Randomness Book of Writing by Bravo Grammar Con Online

Randomness Mostly About Education By: Brianna Ramos

Table of Contents Table of Contents

Brief Introduction

About the Author

A dedication

Part 1 (Randomness)

5-6

Part 2 (Education)

7-15

Part 3 (Math Class)

16-17

Part 4 (History)

18-20

Part 5 (Lies My Teacher Told Me)

21-24

Part 6 (Essays)

25-28

Brief introduction This book of randomness has 1 chapter about all different kinds of things like guitar and weekdays hence the title saying “ Randomness ” but the more you read along the more it’s about education. A few examples being there’s a chapter on math and another chapter on how to write essays, but all the chapters connect to education. There’s talk about all different kinds of classes like math and history.

About the Author

My name is brianna and I donâ&#x20AC;&#x2122;t even like school but I wrote about it. It was pretty easy considering I would use examples from my past or about the schools near me. My non fiction book was also about education and that pushed me to start my book and start writing. (This picture kinda ugly but itâ&#x20AC;&#x2122;s okay)

A dedication

I don’t really have anyone to dedicate this book to so I’ll dedicate it to myself from 3 months ago when we were starting this project. I was a bit confused on what to write about and since my personal book is about education, I decided to write about education since it motivated and inspired me to do so. It’s also crazy how in just 3 months you can say I became an author on my own book of random statements.

Part 1:

[Randomness] BOOK OF WRITING SECTION 1

PUNCTUATION and CAPITALIZATION Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1. . End punctuation for imperative, Today is Friday. 2. , c omma Tomorrow is Saturday, day after that will be Sunday. 3. – e m dash a break in a sentence I don’t know anyone who speaks–french, spanish and english 4. - en dash expresses a period of time The cold war was from 1947-1991 5. : colons, When in the market get the following: water, napkins, and fruit. 6. ; indicating a pause for a new clause. I’m doing english homework; I have psychology next. 7. ? interrogative, We have monday off, right? 8. ! exclamatory, It is Friday today with a three day weekend ahead! 9. ‘ apostrophe It is great/It’s great, possession, gus’ sweater 10. “ ” quotation marks, Jorge said, “ Today is a beautiful day ” 11. … ellipses An article stated, “...stay updated on the latest weather news... ” 12. [ ] brackets My brother likes using [my] guitar to play 13. ( ) parenthetical information, Today I’m wearing a (white) shirt with shorts 14. / forward slash, used to indicate options You can either use half/one half a cup of water for your baking. 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 EX: (Used to begin a sentence) – Sadly for some, 11th grade is the year with the most high-stakes testing. 1. (used in beginning of sentence) Ex: Sometimes I go for a walk outside during break since I don’t go out all week.

2. (First word after sentence) Ex: I usually walk around the neighborhood. 3. (used capitalizing names) Ex: Jorge joins me in walks sometimes if we go somewhere interesting. 4. (capitalize first word of a quote) Ex: In the book it states, “ On average, African Americans still have worse housing, lower scores on IQ tests, and higher percentage of young men in jail.”

Part 2:

[Education]

BOOK OF WRITING SECTION 2 TEMPLATE AND GUIDELINES PARTS OF SPEECH NOUNS

Types of nouns: · Common Nouns: name a class of people, places, things, or ideas. Auditorium, lunch area, classroom, field, vikings · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). Westlake, Miguel Contreras, Learning Complex · Compound Nouns: consist of words used together to form a single noun. Notebook, basketball, backpack · Concrete Nouns: refer to material things, to people, or to places. Paper, phone, noise · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. Freedom, anger, generosity

Functions (How nouns are used): · Subject (comes before the verb) Ms. Alvarado would always give kids detention whenever they were being rude. · Direct Object (comes after the verb and answers what or whom) Ms. Tomayo asked Henry if he could hand out the computers. · Indirect Object (answers to who or to whom) Mr. Gomez gave honor roll certificates to the students who have a 3.0 and above. .

