ​ 8. !​ ​exclamation​ ​mark​ ​ Funcion​ ​ The​ ​exclamation​ ​mark​ ​is​ ​used​ ​instead​ ​of​ ​a​ ​period​ ​or​ ​question​ ​mark,​ ​ thus,​ ​both​ ​can’t​ ​be​ ​used​ ​in​ ​one​ ​sentence​ ​to​ ​end​ ​it,​ ​it’s​ ​used​ ​to​ ​show​ ​ emphasis​ ​or​ ​surprise.​ ​ Examples​ ​ -

He​ c ​ ertainly​​ ​favors​ ​a​ l​ arge​​ ​pizza​ ​over​ ​a​ ​small​ ​one,​ ​but​ ​either​ ​way​ ​

considers​ ​both​ ​to​ ​be​ ​great​!​ ​ ​ -

Without​ ​expecting​ ​to​ a ​ ctually​​ ​be​ ​scared​ ​after​ ​entering​ ​the​ ​

haunted​​ ​house,​ ​she​ ​jumped​ ​and​ ​uttered​ ​an​ ​“ahh​!​ ”​ ​ ​ ​ 9. ‘​ ​apostrophe​ ​ ​ Funcion​ ​ The​ ​apostrophe​ ​is​ ​used​ ​to​ ​show​ ​ownership​ ​of​ ​something,​ ​omit​ ​a​ ​word,​ ​ and​ ​to​ ​create​ ​plurals​ ​of​ ​something.​ ​ Examples​​ ​ -

That​ ​is​ ​Jame​’​ s​ ​ a ​ ged​ ​grandmother​ ​greedily​ t​ aking​ ​money​ ​that​ ​is​ ​

not​ ​hers.​ ​

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Sir,​ ​please​ ​don​’​ ​t​ a ​ ggressively​​ ​stomp​ ​in​ ​this​ ​silent​ l​ ibrary.​ ​

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Excuse​ ​me,​ ​what​ ​do​ ​you​ ​want​ ​me​ ​to​ ​do​ ​with​ ​these​ ​large​ r​ ock​s​’​ ​

bordering​ ​our​ ​houses?​ ​ 10. “​ ​”​ ​quotation​ ​marks​ ​ Funcion​ ​ The​ ​use​ ​of​ ​quotation​ ​marks​ ​is​ ​to​ ​state​ ​exactly​ ​what​ ​was​ ​stated​ ​ elsewhere​ ​usually​ ​with​ ​credit​ ​given​ ​afterwards.​ ​ Examples​​ ​ -

“​​He​ ​was​ b ​ adly​​ ​injured​ ​in​ ​the​ ​horrific​​ ​battle​ ​and​ ​died.​”​ ​ ​Jabeli​ ​

stated.​ ​ 11. …​ ​ellipses​ ​ Funcion​ ​ Ellipses​ ​are​ ​used​ ​to​ ​omit​ ​words​ ​from​ ​the​ ​end​ ​of​ ​sentences.​ ​ Examples​​ ​ ●I​ ​have​ ​badly​​ ​injured​ ​my​ ​weak​​ ​legs​.​ ..​ ​ 12. [​ ​]​ ​brackets​ ​ Funcion​ ​ Brackets​ ​are​ ​used​ ​to​ ​indicate​ ​editing​ ​within​ ​a​ ​quote,​ ​usually​ ​to​ ​clarify​ ​ what​ ​was​ ​meant​ ​within​ ​the​ ​statement​ ​ Examples​​ ​ -

“There​ ​are​ [​ ​two​​]​ ​stupid​​ ​people​ ​in​ ​this​ ​haphazardly​​ ​built​ ​house,”​ ​

stated​ ​Jordan.​ ​ 13. (​ ​)​ ​parenthesis​ ​ Funcion​ ​ The​ ​parentesis​ ​gives​ ​the​ ​reader​ ​extra​ ​information​ ​about​ ​what​ ​was​ ​ mentioned​ ​before​ ​it,​ ​this​ ​can​ ​be​ ​a​ ​word,​ ​short​ ​phrase,​ ​or​ ​several​ ​ sentences.​ ​ Examples​​ ​

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Not​ s​ urprisingly​​,​ ​she​ ​still​ ​wasn’t​ ​ready,​ (​ t​ he​ ​club​ ​was​ ​meeting​ ​at​ ​

