1
-------------------------------------------- The Unexpected Change --------------------------------------------
By: Alexa Monsibaez
2
Table of Context Page Introduction…………………………………………………….. 3 About the Author………………………………………………. 4 Section 1 -Punctuation and Capitalization……………. 5 Section 2-Parts of Speech…………………………………… 7 Section 3-Phrases and Clauses……………………………. 15 Section 4-Sentences…………………………………………… 18 Section 5-Paragraphs…………………………………………. 21 Section 6-Essays………………………………………………… 24
3
Introduction
Prepare yourself because this book is one of a kind and will lead you to the right path. It will help you understand what you need to know. This has all the information about English grammer and all the topics. Change is good and others may say it’s not but change is good, change is what needs to happen sometimes. Some of the examples deal with racism and discrimination, very serious topics. So enjoy because you will learn a lot and allow for change and open yourself to it as well.
4
About the Author My name is Alexa Monsibaez and I am a junior at Francisco Bravo Medical Magnet High School. I come from a Mexican family. These past few months I have learned a lot and not just about the world but about everything. Lots of things change and during this quarantine the unexpected happened and like said before it can be good or bad and this year all of us have gone through change and it was also unexpected. Just how we are now at home and it’s been months. So keep on reading because this will make you see everything differently from all kinds of different perspectives.
5 SECTION 1 PUNCTUATION and CAPITALIZATION Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1. . Periods (end punctuation for imperative deperative) Ex: I walked my dog. 2. , Commas (Whatever is in front of the comma can be switched with what's behind the comma) Ex:When they came to the second period, the student learned about commas. 3. – em dash (can be used instead of parentheses, commas, colons, or quotation marks in a sentence) Ex: I pay the bills-she has all the fun. 4. - en dash (used to hyphenate) Ex: Red team won 3-1 in this match. 5. : colon (connect two sentences) Ex: The teacher had requirements for letters of recommendation: diligence, perseverance, grits. 6. ; semicolon (link two or more ideas) Ex: The student practiced writing; they worked on reading; they improved their communication skills. 7. ? Question mark (Interrogative) Ex: When are we going to the beach? 8. ! Exclamation mark (exclamatory) Ex: I missed you! 9. ‘ apostrophe (contraction open and close within a body of quotation marks) Ex: It’s good. 10. “ ” quotation marks (indicates an interrogative clause or phrase in many languages) Ex: “ The teacher wished students a happy day.” 11. ... Ellipsis ( indicate the omission of words in the middle of a quoted sentence or the omission of sentences within a quoted paragraph) Ex: “The teacher wishes students a happy ... weekend.” 12. [ ] bracket (to insert something) Ex: The teacher wished the students a happy day before the [three-day] weekend.”
6 13. Ex: 14. Ex:
( ) Parenthesis (parenthetical information not necessary but useful) She gave a nice bonus ($500). / Forward (slash used to indicate options) Wednesdays/Fridays
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. Capitalize the First Word of a Sentence Ex: The cat is sleeping. 2. Capitalize Names and others Proper Nouns Ex: My favorite author is Jane Austen. 3. Don’t Capitalize After a Colon (Usually) Ex: I have one true passion: wombat racing. 4. Capitalize the First Word of a Quote (Sometimes) Ex: Mario asked, “What is everyone doing this weekend?” 5. Capitalize Days, Months, and Holidays, But Not Seasons Ex: Tom’s birthday is in June. 6. Capitalize Most Words In Titles Ex: The first movie of the series in Harry Potter and the Sorcerer’s Stone. 7. Capitalize Cities, Countries, Nationalities, and Languages Ex: My mother is British, and my father is Dutch. 8. Capitalize Time Periods and Events (Sometimes) Ex: In the Middle Ages, poor hygiene was partly responsible for the spreading of the bubonic plague.
EX: (Used to begin a sentence) – Sadly for some, 11th grade is the year with the most high-stakes testing.
