Shopping Mall Book of Writing

Shopping Mall Book of Writing

By: Karla Serna

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Table of Contents Introduction………………………………………………………………………………………….. 3 Dedication…………………………………………………………………………………………..... 4 About the Author……………………………………………………………………………………. 5 Punctuation and Capitalization…………………………………………………………………. 6 Parts of Speech………………………………………………………………………………………. 8 Phrases and Clauses……………………………………………………………………………….. 16 Sentences…………………………………………………………………………………………….. 19 Paragraphs……………………………………………………………………………………………. 22 Essays………………………………………………………………………………………………….. 26

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Introduction

This book was created to help understand critical pieces of grammer, and help open doors with just a simple fix in everyday writing. The concept of this particular book is a relatable environment, a shopping mall. There are many people who get excited about visiting malls and splurg on themselves. That is the exact feeling people should have about the English language.

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Dedication

I would like to dedicate this book to those close to me, my friends. For three years now they have made it a goal to mock my mispronoucations on many words: burglary, mercrcery, mutual, etc… However, over the course of this book, I learned I may not know how to say those words properly but I do know how to put together a well written book. Sometimes if the piece of work is outstanding, a person can forget any embarrassing moments.

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About the Author

Karla Serna is a student who is in short, weird.

She likes to be considered average in the eyes of the public, but with a little twist. Her favorite color is brown, she doesn’t like pizza, and dislikes attention. This book may seem plain to the average reader, but holds a lot of representation of the author. Karla enjoys going out to the mall, becasue it gives her the sense of invisiblisibilty. There are more than hundreds of people in there and no one is paying attention to a stranger.

However, she hates purchasing items because she feels like a nuisance to the store clerk. This does not stop her from splurging a lot for her friends and family.

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Punctuation and Capitalization Punctuation – Identify the function and create one (1) example sentence of the uses for each mark.

1. . ​ Period is used to terminate a sentence.

Ex: Many people enjoy shopping.

2. , T ​ he purpose of the comma can go many ways. It can be used to separate three or more words, or separate grammatical components of a sentence.

Ex: My original plan was to visit the food mart, but I decided togo to the holiday department.

3. –​ ​Em dashes can potentially replace commas, parenthesis, or colons.

Ex: Brenda’s favorite store is Choice Music LA— Kpop album store.

4. - ​ E ​ n dashes are used to represent a span or range of numbers, dates, or time.

Ex: The year of 2020-2021 is very unfortunate for indoor shoppers.

5. : ​The colon can be used to introduce a list of items, separate two independent clauses, or provide emphasis.

Ex: Angela speaks three languages: Cantonese, Mandarin, and English.

6. ; T ​ he semicolon is ​most commonly used to link two independent clauses that are closely related in thought.

Ex: ​When I finish here, and I will soon, I'll be glad to help you; and that is a promise I will keep.

7. ? ​The question mark is used to punctuate a direct question.

Ex: Do you think I should but the album?

8. ! A ​ n exclamation mark is used to indicate a strong feeling or phrase of importance.

Ex: After many hard working days I gained a money to spend!

9. ‘ ​ T ​ he apostrophe has three uses: contractions, plurals, and possessives.

Ex: Angla’s least favorite store was the book store, because the clerk was really strict.

10. “ ”​ Q ​ uotation marks are mainly used to denote content that is being repeated word for word Ex: Was it Patrick Henry that proclaimed, “I know not what course others may take, but as for me, give me liberty or give me death”?

11. … ​ A ​ n ellipsis is a three-period collection that suggests an absence.

Ex: In the baseball game, our team scored four homeruns, the other team, only two…

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12. [ ] ​ B ​ rackets are punctuation marks used to provide material within a statement that is not important to the key argument.

Ex: With [his son] Al, Bill shook his hands 13. ( ) ​To enclose material that describes or is used as a context, use parentheses.

Ex: He eventually replied that he did not understand the question (after taking five minutes to think).

14. / ​ ​Sometimes, it is intended to denote the expression or where a slash is used in a formal or informal document. The slah could also indicate the word per as well as and.

Ex: For many people, the pineapple pizza / no pineapple pizza controversy is a hot topic in this cycle.