8:00​​)​ ​even​ ​with​ ​the​ l​ arge​​ ​amount​ ​of​ ​time​ ​that​ ​she​ ​had.​ ​ 14. /​ ​slash​ ​ ​ Funcion​ ​ Use​ ​to​ ​separate​ ​two​ ​different​ ​things​ ​in​ ​a​ ​sentence​ ​(informal)​ ​ Examples​​ ​ -

I​ ​took​ ​his​​/h ​ er​ ​ugly​ ​brainwashed​​ ​boyfriend​ ​away​ ​from​ ​him​/​ h ​ er.​ ​

​ ​ Capitalization​ ​–​ ​Identify​ ​and​ ​create​ ​one​ ​(1)​ ​example​ ​sentence​ ​for​ ​ each​ ​rule​ ​of​ ​capitalization.​ ​ 1. First​ ​word​ ​is​ ​capitalized​ ​ - Her​​ ​favorite​ ​color​ ​is​ ​purple.​ ​ 2. The​ ​pronoun​ ​“I”​ ​is​ ​capitalized​ ​ - As​ I​ ​ w ​ andered​ ​around​ ​the​ ​maze​​ ​I​ ​wondered​ ​how​ ​close​ I​ ​ ​was​ ​to​ ​ the​ ​exit.​ ​ 3. Proper​ ​nouns,​ ​such​ ​as​ ​people,​ ​places,​ ​organizations,​ ​and​ ​sometimes​ ​ things​ ​are​ ​capitalized​ ​ - I’ve​ ​lived​ ​in​ L ​ os​ ​Angeles,​ ​California​​ ​my​ ​entire​ ​life.​ ​ 4. Capitalization​ ​should​ ​also​ ​be​ ​included​ ​in​ ​family​ ​relationships​ ​if​ ​they’re​ ​ used​ ​as​ ​proper​ ​nouns​ ​ -

Their​ ​mom​ ​told​ ​them​ ​to​ ​clean​ ​up​ ​because​ A ​ unt​ ​Jenny​​ ​would​ ​be​ ​

coming​ ​over​ ​soon.​ ​ 5. Days,​ ​months,​ ​and​ ​holidays​ ​are​ ​capitalized​ ​ - My​ ​sister’s​ ​favorite​ ​holiday​ ​is​ C ​ hristmas​.​ ​ ​ 6. Titles​ ​that​ ​appear​ ​before​ ​names​ ​are​ ​capitalized​ ​ - They​ ​referred​ ​to​ ​him​ ​as​ ​Lord​ ​James​,​ ​ ​even​ ​when​ ​they​ ​were​ ​just​ ​ talking​ ​about​ ​him​ ​casually.​ ​ 7. Directions​ ​such​ ​as​ ​North,​ ​East,​ ​South,​ ​and​ ​West​ ​are​ ​capitalized - According​ ​to​ ​the​ ​route​ ​they​ ​were​ ​supposed​ ​to​ ​have​ ​turned​ ​East​​ ​ five​ ​minutes​ ​ago.​ ​

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SECTION 2: PARTS OF SPEECH

NOUNS Types of nouns: · Common Nouns​: name a class of people, places, things, or idea. ​EX: classroom, store, bathroom, lions, house. · Proper Nouns:​ give the name or title of a particular person, place, thing, or idea (must be capitalized). E ​ X: Los Angeles, King Ferdinand, Subway. · Compound Nouns: c ​ onsist of words used together to form a single noun. ​EX:​ ​driveway, sunflower, bedroom. · Concrete Nouns: ​refer to material things, to people, or to places. E ​ X: shield, coffin, bow. · Abstract Nouns:​ name ideas, quality, emotions or attitudes. ​EX: love, freedom, anger.

Functions​ (How nouns are used​): · Subject​ (comes before the verb) Sarah​ drove to the library in order to avoid the rain.

· Direct Object​ (comes after the verb and answer what or whom) James picked up a s​ tick​ and tossed it for his dog to chase.

· Indirect Object​ (answers to who or to whom) Garfield eats an apple and shares another with his b ​ rother​.

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

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Your, yours His, her, hers, its, one’s

Relative: Nominative who That

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 consider t​ hemselves​ to be very active and involved in sports.

