STEM Book of Writing by Bravo Grammar Con Online

STEM Book of Writing

Henry Tan

Table of Contents SECTION 1: PUNCTUATION and CAPITALIZATION ....................................................................................... 4 SECTION 2: PARTS OF SPEECH ...................................................................................................................... 7 SECTION 3: PHRASES and CLAUSES............................................................................................................ 19 SECTION 4: SENTENCES .............................................................................................................................. 22 SECTION 5: PARAGRAPHS .......................................................................................................................... 26 SECTION 6: ESSAYS ..................................................................................................................................... 31

Introduction Prepare to be enlightened by numerous writing concepts and tactics. Many of the following demonstrations will include well known scientists which have impacted the world of science along with everyday engineers working to crate a further advanced future for humanity. Using such examples, soon enough you will be able to engineer strong and effective pieces of writing. Now enough with the greeting, it is time to learn some science!

About the Author/Dedication My name is Henry Tan, I am currently a Junior at Bravo Medical Magnet High School. In my daily life I love to learn about science concepts and hopefully someday apply some of these concepts later in life as a mechanical engineer. Additionally I am fascinated by computers and how they function so in my own time I try to explore the wonders of computer science and I am a firm believer that someday computers and mechanical mechanisms will eventually be utilized for many of the worlds hard laboring jobs. Therefore, I wanted to write a book about writing with scientific concepts to encourage others to explore the wonderful field of science.

SECTION 1: PUNCTUATION and CAPITALIZATION Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1. . Period (used to end a sentence) - STEM is a field that involves different concepts of science and math. 2. , Comma (used to oend a sentence) - Although calculus is a big part of engineering, geometric concepts also contribute to innovative designs. 3. – Em Dash (used to take the place of commas, parenthesis, or colons) - My 2017-2018 season participating in VEX Robotics has been my most successful season yet. 4. – En Dash (used to represent a span or range of numbers, date, or time) - Witnessing all of the intricate designs was truly an eye-opening opportunity. 5. : Colon (used to introduce a list of items)- There are countless fields of engineering, some main fields include: mechanical, electrical, and software engineering. 6. ; Semicolon (used between two independent clauses) - Students who go to prestigious schools often end up working for big private companies; other students who attend average ranked schools are usually hired by smaller companies. 7. ? Question Mark (used at the end of a direct question) - How was the design process developed? 8. ! Exclamation point (used at the end of a sentence to add emotion) - STEM is the most influential aspect of my life! 9. ‘ 4

Apostrophe (used for contractions, plurals, and possessives) - Bill Gates’ claim in 1999 that “people will carry around small devices” deemed to be true beginning the early 2000s. 10. “ ” Quotation Marks (used to indicate material that is being produced word for word)“Failure is an option,” as Elon Musk said,”If things are not failing, you are not innovating.” 11. … Ellipses (used to indicate omission) - If engineering practices had not existed . . . technology would cease to exist. 12. [ ] Brackets (used to allow the insertion of editorial material inside quotations) - “[in the future] People will carry around small devices that allow them to constantly stay in touch [with media]”, said Bill Gates entering the 21st century. 13. ( ) Parenthesis (used to provide additional information) - The many different programming languages (used for many different functions) contained in the application are crucial in order for it to be fully functional. 14. / Slash (very versatile, it can indicate a line break in a poem or even represent a function) - As an ambitious student I will be majoring in mechanical/aerospace engineering.

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 a. Capitalize the first word of every sentence and every new line The engineers applied math concepts learned in school in real life applications. b. Capitalize the first word of quoted sentences. 5

The wire diagram and circuit configuration was described as “Far too complicated”. c. Capitalize the names of people Many great scientists developed the foundation for science including, Newton, Galileo, and Tesla. d. Capitalize words derived from proper nouns The region in the North was able to develop a more advanced technological society. e. Capitalize the name of streets cities, provinces, states and countries. Many of the most competitive STEM academies are located San Francisco and in the bay area. f.

