The Art Book of Writing by Bravo Grammar Con Online

ART BOOK OF WRITING

BY: Esperanza. Herrera

TABLE OF CONTEXT SECTION 1

PG.6

SECTION 2

PG.9

SECTION 3

PG.18

SECTION 4

PG.20

SECTION 5

PG.24

SECTION 6

PG.26

brief Introduction

In this book of writing you will learn how to write properly through sections. The examples that are used are referenced from Art. I hope that people that can't grammar and like art learn a little bit more about grammar.

I am not good at big intros so you get pretty pictures

About the Author I am a high school student who finds it hard to spell and even harder to use correct grammar. I constantly spell words wrong, I don't think that once in my life that I was able to write a sentence and not spell at least one word wrong. But this book is not about spelling, it's about grammar and how to write, which I also struggle with. This small praagh probably has incorrect grammar. I am 16 but I look like a forever freshman, my height is 5,2 but I like to tell people am 5,3. I look smaller when you see me in real life, I like to walk away in mid conversion if I get bored of it. Whenever I write an essay or anything with words I ten to put “sorry I can't spell”. I can draw very well though, I've been drawing and painting for about since I was In third grade. I like to make stories with my art but I just can’t seem to get those stories on paper. I love sugar but have been struggling with eating and haven’t been able to gain weight for over 3 years now. I love food but I am picky and ten to eat slowly and it takes me all day to finish a whole meal, most of the time I don't finish and just throw it away which I hate. My mom was bulimic when I was my age and is scared that I will become anorexic. I don’t want to eat slow but I don’t know how to eat fast. I want to make a book, a comic book but struggle with starting and when I do I find it hard to continue. This is Jordan he makes me eat when I don’t want to.

Dedication I would like to say I dedicated this to all my english teachers in the past but I can not. I dedicated this to myself to still try to get better at grammar and writing. My english over the past normally gave up on me and my spelling/ grammar at least that is how I feel. So throughout this project/ book I want to get better.

I thought this goes with my theme kinda

SECTION 1 PUNCTUATION and CAPITALIZATION Punctuation â&#x20AC;&#x201C; Identify the function and create one (1) example sentence of the uses for each mark. 1. . ---> the period is used to end a sentence and used for abbreviations. Example: -Jackson Pollockâ&#x20AC;&#x2122;s paintings are very abstract. -sentence -O.M.G your painting is so good. -abbreviation

2. , ---> the comma is used to make a list, dates in time, and separates grammatical components. Example: -There are alot of famous artists like Pablo Picasso, Vincent van Gogh, Leonardo da Vinci, and many more. -list -Leonardo da Vinci was born on April 15, 1452 and died May 2, 1519. -dates in time -Vincent van Gogh was not famous when he was alive, he also chomped his ear. -separating grammatical components.

3. – ---> the em dash is used to replace commas, parentheses, or colons but causes a slightly different affect. The em dash can only be used twice in a sentence or it can cause confusion. Example: salvador dalí painted many paintings -produced over 1,500 paintings- before he died. 4. - ---> En dash is used to represent a rage of numbers, dates , and time. Example: Michelangelo made “The Creation of Adam” through 1508–1512.

5. : --->Colon is used for introducing lists and emphasis. Example: Michelangelo painted many paintings like: The Creation of Adam, Doni Tondo, and Sistine Chapel ceiling. 6. ; --->Semicolon is used like a strong comma but a weak period. Example: 7. ? --->Question marks are used at the end of a sentence to indicate that it's a question. Example: why did Vincent van Gogh cut off his ear? 8. ! ---> Exclamation point are used at the end of a sentence to let the reader know that its extreme. Example: Salvador Dalí had a pet ocelot!!! 9. ‘ ---> Apostrophe are used for contractions, plurals, and possessives.

