The Sports Book of Writing by Bravo Grammar Con Online

The Sports book of writing By: Zon Tsan

Table of Contents Introduction

About the author

Punctuation/Capitalization

5-6

Parts of Speech

7-11

Phrases and Clauses

12-14

Sentences

15-17

Essays

18-19

Introduction Sports have been enjoyed being played and watched for years with different sports all over the world. Sports is a form of competitive physical activity or game which can be played to maintain or improve physical abilities. From kids to the elderly everyone one enjoys sports just like how youâ&#x20AC;&#x2122;ll enjoy this book.

About Author Zon Tsan is a 16 year old student that attends Bravo High school. For his whole life heâ&#x20AC;&#x2122;s always had a lot of energy and in order to keep his energy in check he did sports and physical activities. In Elementary school he was a part of the after school basketball, baseball, soccer, and flag football team where he discovered his love for watching and playing sports. Throughout middle school he took a break from sports and this allowed him to realize how much he truly enjoyed sports. During his freshman year of high school he joined the track and field team where we thrived in every event he competed in. After track and field he decided to try something new so he tried out for the boys volleyball team and made varsity his first year.

PUNCTUATION and CAPITALIZATION Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1. . The function of a period is to end a sentence. Zon was doing english homework. 2. , Comma anything in front and behind of the comma can be switched Thank you, Zon, for your support. 3. – The en dash is used to represent a span or range of numbers, dates, or time The homework can be found on chapter 5-7. 4. - Hyphen’s are used to form certain compound terms. It’s time to do my daily check-in. 5. : The colon can be used to introduce a list of items or separate two independent clauses. I woke up at 10:25 a.m yesterday. 6. ; The semicolon is used between two independent clauses. In 1992, Starbucks had fewer than 200 stores; in 2002, almost 20,000. 7. ? The question mark is used to end a question. What should i eat tonight? 8. ! The exclamation point is used to show the significance of what is being said Why in the world would you do that! 9. ‘ Apostrophe is used to indicate possession John’s car was made in 1999. 10. “ ” Quotation marks are used to indicate material that is being reproduced word for word. “I forgot to do my homework,” said Zon. 11. … An ellipsis is used to indicate omission. The story continues... 12. [ ] Brackets are used for clarification. She[Jessica] is a good friend of mine. 13. ( ) Parentheses

Most celebrities (and their security) travel by jet. 14. / The slash is used to indicate a line break. You will be paid an $900/mouthly salary 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.

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. School, Mall, Clothes, language · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). El Sereno, El Sereno Middle School Alhambra, Alhambra High School Lincoln, Abraham Lincoln High School · Compound Nouns: consist of words used together to form a single noun. Pillowcase, earphones, headphones · Concrete Nouns: refer to material things, to people, or to places. Shoes, Clothes, Table · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. Pain, Peace, Joy Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Mr. Rodriguez loves his students who do his work. · Direct Object (comes after the verb and answers what or whom) Mr, Rodriguez asked Zon to finish his late work for a better grade. · Indirect Object (answers to who or to whom) Mr. Rodriguez gave his phone to a student who needed to make a call. PRONOUNS Pronouns take the place of nouns that have been established. Personal: Nominative (subjects) Objective (objects) I/we me/us you/you you/you He, she, it, one/they him, her, it, one/them Possessive My, mine Your, yours His, her, hers, its, one’s Relative: Nominative who

our, ours your, yours their, theirs

Objective whom

Possessive whose

That

that those/ this

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: The team blamed themselves for the loss. to intensify a point: The team knew it was gonna be hard but they knew they were better. 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 team got their jerseys at school Passive:The school gave the jerseys to the students. Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. The volleyball team enjoyed playing scrims. Participle: word ending in “ing” or “ed” used as an adjective The team was tired after their run. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs The team enjoyed to fool around during the bus ride. ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings The game ended quickly after the earthquake. · Conversions The player was badly hurt. · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – The team quickly called a time out. Time – The team was immediately awarded their medals after they won. Place – The coaches were willingly at practice to help the students out. Frequency – The volleyball players are consistently performing at their best 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. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27.