PRONOUNS Pronouns take the place of nouns that have been established. Personal: Nominative (subjects) Objective (objects) I/we me/us you/you you/you He, she, it, one/they him, her, it, one/them

Possessive My, mine Your, yours His, her, hers, its, one’s Relative: Nominative who That

our, ours your, yours their, theirs

Objective whom that those/ this

Possessive whose of that

Interrogative: who, which, what, whatever, whoever Reflexive: (personal pronouns plus the suffix –self o r –selves) Used only: when the action verb is directed toward the subject of the construction: He thinks very highly of himself. She doubts herself too much. to intensify a point: The driver gave himself the directions to New York City from New Jersey. 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: Ashley got her assignment from the teacher. Passive: The teacher has brought Ashley back her assignment.

Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · Students are used to looking for evidence on their homework. Participle: word ending in “ing” or “ed” used as an adjective · Kids think it’s exciting when there is a sub for a day or more. · Lots of students get bored when their teachers give lectures. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Ashley likes to play basketball.

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

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each)

–ly, -wards, -wise Move your chairs quietly to the table. Run backwards up to the tree 3 times. Everyone should finish their classwork otherwise it’s homework.

· Conversions (Show how three words related to your subject can become adverbs) Quiet → Quietly , Addition → Additionally, Public → Publicly Types: Manner, Frequency, Degree, Place, Time

Example Types: (Create one example each related to your subject) Manner – (How did she answer?) Manner- Ashley answered the phone a ngrily. Time – (When will he leave?) Time- Andrew had to go as soon as the competition started. Place – (Where was he?) Place- Ms. Alvarado s tayed late at night for this kid since his parents weren’t there. Degree – (How good is she?) Degree- Mr. Diaz was grading everyone on their quietness, I only got satisfaction. Frequency – (How often is she pleasant?) Frequency- Hazalle is always on a rush to get places.

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. 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. ● em - The sound of someone clearing their throat in an attempt to get your attention ● Aah - Used as a call for help or when someone is scared ● Boo - Used to scare someone or to voice disapproval ● Eh - Used when you didn't hear or understand what someone said ● Eww - Conveys dislike or disgust ● Hmm - Can mean you're thinking or hesitating ● Jeez - Could indicate you can't believe something or you're exasperated ● Ooh-la-la - A slightly comical way to refer to something as fancy or special ● Oops - An exclamation people use when they do something by accident ● Phew - Expressing relief or gladness something is over ● Whoa - Can show surprise or amazement ● Yahoo - Expresses joy or happiness ● Yeah - Demonstrates a very strong affirmation or approval ● Yoo-hoo - An expression used to get someone's attention ● Zing - Usually used comically to emphasize a clever statement or comeback ● Ahh, that feels wonderful.

● ● ● ● ● ● ● ● ● ● ● ● ● ●

Alas! I'm lost in the wilderness. Bah! That was a total waste of time. Bless you! I couldn't have done it without you. It's time for me to go. Cheerio! Congrats! You finally got your master's degree. Crikey! Do you ever think before you speak? Gesundheit! Are you starting to get a cold? Good grief! Why are you wearing shorts in the winter? Grrr. I'm going to get back at him for that. Humph. He probably cheated to make such good grades. Oh dear! I don't know what to do about this mess. Shoot! I forgot my brother's birthday. Well, duh! That was a stupid thing to do! Yowza! That is a gorgeous gown.

Transitions of Logic Chart

Milder

Stronger

Addition

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

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

Comparison

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

similarly comparable in the same way likewise

Contrast

but yet and yet still otherwise or though but another rather

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

Time

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

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

Purpose

to do this so that

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

Place

there here beyond nearby next to

at that point opposite to adjacent to on the other side in the front in the back

Result

so and so then

hence therefore accordingly consequently thus thereupon as a result in consequence

Example

that is specifically in particular for one thing

for example for instance an instance of this this can be seen in

Summary and Emphasis

in sum generally after all by the way in general incidentally naturally I hope at least it seems in brief I suppose

in short on the whole as I said in other words to be sure in fact indeed clearly of course anyway remarkably I think assuredly definitely without doubt for all that on the whole in any event importantly certainly