He catches h ​ imself​ before slipping on the wet ground. to intensify a point: She lifted h ​ erself​ off the edge of the deep hole.

He trained for the competition by ​himself​ in order to catch his opponent by surprise.

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

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Types: T​ here 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.

Verbals​: (VERB FORMS NOT USED AS VERBS) Gerund:​ ​ word ending in “ing” used as a noun​. ·​ ​She enjoyed ​praying​ and claimed that it helped her relax when things got rough.

Participle:​ word ending in “ing” or “ed” used as an adjective ·​ ​She wanted to go r​ unning​ every weekend to stay active. ·​ ​He w ​ alked​ along the beach as he tried to recall the last time he was there.

Infinitive:​ v​ erb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs ·​ ​She was willing t​ o fight​ in order to make them leave her alone.

ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns​. · Kinds​: Demonstrative, Common, Proper

​· S ​ he wanted to buy ​those​ colorful flowers to decorate her table. · T ​ he ​dull​ painting had a dreary type of feel to it. · ​Italian​ food was served at the restaurant.

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings –ly, -wards, -wise

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-

·

She slowly reached for the pencil hoping her partner wouldn’t notice her stealing it.

Conversions - She was emotionally attached to her teddy bear as a child.

Types​: Manner, Frequency, Degree, Place, Time

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Example Types:​ (Create one example each related to your subject) Manner​ – She ​slowly​ walked up the stairs knowing she would get in trouble for sneaking out.

Time​ – She i​ nstantly​ ​got up and prepared to fight knowing that she had too much to lose.

Place​ –​ ​He ​calmly w ​ alked away from the library knowing he still had time to get to school.

Degree​ ​–​ ​The bridge project she had made a ​ mazingly​ stayed up when under a 100lb weight.

Frequency​ – She f​ requently​ traveled outside of the state to visit relatives.

CONJUNCTIONS Coordinating​ (FANBOYS):​ for, and, nor, but, or, yet, so Correlative​: E ​ ither/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​: w ​ ho (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 o ​ ne-word prepositions and ​complex prepositions. T ​ hese 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,

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prior to, to, toward, under, underneath, until, unto, up, upon, up to, versus, with, within, without.

INTERJECTIONS Interjections are the final part of speech.

List of Interjections: ● A aha, ahem, ahh, ahoy, alas, arg, aw. ● B bam, bingo, blah, boo, bravo, brrr. ● C cheers, congratulations. ● D dang, drat, darn, duh. ● E eek, eh, encore, eureka. ● F fiddlesticks. ● G gadzooks, gee, gee whiz, golly, goodbye, goodness, good grief, gosh. ● H ha-ha, hallelujah, hello, hey, hmm, holy buckets, holy cow, holy smokes, hot dog, huh, humph, hurray ● O oh, oh dear, oh my, oh well, oops, ouch, ow ● P phew, phooey, pooh, pow ● R rats ● S shh, shoo ● T thanks, there, tut-tut ● U uh-huh, uh-oh, ugh ● W wahoo, well, whoa, whoops, wow ● Y yeah, yes, yikes, yippee, yo, yuck

Transitions of Logic Chart

Milder

Stronger

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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

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Purpose

to do this so that

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

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

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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

​RANDOM​ BOOK OF WRITING

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SECTION 3 TEMPLATE AND GUIDELINES 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​.

The dog w ​ andered around the street after getting lost.

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

She decided she m ​ ust dance​ her best in order to get an award.

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

You’ll find the remote n ​ ear the small table​.

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. The raccoon, a ​ fascinating creature​, was on its way to the lake.

Verbal Phrases​: A group of words that begin with a verbal and e ​ nds with a noun​. ● Gerund Phrase​ verb ending in -ing that f​ unctions as a noun​.

Eating small meals​ helped her remain full throughout the day.

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

The c ​ reaking door​ got annoying at times and sometimes scared visitors.

● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs​.

After some thinking the parents decided to bring along their kids ​to go on vacation​.

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 – C ​ AN​ stand alone as a c ​ omplete sentence​, known as a ​simple sentence​ ​pattern​.

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Wondering how long it was till everyone finished the test was boring.