Example: Salvador Dalí has so many art pieces it’s hard to name them all 10. “ ”--->Quotation marks are used for when someone is talking and quotes Example: one of many salvador dali sayings is “I don't do drugs. I am drugs.” 11. … --->Ellipses are used to indicate an omission. Example: Vincent van Gogh was depressed and due to stress cut off his ear . . . then killed himself. 12. [ ] --->Brackets are used to put editorial material’s in quotation marks. Example: 13. ( ) --->Parentheses allow the writer to add information within a sentence. Example: Vincent van Gogh was not famous when he was alive (sold only painting) and was very poor. 14.

--->Slash is used to replace per, and, and or in a sentence.

Example: Jackson Pollock/Jack the Dripper is a famous artist. 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.

SECTION 2 TEMPLATE AND GUIDELINES PARTS OF SPEECH NOUNS Types of nouns: (list three to five words of each type) · Common Nouns: name a class of people, places, things, or ideas. EX: Open Air Museum, Museum of Art, library of art, artists,painters.

· Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX: Goreme Open Air Museum, Metropolitan Museum of Art, Storm King Art Center. · Compound Nouns: consist of words used together to form a single noun. EX:worldwide, paintbrush, sketchbook.

· Concrete Nouns: refer to material things, to people, or to places. EX: brush, paint, charcoal. · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. EX: compassion, sacrifice,wisdom.

Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Mr. van Gogh died painfully after shooting himself. · Direct Object (comes after the verb and answers what or whom) Mr. da Vinci asked Jake t o paint for the painting that needed to be finished. · Indirect Object (answers to who or to whom) Mr. da Vinci gave letters to his family at times he needed help.

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 9

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 judges himself more harshly than his other artist companions. She painted herself two times. to intensify a point: The artist himself sold the artpeace. Even though it was hard, “I found the money myself to buy it” the buyer thought. 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: The artist got their paint from the store. (artist are the subject) Passive: The store has paint for the students. (artist are the subject but treated as the object)

Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · Ms. Michelangelo enjoys facility painting in the garden. Participle: word ending in “ing” or “ed” used as an adjective · There really is no drawing of what Jesus really looks like. · Mrs. Michelangelo carefully drove past the painted w alls that he finished. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Mrs. Michelangelo likes to paint people oftenly. 11

ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper (Those paintbrushes, lovely art piece, Russian artist)

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (the painting was Carefully painted, the painting was painted backwards, the artist was not being wise to sketch what he was going to paint first ) –ly, -wards, -wise · Conversions (emotional---> emotionally Quick ---> quickly Flexible ----> flexibly) · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – Mr. van Gogh painted the flowers he saw quickly. (How did he paint?)-quickly Time – Mr. van Gogh will leave for an art auction immediately. (When will he leave?)- now Place – Mr. van Gogh was taken forcibly here t o jail. (where was he taken?)-here(jail) Degree – Mr. van Gogh did exceptionally great art and he should be recognized. (How great is he?)- e xceptionally great Frequency – Mr. van Goghis consistently paints sunflowers. (How often is she pleasant?)- c onsistently

CONJUNCTIONS Coordinating (FANBOYS): for, and, nor, but, or, yet, so Correlative: Either/or; neither/nor; not only/but also; both/and; whether/or; as/so Subordinate: after, though as, as if, as long as, as thought, because, before, if, in order that, provided that, since, so, so that, that, though, till, unless, when, where, whereas, while

Relative pronouns: who (refers to people), which (refers to nonliving object or animals), that (may refer to animals or nonliving objects)

PREPOSITIONS Prepositions link nouns, pronouns, and phrases to other parts of the sentence. Prepositions are NEVER followed by verbs. There are one-word prepositions and complex prepositions. These are some common one-word prepositions: aboard, about, above, according to, across, across from, after, against, along, alongside, alongside of, along with, amid, among, apart from, around, as, as far as, aside from, at, away from, back of, because of, before, behind, below, beneath, beside, between, beyond, but (except), by, by means of, concerning, despite, down, down from, except, except excluding for, for, from, from among, from between, from under, in, in addition to, in behalf of, including, in front of, in place of, in regard to, inside, inside of, in spite of, instead of, into, like, near, near to, notwithstanding, of, off, on, on account of, on behalf of, onto, on top of, opposite, out, out of, outside, outside of, over, over to, owing to, past, prior to, to, toward, under, underneath, until, unto, up, upon, up to, versus, with, within, without.