EX: Comma​(​ used to switch words around in a list)​– Strangers in the mall can freely choose between grocery shopping​,​​album shopping​, ​window shopping​, ​and gift shopping.

Capitalization – Identify and create one (1) example sentence for each rule of capitalization.

1. The beginning of a sentence.

Ex: ​T​he store is set to open on Monday.

2. Proper Nouns and names Ex:My cat, ​Th ​ elma, is very fat.

3. Don’t capitalize after a colon Ex: I have one expensive hobby: ​co​ llecting albums.

4. Capitalize the first word of a quote.

Ex: Brenda claimed, “ ​I​ hate the feeling of wearing braces.”

5. Capitalize Days, Months, and Holidays, But Not Seasons Ex: My birthday is​ F​ebruary 9th, but my due date was supposed to be ​Va​ lentine’s ​D​ay.

6. Capitalize Most Words in Titles Ex: ​Ea​ st of​ E​den​ is one of my favorite books.

7. Capitalize Cities, Countries, Nationalities, and Languages Ex: I want to visit ​C​hina and practice my M​andarin!

8. Capitalize Time Periods and Events (Sometimes) Ex: The pandemic is feeling very similar to the M​iddle A ​ g​ es when there was the plague.

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EX: (Used to begin a sentence)​– S​ a​dly for some,window shopping is the only option.

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. E​ X: shop,

cinema, marketcenters, customer. ·

Proper Nouns:​give the name or title of a particular person, place, thing, or

idea (must be capitalized). ​EX: Glendale Galleria,The Americana at Brand, Koreatown Galleria. ·

Compound Nouns: ​consist of words used together to form a single noun.

EX: makeup, bookstore, wheelchair. ·

Concrete Nouns: ​refer to material things, to people,

or to places. ​EX: police, music, wallet. ·

Abstract Nouns:​name ideas, qualities, concepts,

emotions, or attitudes. E ​ X: dedication, defeat, ambition.

Functions​(How nouns are used​): Write one sentence for each function. ·

Subject​(comes before the verb)

Mr. Kang ​spoke harshly to the children who had not followed the new protocols.

·

Direct Object​(comes after the verb and answers what or whom)

Mr. Chan persuades ​Subin t​o promote the shop outside the door with a sign.

·

Indirect Object​(answers to who or to whom)

Mrs. Lo gave a $20 dollar bill to her ​son a​t the check out register.

PRONOUNS Pronouns take the place of nouns that have been established.

Personal: Nominative (subjects) Objective (objects) 8

I/we you/you He, she, it, one/they

Possessive My, mine Your, yours His, her, hers, its, one’s

Relative: Nominative who That

me/us you/you him, her, it, one/them

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: She conserves h​ erself ​more strictly than her mother​.​ She bought h​ erself​ two books. to intensify a point: The CEO ​himself opened​ the mall. Even though it was a lot of money, “I can pay for the food m ​ yself​” the teenager 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.

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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 customers got their discounts in the shop. (customers are the subject) Passive: The shop has given discounts to the customers. (customers are the subject but treated as the object)

Verbals​: (VERB FORMS NOT USED AS VERBS) Gerund:​ ​ word ending in “ing” used as a noun​. · Johnny enjoys leisurely ​spending i​n the mall.

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Participle:​ w ​ ord ending in “ing” or “ed” used as an adjective · There really is no ​gaming ​room on the fith floor. · Ms. Marks carefully drove past the d ​ eserted​mall.

Infinitive:​ ​verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Ms. Serna likes t​ o shop a​lbums quickly.

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)

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings​ (Create one example related to your subject for each) –ly, -wards, -wise · Conversions ​(Show how three words related to your subject can become adverbs – Example: “Educational” becomes “Educationally”) · Types​:

Manner, Frequency, Degree, Place, Time

Example Types:​ (Create one example each related to your subject) Manner​– Ms. Woo payed for the phone call ​quickly​.

(How did he pay?)

Time​– Mr. Don will leave for a shopping trip ​shortly​.

(When will he leave?)

Place​– Somin was h ​ appily here ​earlier today shopping with Matthew​.

(​Where was she?)