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. ○ Whatever you want​ for breakfast is what we’ll go out to get. ○ Can you please tell me ​when it is time​ to go? ○ The stranger approached and he asked her w ​ ho she was​. ○ What she had for lunch​ gave her a stomachache.

Adjective Clause​: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ The food​ that is on the table​ belonged to Wendy. ○ The reason for​ which you decided to leave isn't valid. ○ The apple t​ hat was in the painting​ looked very realistic.

Some adjective clauses begin with relative pronouns: ■ The group was thankful for Adam ​who did the most difficult task​.

■ It belongs to the girl w ​ hose pencil is on the table​.

■ The fish ​that you got a few years ago​ died.

■ There are the plants ​that she watered recently​.

■ The cat ​that she fed earlier​ was in the backyard.

■ I don't understand, what is it ​that you need​?

■ He was annoyed and it turned out he was someone w ​ ho just needed sleep​.

Adverb Clause​: Used to ​modify verbs, adjectives, and adverbs​ in an independent clause, introduced by a subordinating conjunction and used to indicate t​ ime, place, cause, purpose, result, condition, and/or concession​.

Modifying verbs: ■ She returned to the building and sat ​where they told her to stay​.

■ Tracy was supposed to be asleep ​when the clock got to midnight​.

■ He held onto the ledge with all his strength s​ ince his life depended on it​.

■ Even though it was a bad habit​ Jay couldn’t stop biting his nails.

Modifying adjectives: ■ The ketchup spilled on the ground and looked ​as red as blood​.

■ Don’t go out tonight it’ll be ​as cold as the day before​.

Modifying adverbs: ■ The cat ran faster t​ han the mouse was able to​.

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Relative Clauses​: Dependent clause that begins with a r​ elative pronoun​. ○ Do you remember ​who got caught cheating​ yesterday?

Elliptical Clauses​: Adverb clauses in which part of the clause is omitted. ○ He was much better at math t​ han I​.

Essential Clauses​: Clauses necessary to the meaning of the sentence. ○ Clara mentioned t​ hat the reason he stayed up late​ was video games.

Nonessential Clauses​: Clauses that are NOT necessary to the meaning of the sentence. ○ The bear at the lake, w ​ ho almost killed Faith​, was protecting its babies.

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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 His cat​ jumped off the shelf onto the ground.

Predicate – what the subject does His cat ​jumped off the shelf onto the ground.

Sentence Types

Declarative – a sentence that makes a statement (ends with a period mark) The cheesecake was really good.

Imperative – a sentence that makes a command (ends with a period mark) Go do your homework right now.

Interrogative – a sentence that asks a question (ends with a question mark) Had Ryan finally gone crazy?

Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) After lunch let’s go to the park!

Sentence Patterns

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

Kevin finally finished his artwork after 12 hours of hard work.

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

She raised her hand, and she finally got her turn.

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

Even though he wanted cereal for breakfast, he ended up eating 4 pancakes.

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

Kayla was almost late, she decided to rush up the 2 flights instead of waiting for the elevator, since it was faster.

Loose Sentence: ​A sentence that contains an independent clause plus a subordinate construction (either a clause or phrase) w ​ ith your main point at the b ​ eginning​.

She had already lost the original, it didn’t matter that she was going to buy another.

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 w ​ ith the main point coming at the ​end​.

It didn’t matter that she was going to buy another, she had already lost the original.

Parallel Structure: A sentence ​using the same pattern of two or more verbs or ideas that match​ ​in tense or structure t​ o show that they are of equal importance and to help the reader comprehend what is being written -​ this sentence requires symmetry​.

Amy got up, brushed her teeth, and got ready for school

Balanced Sentence: A sentence where phrases or clauses at the beginning and the end parallel each other​ by virtue of their likeness of s​ tructure​, ​meaning​, or ​length​ - this sentence requires symmetry.

She wanted to turn off the lamp and she wanted to turn on the flashlight

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

She ran fast, quickly sprinting down the lane.

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

They wanted to get a puppy, a cat, and a bird, but they could only get one.

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

They wanted to get a puppy and a cat and a bird but they could only get one.

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Anaphora: A sentence that f​ eatures 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.

In order to succeed you have to work hard, in order to stay fit you have to exercise, in order to make lemonade you need lemons.

Epistrophe: A sentence featuring s​ everal phrases or clauses ending with the same word or words​.