INTERJECTIONS ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

Interjections are the final part of speech. Find and copy/paste an alphabetical list of interjections here.

A 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 haw, hee, hee, hey, hmm, ho, hum, hoo I ick, is it, ixnay J jeez, just a sec, just kidding K kapish L la, la-di-dah, long time, look M man meh mmm most certainly mymy my my word N nahnawnevernono can do no thanks no way nooo not nuts O oh oh no oh-oh okay okey-dokey om oof ooh oopsey over oy oyez P peace pew pff phew pish posh psst ptui

● ● ● ● ● ● ● ● ●

Q quite R rah rats ready right right on roger roger that rumble S say see ya shame shh shoo shucks sigh sleep tight snap sorry sssh sup T tata tata-da take that, tally hotch, thanks there there there time out toodles touchets tsk-tsk tut tut-tut U ugh uh uh-oh um ur urgh V very nice very well vola room W wah, well well, donewell, well, what, whatever, whee, when, whew, who awhoo whoopee whoops whoops why word wow wuzzup Y ya, yea, yeah, yech, yikes, yippee, yoyoo-hoo, you bet, you don't say, you know, yow,yum, yummy Z zap, zounds, zowie, zzz

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

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

Contrast

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

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. All the artists seriously love expressing themselves in their work. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. The artist student’s knew they would be painting their best this year. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Ms. Frida was warmly welcomed aboard the surrealism train. 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. Ms. Frida, a new artist, worked diligently to make surrealism paintings. 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. Dancing down the stage, the dance team finally saw the finals. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The art program students quickly entered the newly painted studio. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. Many dancers started to practice for the test.

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”)

simple sentence pattern.

INDEPENDENT – CAN stand alone as a complete sentence, known as a

Many different artists require time to do their work. 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. ○ Mr. Frida Kahlo frequently check’s what he has for supplies. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ There are the dance shoes that I absolutely needed. Some adjective clauses begin with relative pronouns: ■ Frida Kahlo is obviously the one who got the most paintings. (ONE is the antecedent of WHO and is modified by the adjective clause.) ■ There goes the painter whose class is usually art. (painter is the antecedent of whose and is modified by the adjective clause.) 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 brushe’s cup where a few could grab it. (place) ■ When the dance finally finished, everyone clapped. (time) ■ We frantically finished the painting’s because there was a time limit. (purpose) ■ The artist talked as if she were passionately repainting the painting. (condition) Modifying adjectives: ■ Spring painting seems to paint twice as long as normal. (how much) Modifying adverbs: ■ Ken danced harder than his friends typically did. (condition) Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The art student who starts first will be able to finish early. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When painting, the artist keenly keeps her eyes on the canvas. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The dance course that most interests Mr. Hank is clearly AP dance.

Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ Mr. Jeff dance lessons, which ended six months ago, are starting again.

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 famous dance team patiently waited for the contest scores. Predicate – what the subject does The famous dance team patiently waited for the contest scores.

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Learning to draw straight lines helps artists draw better. Imperative – a sentence that makes a command (ends with a period mark) Learn to draw better lines quickly. Interrogative – a sentence that asks a question (ends with a question mark) Why would anyone not want to draw straighter lines? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) That drawing was so much nicer!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Most paintings in museums are in the form of complex meaning. 21

Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Many paintings that are big take up time, but they all can be masterpieces. Complex Sentence: A sentence with one independent clause and at least one dependent clause. When you practice a dance, the moves can regularly get easier over time. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Whether you plan ahead or not, most paintings for people get done, but they 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. Dancing is going to change your workout, no matter what type of dance you do or how complex the moves are. 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 what type of dance you do or how complex the moves are, Dancing is going to change your workout. 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. Art students tend to work hard, to stay painting at night, and to finish their painting while others do not.