Part 3:

[Math Class] BOOK OF WRITING 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. Everyone wanted to get this lesson over with. Verb Phrase: A group of words consisting of verbs working together and function as a verb. The table knew they had to work together to solve this problem. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Our teacher jumped through every section because of a lack of time. 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. My middle school teacher, Mr. Quintrell, was tall and old. 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. Walking around the class, the teacher was trying to see if anyone was cheating. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. Sasha was presenting her final, while Ms. B looked to see if everyone was paying attention. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. The teacher knew it was time to set dates for the final. 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 table knew they had to get through this problem to leave the class. 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 math teacher was happy to see everyone passed their test. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: MCLC is extremely easy, students don’t try and they still pass. 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: When the ringer went off, everyone put the pencil down. Modifying adjectives: Math seems awfully long when you don’t understand the subject. Math class is as hard as chemistry class. Modifying adverbs: (condition) Math class is usually harder to those who study instead of those who don’t. Relative Clauses: Dependent clause that begins with a relative pronoun. Students who finish the test first usually don't turn it in until someone does. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. When taking notes, the math teacher looks around to see if everyones following along. Essential Clauses: Clauses necessary to the meaning of the sentence. Ashley hates her math class but her favorite class is obviously English. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. The math final, which is in 2 months, won’t be difficult.

Part 4:

[History]

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 history students waited anxiously before given the test. Predicate – what the subject does The History kids were eager to learn about The Cold War.

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Presentations on slides help students understand the information. Imperative – a sentence that makes a command (ends with a period mark) Do the presentation by December 23. Interrogative – a sentence that asks a question (ends with a question mark) When is the assignment due? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) It’s due on the 22 of May!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Kids are asked to write paragraphs all the time. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Many kids stress over homework, others stress over sports. Complex Sentence: A sentence with one independent clause and at least one dependent clause. When organizing groups, the work can get equally divided between everyone.

Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. When you assign everyone a section to do, it could either get done on time or not but no matter what it is time consuming. 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. History doesn’t seem to be many people's favorite subjects, most say it’s annoying. 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 wars took a long time and changed the way we view life now. 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. When there's a test some stay up to study while others don’t study at all. 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. Any time we finish one chapter, we get another chapter. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. No one would be learning about history if it wasn't for a history teacher. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. History is usually described as interesting, educational, boring, pointless. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. History is usually described as interesting and educational, boring and useless, pointless. 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. Many students can say that tests are difficult, others say it's easy but everyone can agree they’re unnecessary.

Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. History has many wars, the cold war, the civil war and the french revolutionary war.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. The kids in Ms. Smith's class were tired of performing because they’ve been doing it for a week and it was exhausting. [Right] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas After history class, students go to their next period. They feel closer to freedom. [Right] Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause The student realized the class was about to end so they focused more on their work. [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 When having a potluck, someone gave another student cheese chips. [Right] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force The kids taking the test wasted no time on answering the questions. [Right]

Part 5:

[Lies

My Teacher Told Me] 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) – can begin with the title Anecdotal (Brief story to set the mood and intro the topic) At a young age you tend to believe the adult figure is always right. In this case teachers, you’re taught teachers know everything that's why they do what they do. But, that isn’t always the case. Many teachers I’ve had in the past just teach out of the book and don’t really care if you learn the curriculum or not. They just go through each lesson, quiz you and go onto the next. As a kid you don’t really notice what they’re doing but as you grow older you realize teachers aren’t really teaching. Query Based (Question that brings the reader to the topic) Have you ever been confused about a lesson and then the teacher says there's a quiz the following week? 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) Teachers usually teach out of the book, nowadays some of that information is proved to be untrue. Fact (empirically verifiable but often difficult to argue extensively about better used as evidence to support a claim) Teachers generally give the correct information on that lesson if the book is wrong. Opinion (personal position on a topic) Learning from the book and getting quizzes every week on it, doesn’t actually teach kids 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) Cheating on a test is wrong and should not be done. 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) Half the things we learn at school aren’t very useful, especially if it’s from a textbook. Document Based (cites a specific source, author, and position on a topic) In the book, Lies My Teacher Told Me, it says teachers don’t teach anymore, they just make us memorize the curriculum, quiz us and never go back to the lesson. Theory (a statement that can be tested and potentially proven - often answers a research question) Not being taught correctly could lead to not knowing historical events. 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) It is proven that textbooks nowadays are outdated and old, teachers test and teach kids the same curriculum from 10+ years ago. This means much information has been proven not 100% correct. Usually teachers don’t correct the book and just go by what it says.