7
SECTION 2 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. cafe, hall, library, club, · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). Detroit, Harlem, Pennsylvania, New York, New Orleans · Compound Nouns: consist of words used together to form a single noun. hallway, desktop, runway, streetway · Concrete Nouns: refer to material things, to people, or to places. stool, books ,chair, zoot suit · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. optimism, intelligence, ambition, frantic Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) The white people spoke rudely to the black people who worked there. · Direct Object (comes after the verb and answers what or whom) Charlie kept asking Hilda if she worked in Lansing. · Indirect Object (answers to who or to whom) Reginald always looked up to me while we were growing up. PRONOUNS Pronouns take the place of nouns that have been established. Personal: Nominative (subjects) Objective (objects) I/we me/us
8 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
our, ours your, yours their, theirs
Relative:
Nominative who That
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: I always thought to myself if just me being black was ghetto. I heard my dad himself say that being black makes you ghetto. to intensify a point: The hustlers are always the one thinking to themselves about what their next move is. It's not that hard to “Work harder and smarter” as the folks say. 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,
9 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 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) infinitive verbs (indicate tense) infinitive 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 workers got their checks in the mail. Passive: The checks had brought money to the workers. Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · Renting pillows and keeping the coaches clean and the whiote Passengers are happy. Participle: word ending in “ing” or “ed” used as an adjective · But he decided on the basis of his own impression, having seen me in his
10 place so many times, sitting, quietly, almost in awe, observing the hustling. · She just managed to pull herself together enough to invite me in. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Hustlers out trying to make a name for themselves to get respect. 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) The white folks always see themselves as higher than people of color. ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each) –ly, -wards, -wise Bartending was surprisingly easy until white folks come and treat you like trash.
· Conversions (Show how three words related to your subject can become adverbs – Example: “Educational” becomes “Educationally”) · Types: Extreme becomes extremely Manner, Frequency, Degree, Place, Time
Example Types: (Create one example each related to your subject) Manner – The kid quickly started chasing the other kid. Time – The principle heard complaints and immediately started making changes. Place – The teacher was teaching willingly there that day. Degree – Hustling was not an easy thing to do but I was exceptionally good at it. Frequency – People of color 9i. are consistently getting disrespect by white men.
CONJUNCTIONS Coordinating (FANBOYS): for, and, nor, but, or, yet, so Correlative: Either/or; neither/nor; not only/but also; both/and; whether/or;
11 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 non living 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 c omplex prepositions. These are s ome common one-word prepositions: aboard, about, above, according to, across, across from, after, against, a long, 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.
1. A ha, Ahem 2. Alas, Amen, Aw, Awesome, Aww, 3. Bada-bing, Bah, Baloney, Big deal, Bingo, Boo, Boo-hoo,Booyah, Boy, Bravo, Brilliant, Brrr, Bull, Bye 4. Cheers, Come on, Cool, Cowabunga 5. Dang, Darn, Dear me, Duck, Duh 6. Eh, Enjoy, Excellent 7. Fabulous, Fantastic, Fiddledeedee, Finally, For heaven's sake(s), Fore, Foul, Freeze 8. Gee, Giddyap, Golly, Goodbye, Good grief, Good heavens, Gosh, Great, Great balls of fire
12 9. Ha, Hallelujah, Heavens , Heigh-ho, Hello, Help, Hey, Hi, Hip, hip, hooray, Hmm, Ho-ho-ho, Holy mackerel, Ho-hum, Hooray, Howdy, Huh 10.Ick 11. Indeed 12.Jeez 13.Kaboom, Kapow 14.Lordy 15.Mama mia, Man, Marvelous, My: My goodness 16.Nah, No problem, No way , Nope, Nuts 17. Oh, OK , Ouch, Ow 18.Please, Poof 19.Shh, Super, Swell 20. Welcome, Well, Whoop-de-doo, Woo-hoo, Wow 21.Yabba dabba doo, Yadda, yadda, yadda, Yippee, Yummy
Transitions of Logic Chart
Addition
Milder
Stronger
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
13
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
14
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
15
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
SECTION 3 PHRASES and CLAUSES Phrases – groups of words that function as a part of speech. Noun Phrase: A group of words consisting of nouns or pronouns and their modifiers that function as a noun. All the waiters wished that they would get a raise. Verb Phrase: A group of words consisting of verbs working together and function as a verb. All the hustlers at the club knew they would be working hard that week. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. He will make sure he gets his money back at any cost. 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. Hida , a new waiter, had her first tip of the night at the club. Verbal Phrases: A group of words that begin with a verbal and ends with a noun.