Aha: Aha! I figured it out! Ahem: Ahem, could you boys stop talking so we could get on with class, please? Alas: Alas, it was not to be. Amen: Amen, hallelujah, amen! Aw: Aw, do we have to? Brrr: Brr! Minus 30 degrees? Yuk. Bull: Bull. It's not 30 below zero, not really. Bye (bye-bye): Bye! See you later! Cheers: Cheers, mate! You're welcome. (British English); Cheers! Raise a toast! (American English.) Come on (c'mon): Come on. Hurry up. Cool: Oh, wow, that is so cool! Cowabunga: "Cowabunga, dude." ("Teenage Mutant Ninja Turtles") Dang: Dang it! Where'd I put that? Darn (darn it): Darn it! I can't find the other one either! Duh: Well, duh. I can't believe you didn't know that. Eh: Eh? What? Enjoy: Enjoy! I hope you like it! Excellent: "Party time, excellent!" ("Wayne's World") Fabulous: Fabulous! That's just wonderful! Fantastic: Fantastic! I just love it! Fiddledeedee (fiddle-dee-dee): "Fiddle-dee-dee! War, war, war; this war talk's spoiling all the fun at every party this spring. I get so bored I could scream." ("Gone With the Wind") Freeze: Freeze! Stop right there! Gee (gee whiz, gee willikers): Well gee whiz, Pa, why do I have to do that? Giddyap (giddyup): Giddyup, Silver! Go, horse, go! Golly (good golly, golly gee willikers): Golly, that sure was tasty. Goodbye (good-bye): Goodbye, see you again soon! Great: Great! I'm so excited you'll come along!

28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68.

Great balls of fire: "Goodness gracious, great balls of fire!" ("Great Balls of Fire," Jerry Lee Lewis) Ha: Ha-ha! That's funny! Hallelujah: Glory be to God, hallelujah! Heavens (heavens above, heavens to Betsy): Oh, heavens! How could you think that? Hey (hey there): Hey! Look over there! Hi (hiya): Hi! What's up? Hip, hip, hooray: We won! On the count of three, everyone: Hip, hip hooray! Hip, hip, hooray! Hmm (hrm): Hmm. Let me think about that for a bit. Ho-ho-ho: Ho-ho-ho, Merry Christmas! Howdy (howdy do): Howdy, pardner. Huh: Huh. I have no idea. Ick: Ick! How gross! Indeed: Indeed! I'll bet you didn't know that! Jeez: Jeez, do we really have to go through this now? Kaboom: Kaboom! It blew up! Kapow: And Batman hit the evildoer, kapow! Lordy (lordy, lordy): Oh lordy, lordy, look who's 40! Man: Man, that's unbelievable. Marvelous: Marvelous! Oh, honey, that's just wonderful. My: "My! I never once thought of it, Huck!" ("The Adventures of Tom Nah: Nah, it'll never work. No problem: Thank you. No problem. No way (no way José): No way! I can't believe it. Nope: Nope. I can't do that. Nuts: Nuts! I wish I didn't have to. Oh (oh boy, oh dear, oh my, oh my gosh, oh my goodness, oh no, oh well): Oh! That's shocking! OK (okay): OK, sounds great. Thank you. Ouch: Ouch! That hurt! Ow: Ow! That stung! Please: Would you help me, please? Poof: Poof! She just disappeared. Shh: Shh! Quiet in the library! Super: Super! That's fantastic! Swell: Swell! How great! Welcome: Welcome! Come in!; (You're) Welcome! Well: Well, I just don't know about that. Whoop-de-doo: Well whoop-de-doo. (sarcasm) I so don't care. Woo-hoo: Woo-hoo! That's fantastic! Wow: Wow! I love it! Yippee: Yippie! That's exciting! Yummy: Yummy! I love chocolate cake!

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 members were extremely tired after practice. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. The volleyball team knew they would be working hard for this upcoming season. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. The late volleyball team quickly walked into the gym 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. Mr andrews, the dean, coached the volleyball team for a while. 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. Running across the gym, the volleyball team slipped on the slippery floor. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The EHA students quickly abandoned the lab. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. The volleyball team knew it was to get ready for the game.