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. Art students spend their days finishing old paintings assignments and starting new painting assignments at the same time. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Art students make the paintings 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. Art students typically exhibit sleepiness, eye coronation, grit, excellence. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Art students typically exhibit sleepiness and eye coronation, grit, imagination and excellence. Anaphora: A sentence that features the purposeful repetition of a word, words, or a phrase at the beginning of several successive clauses in order to place emphasis and draw attention. For so many people, art school can be the easiest time of their lives, while for others art school is the hardest part of their lives, but most will agree that art school can feel like the weirdest part of their lives. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Dance students so often spend their days practicing for contests, their nights working on rehearsals, their breaks thinking about contests that it sometimes can feel like they live only for dance.

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

The dance students wanted to stop rehearsing for the finals they needed to do rehearsing for another upcoming competition they had no time. [WRONG] The dance students wanted to stop rehearsing for the finals BECAUSE they needed to do rehearsing for another upcoming competition AND they had no time. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas The dance students wanted to stop rehearsing for the finals, they needed to rehearse for another upcoming competition, they had no time. [WRONG] The dance students wanted to stop rehearing for the finals. They needed to rehearse for another upcoming compentition; they had no time. [RIGHT]

Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because the dance students had no time. [WRONG] Because the dance students had no time, they had to rehearse 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 dance team picnic, the coach brought a salad to the dancers that was cold. [WRONG] At the team picnic, the coach brought a salad that was cold to the dancers. [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force The art students knew that it wouldn’t do them any good to make a masterpiece . [WRONG] The art students knew that it would not do them any good to make a masterpiece. [RIGHT]

SECTION 5 TEMPLATE AND GUIDELINES PARAGRAPHS Paragraphs – a group of sentences that together convey a shared purpose structured around the same topic. Introductory Paragraphs (Introductions) Hook (Lead) – can begin with the title Anecdotal (Brief story to set the mood and lead the reader into the topic) Ex. Often throughout the first 18 years of your life your parents take care of you and help you grow. Rewarding you when you make them proud or impress them and disciplining you when you did something they didn’t like. The better you stay in line the less they get angry at you, not breaking their rules and not being disobedient. As children this was ok because they were teaching you rules of the world that no one talks about, but when you want something you're now thinking that’s it's wrong. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Ex. Is arguing a bad thing? 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. arguing is to want something Fact (empirically verifiable but often difficult to argue extensively about better used as evidence to support a claim) Ex. to start a argument it's easy Opinion (personal position on a topic) Ex. arguing is fun and is ok to do it for no reason. Belief (social, religious, or political in nature – an opinion held by many to be a fact, though it is not necessarily factual – often involves a judgement)

Ex. Indulging in the temptation of arguing for the wrong reasons is as bad as shooting someone. Generalization (uses absolute or statistical pronouns: all, always, every, never, none, most, half – avoid using this type of thesis statement unless citing the source of the data) Ex. arguing for the right reasons is liberating and freeing your emotions. Document Based (cites a specific source, author, and position on a topic) Ex. In “how to argue and win every time”, Gerry Spence argues that arguing is a part of life we deal with all the time and can’t live without.

SECTION 6 TEMPLATE AND GUIDELINES ESSAYS Essays – An essay is the combination of the praghs put together in an orderly fashion to describe a topic. Types – There many types of essays like Persuasive (Argumentative) -use to convince the reader on what there arguneing on Expository (Informative) Definition or Description Process (How-to) Compare and Contrast Cause and Effect -explain there topic Analytical/Critical Evaluative Interpretive Narrative (Tells a story) Personal Statement/Anecdote -to tell a story Research Timed Document Based Question (DBQ) Synthesis Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts. Pre-writing/Prompt Analysis/Outlining Researching/Evaluating of Sources Figure out your main idea/fine quotes that sport your claim/ write it/ fix the mistakes/ include sources 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- you first put the author's last name and the page number of where you got the information. 27

APA Format- you put the authorâ&#x20AC;&#x2122;s last name and when the information was published.