Degree​– The teen was​ slightly g​ood at the arcade games.

(How good is she?)

Frequency​– Shea is c​ onsistently​aware of the people and staff around her.

(How often is she aware?)

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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 o ​ ne-word prepositions​and complex prepositions. ​These are s​ ome​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.

● ● ● ● ●

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!

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● Congrats! ● Crikey!

Transitions of Logic Chart

Addition

Comparison

Milder

Stronger

a further

further

and

furthermore

and then

moreover

then

in addition

also

additionally

too

besides

next

again

another

equally important

other

first, second

nor

finally, last

just as ... so too

similarly

a similar

comparable

another... like

in the same way likewise

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Contrast

but

however

yet

still

and yet

nevertheless

still

on the other hand

otherwise

on the contrary

or

even so

though

notwithstanding

but another

for all that

rather

in contrast alternatively at the same time though this may be otherwise instead nonetheless conversely

Time

Purpose

then

meanwhile

now

at length

soon

presently

afterward

at last

later

finally

shortly

immediately

earlier

thereafter

recently

at that time

first, second, third

subsequently

next

eventually

before

currently

after

in the meantime

today

in the past

tomorrow

in the future

to do this

to this end

so that

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

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Place

there

at that point

here

opposite to

beyond

adjacent to

nearby

on the other side

next to

in the front in the back

Result

so

hence

and so

therefore

then

accordingly consequently thus thereupon as a result in consequence

Example

that is

for example

specifically

for instance

in particular

an instance of this

for one thing

this can be seen in

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Summary and Emphasis

in sum

in short

generally

on the whole

after all

as I said

by the way

in other words

in general

to be sure

incidentally

in fact

naturally

indeed

I hope

clearly

at least

of course

it seems

anyway

in brief

remarkably

I suppose

I think assuredly

in any event importantly certainly

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 customers ​persistently wanted that coupon on Black Friday..

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

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The employers knew they w ​ ould be working​ extra hours this weekend.

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

There was a suspicious bag u ​ nder the bench.

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.Soo​, the store manager,​ added a new policy to the contract.

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

Walking up the food court​, the Panda Express finally opened. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective​.

The group of teens quickly left the o​ ccupied store​. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that ​function as nouns, adjectives, or adverbs​.

Many people knew it was time t​ o wait for the store opening​.

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 c​ omplete sentence​, known as a ​simple sentence pattern​.

Choice Music LA requires employers to work really hard.

DEPENDENT (SUBORDINATE) – C ​ ANNOT​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 clerk carefully checked w ​ hat he had for supplies​.

Adjective Clause​: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ There is the suit ​that I absolutely needed​.

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Some adjective clauses begin with relative pronouns: ■ There goes the loyal customer w ​ hose order is usually an ice coffee.

Adverb Clause​: Used to m ​ odify 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: ■ We sluggishly left the food court b ​ ecause we were full​. (purpose) Modifying adjectives: ■ Winter sales seem twice a​ s fast as it used to be​. (how much) Modifying adverbs: ■ Carlos splurged more t​ han his friends typically did​. (condition) Relative Clauses​: Dependent clause that begins with a r​ elative pronoun​. ○ The person ​who checks-out first​ will earn an impressive discount.

Elliptical Clauses​: Adverb clauses in which part of the clause is omitted. ○ When purchasing​, the mother keenly keeps her eyes on the items bought.

Essential Clauses​: Clauses necessary to the meaning of the sentence. ○ The music genre ​that most interests Brenda ​ is clearly korean pop.

Nonessential Clauses​: Clauses that are NOT necessary to the meaning of the sentence. ○ Quickly’s Boba Shop, ​which opened six months ago​, is rising in popularity.

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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 super excited children​ patiently waited in line for the Santa Claus meet and greet.

Predicate – what the subject does The super excited children p ​ atiently waited in line for the Santa Claus meet and greet.

Sentence Types

Declarative – a sentence that makes a statement (ends with a period mark) Christmas shopping begins at the end of November.

Imperative – a sentence that makes a command (ends with a period mark) Practice manners immediately.

Interrogative – a sentence that asks a question (ends with a question mark) Why would anyone not use mailed coupons?

Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) That store’s Clarence is such a catch!

Sentence Patterns

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

Joe waited for the store to open.

Compound Sentence: A sentence with ​multiple independent clauses​, but n ​ o​dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;).

Many sample stops take up time, but once the price is revealed the people return back to schedule.

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

Whenever prices go up, customers buy less products.

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

Even though she was tired, Angela knew she had to go to the cafe and she had to meet up with Joon.

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

It was obvious a storm was coming because of the lightning, thunder and calm in the air.

Periodic Sentence: A sentence in which the independent clause is given at the end of the sentence in order to create interest or generate suspense w ​ ith the main point coming at the e​nd​.

No matter how annoying they are or how much they spend, your children will come first.

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

Neighboring stores work hard, to stay prevalent throughout the year, and to succeed where other competitors fail.

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

Incoming customers like to spend their days returning unsatisfactory items in and taking new useless items home.

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

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Holiday scented candles make Bath & Body Works what it is and the company would be nothing without them.

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

“Karen” customers typically exhibit greediness,privilege, ignorance, entitlement.

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

“Karen” customers typically exhibit greediness and ignorance and entitlement and, ultimately, privileged.

Anaphora: A sentence that f​ eatures the purposeful repetition​of a word, words, or a phrase at the beginning of several successive clauses in order to place emphasis and draw attention.

For so many people, shopping sprees can be the best time of their lives, while for others shopping sprees are their lowest part of their lives, but most will agree that shopping sprees can feel like an exciting moment of their lives.

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

People so often spend their days going to the mall, their nights online shopping for their favorite mall shops, their breaks thinking about stores that it sometimes can feel like they live to go to the mall.

Sentence Errors

Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly w ​ ithout punctuation​.

The students wanted to stop working on their English project they needed to do work for other classes they had no time. [WRONG] The students wanted to stop working on their English project BECAUSE they needed to do work for other classes AND they had no time. [RIGHT]

Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly ​using commas The kids wanted to stop walking with their mom, they wanted to go to other stores, they had no freedom. [WRONG]

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The kids wanted to stop walking with their mom. They Wanted to go to other stores; they had no freedom. [RIGHT]

Fragment – ​incomplete sentence pieces​that are not connected to or do not form an independent clause Because the children had no freedom. [WRONG] Because the children had no freedom, they had to be with their mother. [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 indoor festival, the parents gave some money to the kids that was clearly not enough.

[WRONG] At the indoor festival, the parents gave some money that was clearly not enough to the children.

[RIGHT]

Double Negative – ​combining two or more negative words​in a sentence in a way that is supposed to produce a positive force The customers knew that it wouldn’t do them no good to waste time for black friday shopping.

[WRONG] The customers knew that it would not do them any good to waste time for black friday shopping.

[RIGHT]

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[Physics of the Impossible] 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 A ​ necdotal​ (Brief story to set the mood and lead the reader into the topic) Ex. ​If a person would ask someone what they imagine the future to look like in 100 years, they would most likely respond with an exaggerated answer. Some might suggest that there is a chance of invisibility, robot invasion, and maybe even time travel. The more time passes, the more sophisticated technologies will become as predicted. While such developments might appear impossible in the coming year the real likelihood of them might not be as unlikely as one would imagine. With the incredible developments in science in the last century, in particular the development of quantum theory and general relativity, it is now possible to provide an approximate indication of when, if ever, any of these fantastic innovations might be achieved. ​Query Based​ (Question that brings the reader to the topic - avoid second person POV “you”) Ex.​To what extent are the sci-fi media accurate to discoveries possible in the next decade?

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.​Today the fundamental laws of physics are understood at a basic level.

Fact​ (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim) 23

Ex.​Today invisibility and human threatening robots are not possible.

Opinion​ (personal position on a topic) Ex.​Invisibility is possible in the next decade or two. ​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.​Relying solely on the expectation of common sci-fi movies is not recommended.

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

none, most, half – ​avoid using this type of thesis statement u ​ nless​citing the source of the data​) Ex.​Scientists and engineers are working hard to create innovations to ultimately improve the life of many.