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. Bravo Medical Magent has a boys volleyball team. DEPENDENT (SUBORDINATE) – CANNOT stand alone as a complete sentence

and MUST begin with a SUBORDINATE CONJUNCTION. There are seven (7) kinds: Noun Clause: Used as the noun in a sentence and may function as a subject, a predicate noun, a direct object, an object of a preposition, an indirect object, or an appositive. ○ The team discussed what they had to do to win. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ That was the win the team 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.) 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: The team was late to their game so they ran to the gym after class. Modifying adjectives: ■ The volleyball team at bravo is like a family. Modifying adverbs: ■ The team worked harder than any other school. Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The team that finishes first won't have to run for the whole week. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ While playing, the team isnt focused on the crowd. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The team that scared us the most was bravo high school.

Nonessential Clausesâ&#x20AC;&#x2039;: Clauses that are NOT necessary to the meaning of the sentence. â&#x2014;&#x2039; The volleyball season, that started in October, was canclled due to covid.

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 Honors English students patiently learned about writing sentences. The volleyball team was waiting for their game to start. Predicate – what the subject does The Honors English students patiently learned about writing sentences. The volleyball team plays volleyball for the school. Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Learning to write stronger sentences helps students communicate better. If the volleyball team practices more they will get better. Imperative – a sentence that makes a command (ends with a period mark) Learn to write better sentences immediately. Go run 5 laps immediately. Interrogative – a sentence that asks a question (ends with a question mark) Why would anyone not want to write better sentences? How could you miss that pass? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) That sentence was so much better! That was a great save by you!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Most writing for school is in the form of a simple sentence pattern. The volleyball team has 15 members. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). The volleyball team practices, outside and inside the gym most of the time.

Complex Sentence: A sentence with one independent clause and at least one dependent clause. The volleyball game will end when someone scores a point Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. If the volleyball team loses this match they won't be out of the tournament because of the loser's bracket. 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. Volleyball will keep you in shape if you exercise frequently. 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. If you exercise frequently, you will be fit and healthy. 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. Volleyball players work hard, all day and night, enabling them to succeed. 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. Volleyball players can't always win each game but they come out better with every loss. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. The volleyball players make the team what it is without them there wouldnt be a team. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Volleyball players are usually smart, athletic, and hardworking. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Bravo students typically exhibit studiousness and tenacity and grit and, ultimately, 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. Volleyball can be fun for most people but volleyball can also be hard.

Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. All volleyball players practice to play, they spead hours just so they can be the best when they play. Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. The volleyball team stopped working on passing to focus on blocking because that needed the most work. Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas The volleyball team stopped working on passing. They needed to focus on blocking because that needed the most work. Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because the team was struggling, they had to stop and think before they continued. 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 game, the referee gave the ball to the server. Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force The team understood it was gonna be a long day if they lost.

ESSAYS Essays – Explain what an essay is (I know, this is where I usually explain it to you but now that you have made it to the end of this project, it’s your turn) Types – Explain each type of essay and state its purpose Persuasive (Argumentative) Expository (Informative) Definition or Description An essay that provides more information on a topic. Process (How-to) Compare and Contrast Essays that compare and contrast multiple ideas from different perspectives. Cause and Effect Eassays that explain a cause and why that has the effect of the cause. Analytical/Critical Evaluative Analyzation of someone's work Interpretive Explains how the work should be taken or understood Narrative (Tells a story) Personal Statement/Anecdote Essays that are about someone's ecperiences Research Timed Document Based Question (DBQ) Essays that are based of documents Synthesis Essays that take into account diffrent ideas to make a fair argument Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts. Pre-writing/Prompt Analysis/Outlining 1. Hook-Grab the readers attention 2. Body Paragraph- Explains the topic 3. Counter Argument- Argument about topic 4. Conclusion- the ending where you summarize the essay

5. Researching/Evaluating of Sources- citting sourses you used 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: example: Porter, Jon. “Gmail, YouTube, Google Docs, and Other Google Services Hit by Massive Outage.” The Verge, The Verge, 14 Dec. 2020, www.theverge.com/2020/12/14/22173803/gmail-youtube-google-assistant-docs-down-o utage. 1. Author 2. Title of source 3. Title of container 4. Other contributors 5. Version 6. Number 7. Publisher 8. Publication date 9. Location APA Format: example:Porter, J. (2020, December 14). Gmail, YouTube, Google Docs, and other Google services hit by massive outage. The Verge. https://www.theverge.com/2020/12/14/22173803/gmail-youtube-google-assistant-docsdown-outage.