They wanted to go to the beach, because they enjoyed going to the beach, and wanted good memories of the beach.

Sentence Errors

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

He wanted to sleep in he had to wake up early he had to go work. [wrong] He wanted to sleep in BUT he had to wake up early AND he had to go work. [right]

Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly u ​ sing commas After 10 minutes of driving he had arrived at the gym, he was ready to exercise, he forgot his gym bag. [wrong] After 10 minutes of driving he had arrived at the gym. He was ready to exercise; he forgot his gym bag [right]

Fragment – i​ ncomplete sentence pieces​ that are not connected to or do not form an independent clause Since she was cold. [wrong] Since she was cold, she put on a hoodie. [right]

Misplaced/Dangling Modifiers – modifiers are words, phrases, or clauses that add description; a m ​ isplaced modifier describes the wrong part of a sentence​ and a dangling modifier is missing the part it’s supposed to modify The boy decided to make a sandcastle on the beach that was small. [wrong] The boy decided to make a sandcastle that was small on the beach. [right]

Double Negative – ​combining two or more negative words​ in a sentence in a way that is supposed to produce a positive force They were well aware that they shouldn’t not touch any art in the museum. [wrong] They were well aware that they shouldn’t touch any art in the museum. [right]

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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) – can begin with the title A ​ necdotal​ (Brief story to set the mood and lead the reader into the topic) Ex​. Everyone has what it takes to survive the hardships that are thrown at us, these hardships are inevitable and bound to happen to everyone at some point. Regardless, each and every person has what it takes to survive the unfortunate situations in which they will be placed. Little of these devastating situations leave the victim doomed from the start with no hope of surviving, there’s always a chance of staying alive, some factors can make pushing through and living much easier, such as the will to live. Many people don't realize how strong they are until they face these difficult situations.

Q ​ uery Based​ (Question that brings the reader to the topic - avoid second person POV “you”) E ​ x​. Does luck really determine whether you survive a life threatening situation?

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 person’s choices matter a lot when it comes to unavoidable tragedies, so it's rarely down to pure luck when someone survives.

Fact​ (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim)

Ex​. Surviving the hardships in life isn’t only because of luck.

Opinion​ (personal position on a topic)

Ex​. Personality plays the biggest role in whether or not someone lives.

B ​ elief​ (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. ​God will save anyone from a devastating situation if they believe enough.

Generalization​ (uses absolute or statistical pronouns: all, always, every, never,

none, most, half – ​avoid using this type of thesis statement u ​ nless​ citing the

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source of the data​) Ex. ​Most people with a strong will to live survive their hardships.

Document Based​ (cites a specific source, author, and position on a topic) Ex. ​ According to Ben Sherwood in ​The Survivors Club​ only about 10% of the people will react correctly, in a way that increases their chances of living, 80% wait for instructions to be given, and 10% do exactly the opposite of what would be considered beneficial.

Theory​ (a statement that can be tested and potentially proven - often answers a research question) Ex​. Everyone can increase their chance of surviving a difficult circumstance if they focus on their problem areas.

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​. Attitude towards survival and how a person behaves during a seemingly unmanageable situation can and will make them more or less likely to succeed, those who keep hope within them and believe that they could do the task they are faced with will do significantly better than those who believe they’re a lost cause.

Ex. E ​ veryone approaches and reacts to problems differently, no two people have the same intellect, the same instincts, the same strength, or the same faith.

Ex. ​Despite each and every person's strengths and weaknesses no matter how they differ, they have the ability to survive situations that may seem impossible to overcome.

Body Paragraphs​ (must have e ​ choes 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) E ​ x​. As stated, a person’s mental state in the situation in which they are in definitely affects how they act and what they do to overcome these situations. ​ (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 – “When they face a challenge, they observe and analyze the situation, devise a plan, and move decisively. If things go wrong, they adapt and improvise.” (Sherwood 28)

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Ex. I​ t’s been proven again and again that when some are faced with a problem regarding the matter of life and death they “...observe, analyze the situation, devise a plan, and move decisively.” (Sherwood 28) Ex. “​ When they face a challenge, [some people] observe and analyze the situation, devise a plan, and move decisively,” (Sherwood 28) it's been proven numerous times.