16 ● Gerund Phrase verb ending in -ing that functions as a noun. Running down the alley, the white man chases the young black man. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The STAR program students quickly left the abandoned lab. The mother and her daughter quickly ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. The black man knew it was time to leave the club once the white men walked in. 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 night club requires waiters to clock out after their shift. DEPENDENT (SUBORDINATE) – CANNOT stand alone as a complete sentence and MUST begin with a SUBORDINATE CONJUNCTION. There are seven (7) kinds: Noun Clause: Used as the noun in a sentence and may function as a subject, a predicate noun, a direct object, an object of a preposition, an indirect object, or an appositive. ○ Where she grew up firmly made the principal who she is. ○ Kindly give whoever calls an answer. ○ That the teacher was happy was totally obvious. ○ Mr. Flores wisely checked what he had for supplies. Where he grew up really explains why he acts that way. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ This is the school where students triumphantly do well. (“where” is an introductory word) ○ There is the suit that I absolutely needed. ○ The grade that you wanted is clearly within your grasp.
17 The zoot suit is apparently that one he absolutely needed.
Some adjective clauses begin with relative pronouns: ■ Olivia is obviously the one who got the most votes. (ONE is the antecedent of WHO and is modified by the adjective clause.) ■ There goes the teacher whose class is usually biology. (TEACHER is the antecedent of whose and is modified by the adjective clause.) ■ Science class informatively teaches how relative humidity is the amount of water vapor that the air contains. ■ Is this the book that you so vehemently want? (that is the direct object of want) ■ Tina is the girl whom he shyly asked to the dance. (whom is the direct object of asked.) ■ The recommendation letter to which you refer has sadly been lost. (which is the object of the preposition to.) ■ Samantha is an athlete who easily shrugs off criticism. (who is the subject of shrugs.) The waiter obviously was the one who got the most tips.
Adverb Clause: Used to modify verbs, adjectives, and adverbs in an independent clause, introduced by a subordinate conjunction and used to indicate time, place, cause, purpose, result, condition, and/or concession. Modifying verbs: ■ They unfortunately put the bus sign where a few could see it. (place) ■ When the bell finally rang, everyone left. (time) ■ We sluggishly left the library because we were tired. (purpose) ■ The ASB president talked as if she were passionately running for re-election. (condition) When the clock finally struck 12, everyone left. Modifying adjectives: ■ Spring semester coldly seems twice as long as it used to be. (how much) ■ Mr. Russell is as amusingly funny as his uncle. (to what extent) This 4 hour shift seems like twice as long as it used to be. Modifying adverbs: ■ Suzy studied harder than her sisters typically did. (condition) Malcolm tried harder than any of his sisters did.
18 Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The student who finishes first will earn an indulgent tasty cookie. The person who finishes first gets $50. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When driving, the instructor keenly keeps her eyes on the road. When walking across the road, I always look both ways. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The course that most interests Mr. Marks is clearly AP English Literature. The job that most interested me is clearly at the fashion store.
Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ Mr. Fette’s choir lessons, which began six months ago, are regretfully over. The job opportunities, which were open one month ago, are still open.
SECTION 4 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 customers patiently waited for the waiter to take their order.
Predicate – what the subject does The customers patiently waited for the waiter to take their order.
Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Learning to hustle as a black man helps me maintain a stable income.
Imperative – a sentence that makes a command (ends with a period mark) Learning to hustle and get money fast.
19 Interrogative – a sentence that asks a question (ends with a question mark) Why would anyone not want to know how to hustle. Exclamatory – a sentence that expresses great emotion, passion, excitement(ends with an exclamation mark) This life of hustling is so much better!
Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Most of the hustle is in the person's personality and strength.
Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Hustling to put food on the table takes time, but it can be done. Complex Sentence: A sentence with one independent clause and at least one dependent clause. When you set up a plan, hustling can get easier throughout time. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Whether you have a plan or not, hustling can be done, but it can take up a lot of time. 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. Hustling is going to change your life, no matter how you do it or how long it takes. 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 how poor you are or where you stand, if you start hustling it will change your life. Parallel Structure: A sentence using the same pattern of two or more verbs or ideas that match in tense or structure to show that they are of equal importance and to help the reader comprehends what is being written - this sentence requires symmetry.Hustlers tend to work hard, take midnight shifts, and to keep on going where others give up.
20 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. Young hustlers spend their days working hard and in the night even harder. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Young hustlers make the low paid jobs what it is and it would be nothing without them. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Hustlers typically are extremely committed, hard workers, strong. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Hustlers typically are extremely committed and strong and hard workers. 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, money never seems to be a problem, while for others it’s their top priority, but most will agree that money comes and goes. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Young hustlers so often spend their day working, their nights working, their breaks thinking about how much work they have.
Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. The young hustler wants to keep working. They need to work to pay their bills on time. [WRONG] The young hustler wants to keep working because they need to pay their bills on time. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas Young hustlers want to figure out another way to be successful, they also need to work for other jobs, they have no time. [WRONG]
21 The young hustlers want to figure out another way to be successful. They also need to work for other jobs; they have no time. [RIGHT] Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because the hustlers had no time. [WRONG] Because the hustlers had no time, they had to work faster. [RIGHT] Misplaced/Dangling Modifiers – modifiers are words, phrases, or clauses that add description; a misplaced modifier describes the wrong part of a sentence and a dangling modifier is missing the part it’s supposed to modify At the club, the waiter gave a steak to the customer that was medium rare. [WRONG] At the club, the waiter gave a steak that was medium rare to the customer. [RIGHT]
Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force The workers knew it wouldn’t do them no good to waste time. [WRONG] The workers knew it would not do them any good to waste time. [RIGHT]
SECTION 5 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) The idea of change is often portrayed as bad and unnecessary. As human beings we all face change and struggles in our lives. Some may face these struggles and changes early on in life which does affect them in the long run in an either good or bad way. Change is inevitable but is extremely necessary in order to grow as a person. As many are closed minded to change there are others who stand up for change and topics such as police
22 brutality, racism, and so much more. Putting this light no matter how big or small it all does matter and is a step to their goal, change. Query Based (Question that brings the reader to the topic) Does the amount of struggles faced in our lives matter? 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) Issues such as racism is very relevant in many people's day to day life and should be talked about more Fact (empirically verifiable but often difficult to argue extensively about -better used as evidence to support a claim) Important issues are as important as the latest scandal on social media. Opinion (personal position on a topic) Racism is one of the most important issues in American society. 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) White privilege is a real thing that many do not acknowledge at all. 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) Every police brutality death is one more name added on to a long list that shouldn't even exist. Theory (a statement that can be tested and potentially proven - often answers a research question) We live in a society that is ready and needs change. 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)
23 Change is hard to accept but not impossible. There are many issues we all must bring up, talk about and take that one step forward to change for the better. 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) Additionally, multiple sources indicate that America is full of many different kinds of people and many or open to change while others are not. (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) 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) Summarizing (condensing larger quotes or sections - useful for closing the examination of the quote/evidence and transitioning to your analysis of the quote) Abstract Examples (hypothetical, “what if” examples that do not refer to a source – AVOID USING THEM AS EVIDENCE – but useful for examining the quote) People might accept change if they understood why it’s necessary. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote)
24 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) 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) Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Reestablishing the Significance of the Thesis (could be one or more sentences) Final Sentence (connects to the hook and finishes the essay – the “Smokey the Bear”/”Drop the mic”/dot dot dot moment...)
SECTION 6 ESSAYS Essays – An essay is a short academic composition. Types – Persuasive (Argumentative)-is meant to present arguments in the favor of something. It has an additional fourth body paragraph that is meant to present opposite arguments. Expository (Informative)-exposes things in detail to make readers understand without any complications. Definition or Description Process (How-to) Compare and Contrast Cause and Effect Analytical/Critical-analyzes something, such as in literature an analytical essay analyzes
25 a piece of literature from different angles. Evaluative Interpretive Narrative (Tells a story)-essay is a narration like a short story. It is, however, different from a short story in that it is written in an essay format. Personal Statement/Anecdote Research-exposes things in detail to make readers understand without any complications. TimedDocument Based Question (DBQ) Synthesis Strategies/Planning Tips/Steps – Pre-writing/Prompt Analysis/Outlining Researching/Evaluating of Sources First you would need to figure out what your thesis is and then create body paragraphs that support your thesis.
Work Cited Page – MLA Format-formatting and page layout ● applying stylistic technicalities (e.g. abbreviations, footnotes, quotations) ● citing sources ● preparing a manuscript for publication in certain disciplines Ex: Last Name, First Name. Title of Book. City of Publication, Publisher, Publication Date.
APA Format-the organization of content ● writing style ● citing references ● and how to prepare a manuscript for publication in certain disciplines. Ex:
26 Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Publisher Name. DOI (if available)
27