Document Based​ (cites a specific source, author, and position on a topic)

Ex.​In ​Physics of the Impossible​, Michio Kaku argues that the broad outlines of the future technology might look like, and better differentiate between those technologies that are merely impossible and those that are truly impossible.

Theory​ (a statement that can be tested and potentially proven - often answers a research question)

Ex.​Impossible advances in science and technology can statistically be revolutionary.

Clarification/Expansion of Thesis​ (could extend the thesis, preview the evidence supporting the thesis, give the purpose of thesis, establish the importance or significance of examining the intricacies of the thesis – ​this could be several sentences long​)

Ex. Kaku expands on his claim by examining the various elements, such as metamaterials and nanotechnology, that can support the creation, particularly of invisibility, along with theories with similar foundations. (preview of evidence)

Ex.​The author examines the reasons why the product is still not possible i​ n order to

encourage physicists to continue exploring different methods. (purpose of thesis)

Ex.​This information about the expansion of scientific discoveries would lead to crucial reforms in the near future. (establishing the importance or significance of thesis)

Body Paragraphs​(must have ​echoes of the thesis​in each AND present evidence to support or expand on the thesis) Topic Sentences​ (must specifically indicate the topic of the paragraph and focus on one subject and/or area of evidence or support – could start with a “Transition of Logic” that connects to the previous paragraph to give context)

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Ex.​Physicists have denied the idea of invisibility items; however, recent developments in "metamaterials" are requiring a significant revision of optical textbooks.

Presenting Evidence from Quotations​ (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) ORIGINAL QUOTE – “Under certain circumstances, a solid object may become transparent if the atoms are arranged randomly” (Kaku 20).

Ex. ​Several physicists agree, “Under certain circumstances, a solid object may become transparent if the atoms are arranged randomly” (Kaku 20).

Ex.​“Under certain circumstances, a solid object may become transparent if the atoms are arranged randomly,” according to several physicists (Kaku 20).

Ex. ​Unfortunately for skeptics,“Under certain circumstances, a solid object may become transparent if the atoms are arranged randomly,”according to several physicists (Kaku 20).

Ex. ​Unfortunately for skeptics, “Under certain [specific] circumstances, a solid object may become transparent if the atoms are arranged randomly” (Kaku 20).

Ex. ​Unfortunately for skeptics, “A solid object … may become transparent” (Kaku 20).

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 – “Under certain circumstances, a solid object may become transparent if the atoms are arranged randomly” (Kaku 20).

Ex. ​PARAPHRASE – In such conditions, a solid material will become translucent if the atoms are arranged randomly (Kaku 20).

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 – “Under certain circumstances, a solid object may become transparent if the atoms are arranged randomly” (Kaku 20).

Ex. ​SUMMARY – Solid objects may become transparent.

Abstract Examples​ (hypothetical, “what if” examples that do not refer to a source – A ​ VOID USING THEM AS EVIDENCE ​– but useful for examining the quote) Ex. ​The knowledge of atom arrangement is vital for the process of invisibility.

Concrete Examples​ (actual examples that do refer to a source – useful for enhancing your 25

analysis of the quote) Ex​. A study in the May 2013 ​Stanford News Service s​ hows Artificial "atoms" of the new material were intended to work with a wide variety of light frequencies. The researchers claim that these changes could lead to ideal microscope lenses or invisibility cloaks.

Closing Sentences​ (must end the discussion of the topic within the paragraph with a transitional or culminating word – possibly an adverb – and should echo the thesis of the essay) Ex. ​Clearly, valid authorities on the subject of physics agree about its often fundamentally and effectively steps to positive results.

Closing Paragraphs​(Conclusions – should not be mere summaries of the previous paragraphs of your essay) Consequences of Disregarding the Thesis​ (establishing the potential consequences of disregarding the implications of the thesis – CREATING A COUNTERARGUMENT – could be one or more sentences) Ex​. If outlandish goals, such as invisibility and responsive robots, are completely impossible, there would not be such an abundance of attempts being made around the world.

Statement(s) of Extension​ (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex.​As such, the progression of “impossible” theories seems to be moving in a steady pace in the direction of success within the world of science.