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 –“When they face a challenge, they observe and analyze the situation, devise a plan, and move decisively. If things go wrong, they adapt and improvise.” (Sherwood 28) Ex. P ​ ARAPHRASE- Some people face a problem, observe, analyze, make a plan, and act accordingly, improvising when needed (Sherwood 28) 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 –“When they face a challenge, they observe and analyze the situation, devise a plan, and move decisively. If things go wrong, they adapt and improvise.” (Sherwood 28) Ex. S ​ UMMARY- When faced with a problem survivors use their skills to overcome them.

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 can survive any situation if they have a plan, including a plane crash.

Concrete Examples​ (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. A study that took place in London at King’s College Hospital focused on a group of 69 women with breast cancer, they were placed into 4 categories, fighting spirit, denial, helpless, and hopeless. Those who had a more optimistic look at their situation (fighting spirit, denial) had a more positive outcome of 75% while those who were more pessimistic (helpless, hopeless) were only at 35%.

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)

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Ex. As proven, those who make the best of the situation they were given and don’t give up when things get rough do better in difficult situations.

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 surviving these situations was only based on luck why is the person’s characteristics the thing that makes the biggest difference.

Statement(s) of Extension​ (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. A negative attitude towards life and difficult situations could impair chances of living and make life much shorter.

Reestablishing the Significance of the Thesis​ (could be one or more sentences) Ex. Therefore, everything done in an emergency situation matters, characteristics, mentality, and the personality of a person are one of the more important things in these cases.

Final Sentence​ (connects to the hook and finishes the essay – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…)

Ex. Someone’s attitude towards life, characteristics, personality, and how they act in a demanding situation makes the difference of life and death.

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SECTION 6 TEMPLATE AND GUIDELINES

ESSAYS

Essays​ – An article with writing that’s composed of an introduction, body paragraphs, and a conclusion.

Types ​– Persuasive​ (Argumentative) - A persuasive essay is an essay that is designed to convince the reader to agree with the author about a certain topic Expository​ (Informative) - This type of essay makes the reader understand a certain topic with full details about it Definition or Description - A definition or description essay makes the topic or subject of the essay described in full detail using all 5 senses.

Process (How-to) - This type of essay is made to give instructions to the reader on how to do something.

Compare and Contrast - A compre and contrast essay shows what two topics have in common and what they have tat is diffrent, sometimes it’s one or the other, other times it’s both.

Cause and Effect - When creating a cause and effect essay it’s important to give details on what problems or things lead on to another thing and what the aftermath is Analytical/Critical - An analyical essay goes over and examines a piece of writing in order to give moreclear information; A critical essay allows something to be judged based on merits and demerits Evaluative - An evaluative essay is something that goes over a work of writing and judges a topic based on some criteria.

Interpretive - An interpretive essay regards an analysis about something else Narrative​ (Tells a story) - A narrative is a short story that is told in the structure of an essay Personal Anecdote - Usuallly gven spoken its a type of short story about a specific ubject with some intell given by the author.

Research

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-

This typ eof essay focuses on answering a certain question and an is usually given after some thouroh looking Timed - A timed essay is when a essay is supposed to be sne in a certain ab=mount of time, ususally found in tests.

Document Based Question (DBQ) - A document based qustopm or a dbq is an essay that is usually found in history test exams and tends to be timed.

Synthesis - A synthesis is something written after taking into account different sources

Strategies/Planning Tips/Steps ​– Pre-writing/Prompt Analysis/Outlining - A pre-writing comes before beginning the actual essay, its basically something that gets your thoughts and ideas organized.

- A prompt analyzis is when you go over the prompt that you are given and set it so that your essay answers it.

- Outlining is done before creating an essay, it makes sure that all main points are gone over and that it’s organized in a way that makes sense.

Researching/Evaluating of Sources - Researching regards the sources that are found from conducting some investigation and implementing your own ideas.

- Evaluating is an important part, it makes sure that the sources found are reliable.

Work Cited Page​ – MLA Format - Double spaced - 12 font (times new roman) - 1 inch margins - Name and page number on every page (top right) - Sort sources by author APA Format - Double spaced - No specific font - 1 inch margins - Title page should have authors name and affiliation - Cited sites do not require last published date

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Dedication To my english teacher, the best teacher i’ve had up to this point, my family for being with me, and whoever is reading this

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THE END