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) A lot of information in history books is wrong and teachers are too lazy to correct the textbook to the true events. Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) One statement that stood out to me was, “ Some books go beyond omitting the actor and leave out the act itself. Half of the textbooks do not even mention Wilson’s takeover of Haiti ” (Loewen 18). 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: “ For when textbook authors leave out the warts, the problems, the unfortunate character traits and the mistaken ideas, they reduce heroes from dramatic men and women to melodramatic stick figures ” (Loewen 29).

Paraphrase: Some ways heroes can be downplayed to melodramatic stick figures is when authors leave out problems and unfortunate character traits (Loewen 29) 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: “ For when textbook authors leave out the warts, the problems, the unfortunate character traits and the mistaken ideas, they reduce heroes from dramatic men and women to melodramatic stick figures ” (Loewen 29). Summary: Some authors downplay heroes. Abstract Examples (hypothetical, “what if” examples that do not refer to a source – AVOID USING THEM AS EVIDENCE – but useful for examining the quote) Kids would probably learn something true if the teacher didn’t teach straight from the book. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) In the book Lies My teacher Told Me it says, “ The author of history textbooks have taken us on a trip of their own, away from the facts of history, into the realm of myth ”(Loewen 32). 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) There’s been many examples shown on how textbooks, more specifically, history textbooks, have false information and how authors make things up.

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) If textbooks had correct information, maybe kids would actually learn the material and not think it’s boring. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Kids nowadays seem more into technology than school. Which results in some having a hard time learning about the past and results in bad test grades. Reestablishing the Significance of the Thesis (could be one or more sentences)

Therefore, as the book Lies My Teacher Told Me shows history teachers not only teach their students false information they also bore them with that information. Final Sentence (connects to the hook and finishes the essay – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…) Given all the events not mentioned in history books, maybe teachers should do a better job at their job and not teach directly from the textbooks & keep the class entertained.

Part 6:

[Essays] BOOK OF WRITING SECTION 6 TEMPLATE AND GUIDELINES ESSAYS

Essays – Explain what an essay is (I know, this is where I usually explain it to you but now that you have made it to the end of this project, it’s your turn) Types – Explain each type of essay and state its purpose Persuasive (Argumentative)- meant to convince the target audience to do something or not do something, argumentative is meant to present arguments in the favor of something. Expository (Informative)- exposes things in detail to make readers understand without any complications. Definition or Description- defines different things, ideas, and perceptions. Process (How-to)- outlines a process of making or breaking or doing something that readers understand fully and are able to do it after reading it. Compare and Contrast- makes either a comparison, a contrast, or both between two different or similar things. Cause and Effect- makes readers understand the cause of things, and their effects on other things. Analytical/Critical- analyzes something, such as in literature an analytical essay analyzes a piece of literature from different angles. Evaluative-based on or relating to an assessment to form an idea of the value of something. Interpretive- essays in which the writer is interpreting another author's work. In order to do this, the writer must identify, evaluate, and analyze the methods used by the author. Narrative (Tells a story)- A narrative essay is a narration like a short story although it is written in an essay format. Personal Statement/Anecdote- a short description or event that makes the readers laugh or brood over the topic presented for the purpose. Research- revolves around a research question that is meant to answer some specific question through a research of the relevant literature. Timed- an essay you write while timed Document Based Question (DBQ)- an essay or series of short-answer questions that is constructed by students using one's own knowledge combined with support from several provided sources Synthesis- to synthesize different ideas to make a judgement about their merit and demerits

Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts. Pre-writing/Prompt Analysis/Outlining- Start out with a rough draft, that should consist of revision, editing and publishing. Start collecting evidence of whatever it is you will be writing about. Use the prompt which is usually the thing you will be writing about to help you outline what exact evidence you need. Researching/Evaluating of Sources- Researching can be many things, books, websites, articles, labs, it all depends on what the topic will be. Source evaluation is the process of critically evaluating information in relation to a given purpose in order to determine if the sources are good to use or not. Work Cited Page – Explain and give an example of how to set up a works cited entry in both MLA and APA formats - there are subtle differences between each format, so be sure to identify them clearly. MLA Format- Type your paper on a computer and print it out on standard, white 8.5 x 11-inch paper. ● Double-space the text of your paper and use a legible font, the font size should be 12 pt. ● Leave only one space after periods or other punctuation marks (unless otherwise prompted by your instructor). ● Set the margins of your document to 1 inch on all sides. ● Indent the first line of each paragraph one half-inch from the left margin. ● Create a header that numbers all pages consecutively in the upper right-hand corner, one-half inch from the top and flush with the right margin. (Always follow your instructor's guidelines.) ● Use italics throughout your essay to indicate the titles of longer works and, only when absolutely necessary, provide emphasis. ● If you have any endnotes, include them on a separate page before your Works Cited page. Entitle the section Notes (centered, unformatted). ● Do not make a title page for your paper unless specifically requested. ● In the upper left-hand corner of the first page, list your name, your instructor's name, the course, and the date. Again, be sure to use double-spaced text. ● Double space again and center the title. Do not underline, italicize, or place your title in quotation marks. Write the title in Title Case (standard capitalization), not in all capital letters. ● Use quotation marks and/or italics when referring to other works in your title, just as you would in your text. For example: Fear and Loathing in Las Vegas as Morality Play; Human Weariness in "After Apple Picking" ● Double space between the title and the first line of the text.

● Create a header in the upper right-hand corner that includes your last name, followed by a space with a page number. Number all pages consecutively with Arabic numerals (1, 2, 3, 4, etc.), one-half inch from the top and flush with the right margin. (Note: Your instructor or other readers may ask that you omit the last name/page number header on your first page. Always follow instructor guidelines.) APA Format- Include a separate title page with the full title of the manuscript, authors' names and institutions (listed vertically if there are more than one), a running head of the shortened title, and a complete word count of the document (which includes footnotes and references). A title footnote should include the address of the corresponding author (that is – the author who receives correspondence regarding the article), grants/funding, and additional credits and acknowledgements (for papers for sociology classes, this is often not needed). An asterisk (*) by the title refers to the title footnote at the bottom of the page. (If an abstract is needed, it should be on a separate page, immediately after the title page, with the title of the document as the heading. Do not include the author.The abstract should be one paragraph, 150-200 words in length, using accessible language. Think of it this way: the abstract should also serve as a good press release about the research. On the same page as the abstract, include a list of three to five words that help to identify main themes in the manuscript. All text within the document should be in a 12-point Arial font and double spaced (including footnotes), or as specified by journal or course instructor.) Margins should be at least 1 1/4 inches on all sides, or as specified by journal or course instructor. Use subheadings to organize the body of the manuscript. Usually, three different levels of headings should be sufficient. THIS IS A FIRST-LEVEL HEAD ● Place first-level heads in all caps and left-justify. ● Don't use a bold font. ● Don't begin the manuscript with a heading, such as Introduction. This is a Second-Level Head ● Italicize and left-justify second-level heads. ● Don't use a bold font. ● Use the title case.

This is a third-level head. ● ● ● ● ●

Italicize and left-justify third-level heads. These should be indented at the beginning of the paragraph… …followed by a period Don't use a bold font. Capitalize only the first word of the head.

Footnotes and endnotes are used to cite materials of limited availability, expand upon the text, or to add information presented in a table. Endnotes are used more frequently than footnotes, but both should be used sparingly. As a general rule, use one or the other throughout the manuscript but do not mix them. They should be limited to fewer than 100 words.