Reestablishing the Significance of the Thesis​ (could be one or more sentences) Ex. ​Thus, as the prevalence of academic research indicates, scientists and engineers carry out more than just repetitive lab experiments– they carry the possible change the world needs in their hands.

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

Ex.​So given all the progress developments associated with the impossible, maybe in the next ten years people can be living their sci-fi dreams.

ESSAYS

Essays​– 26

An essay is usually a piece of writing that gives the author his own argument—but the meaning is ambiguous, conflicting with that of a text, a document, an article, a pamphlet, and a short story.

Traditionally, the essays have been subclassified as formal and informal. The word "essay" is derived from the French word "essai" or "essayer," which means "trail." In the composition, however an essay is a piece of non-fiction writing that speaks or explores a particular subject. At present essay is part of any degree program.

Types – ​ Explain each type of essay and state its purpose Persuasive​ (Argumentative)- A persuasive essay is intended to persuade the target audience to do anything or not do anything about it.

Expository​ (Informative) - An expository essay sets forth items in depth to help readers think without any complexities.

Definition or Description - As the name suggests, the form of concept of the article describes various things, thoughts and perceptions.

Process (How-to) - A method essay describes a process of creating or destroying or doing something that readers completely understand and are able to do after reading it.

Compare and Contrast - A compare and contrast essay is either a comparison, a contrast, or both, between two separate or similar items.

Cause and Effect - The cause and effect of the essay helps people consider the cause of things and their effects on other things.

Analytical/Critical -​ An analytical essay analyzes everything, such as the study of a piece of literature from various perspectives in a literature and an analytical essay.

Evaluative- An evaluative essay is a composition that makes value assessments on a specific subject according to a series of parameters. An appraisal essay or study is a form of statement that offers facts to support the views of the author on the subject.

Interpretive - Interpretive essays are essays in which the speaker interprets the writing of another author. In order to achieve this the author must define, review and interpret the approaches used by the author.

Narrative​ (Tells a story)- A narrative essay is a plot like a short story. It's, though, different from a short story in that it's written in an essay style.

Personal Statement/Anecdote- An anecdote is a short story or scenario drawn from a personal experience. Anecdotes can be helpful for setting the scene for a speech or a personal essay. An anecdote also relays a story that can be used as a topic or lesson.

Research ​- A research essay focuses on a particular topic that is intended to address a particular question by the analysis in the related literature.

Timed ​- Timed essay tests, or in-class essays, these essays enable you to show disciplinary awareness by creating a sample of writing within a short amount of time.

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Document Based Question (DBQ)- A document-based question, also known as a data-based question, is an essay or collection of short-answer questions designed by students using their own information, paired with help from a variety of references available.

Synthesis- A synthesis essay is a synthesis of various theories to judge their merits 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- Pre-writing would be as the name refers, before writing, the objectives need to be sorted out. Until writing a response, it is preferable to evaluate a prompt to make sure it is understood. Outlining is good to keep the requirements in check and have a flow in the writing.

Researching/Evaluating of Sources- Especially for essays that require data, it is vital to research the topic beforehand. This way the reader of the essay will be able to comprehend the topic. However, the sources must be credible and share the same results as to other sources. Evaluation of information allows you to think objectively about the authenticity, validity, authenticity, legitimacy, timeliness, point of view or bias of information sources. Only because a book, article or website fits the search criteria does not always mean that it is a credible source of knowledge.

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- These OWL guides can help you learn how to use the citation and style of the Modern Language Association (MLA). This section provides resources on in-text citation and the Works Cited page, as well as MLA sample articles, slide presentations and MLA classroom posters.The form of MLA is most widely used to cite references in the fields of linguistic arts, cultural studies and other humanities.

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APA Format- These OWL resources can help you understand how to use the citation and format design of the American Psychological Association (APA). This section provides tools on the In-Text Citation and References tab, as well as APA sample articles, slide presentations and APA classroom posters. The essay should be printed and double-spaced on regular paper, with 1" margins on both sides. Have a page header (also known as the "running header") at the top of each page. For

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technical paper, this includes the paper title and page number. For student paper, this only includes page number. To create a page header/running header, insert page numbers flush correctly.

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