Capitalize the place or specific locations A few years back I spent time at NASA Ames Research Center in northern California.

g. Capitalize the names of books, movies, arts, articles, etc. A great example of futuristic space exploration movies is The Martian. h. Capitalize the pronoun “I” At first, I never understood the importance of safety equipment until the accident occurred. i.

Capitalize an interjection, an exclamation. Humanity could be several decades away from colonizing Mars, Wow!

Capitalize opening and closing of a letter Dear SpaceX employees, I would like to congratulate everyone on their hard work, keep it up. Sincerely, Elon Musk

SECTION 2: PARTS OF SPEECH NOUNS Types of nouns: · Common Nouns: name a class of people, places, things, or ideas. researcher, wind tunnel, circuit board, hardware, software · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). Jet Propulsion Laboratory, NASA Ames Research Center, Raytheon, Senior Programmer · Compound Nouns: consist of words used together to form a single noun. Launchpad, aircraft, rocketship, spaceshuttle · Concrete Nouns: refer to material things, to people, or to places. Circuit, wire, computer, robot · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. Innovation, relativity, artificial intelligence, automation, biomimicry

Functions (How nouns are used): · Subject (comes before the verb) Jonathan, a senior engineer, accentuated the strict timeline for patent development.

· Direct Object (comes after the verb and answers what or whom) Mr. Corbett asked Jacob to solve the function using implicit differentiation.

· Indirect Object (answers to who or to whom) The keynote speaker gave lots of experimental data to the scientists at the symposium.

PRONOUNS Pronouns take the place of nouns that have been established. Personal: 7

Nominative (subjects)

Objective (objects)

I/we

me/us

you/you

He, she, it, one/they

him, her, it, one/them

Possessive My, mine

our, ours

Your, yours

your, yours

His, her, hers, its, one’s

their, theirs

Relative: Nominative

Objective

who

whom

That

that

Possessive whose of that

those/ this

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: The engineers discussed amongst themselves rather than with the other departments He evaluated himself after the AP physics exam. to intensify a point: The senior programmer herself became involved with what was supposed to be a small project. Although the mechanism had many components the student was able to construct it all by herself.

Demonstrative: 8

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: 9

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 design team received the physical parameters of the mechanism. Passive: The mechanism’s parameters were presented to the design team. Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · The students were excited for prototype testing. Participle: word ending in “ing” or “ed” used as an adjective · The circuit was exposed to corrosive material which caused it’s malfunction. · The product was developed many years before large scale production began. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs ·

Aaron likes to design mechanisms to improve one’s quality of life.

ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. ·

Kinds: Demonstrative, Common, Proper

Demonstrative: Those computers process information very quickly. Common: Proper: The opportunity rover captured many photos of Ma

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. ·

Endings

The professor approached the phenomenon scientifically. Elon Musk and his team at SpaceX were eagerly looking forward to the latest launch test. Budgetwise the company is capable of developing many new engineering solutions. ·

Conversions “Mathematical” becomes “Mathematically” “Scientific” becomes “Scientifically” “Mechanical” becomes “Mechanically

Types: Manner, Frequency, Degree, Place, Time

Example Types: (Create one example each related to your subject) Manner – The technician repaired the machine very carefully in fear of damaging other components. Time – The researchers evacuated the lab immediately after being alerted that there was a fire in the building. Place – The scientists stood safely behind the blast resistant window during the experiment. Degree – Andrea Ghez was awarded a nobel prize in physics for her remarkable research on black holes. Frequency – The company manager repeatedly emphasizes their strict timeline for patent development, every minute counts as a patent designer.

CONJUNCTIONS Coordinating (FANBOYS): for, and, nor, but, or, yet, so Correlative: Either/or; neither/nor; not only/but also; both/and; whether/or; as/so

Subordinate: after, though as, as if, as long as, as thought, because, before, if, in order that, provided that, since, so, so that, that, though, till, unless, when, where, whereas, while Relative pronouns: who (refers to people), which (refers to nonliving object or animals), that (may refer to animals or nonliving objects)

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

INTERJECTIONS Interjections are the final part of speech. A – Ahh, ahoy, aha, ahem, alas, arrggh, aw B – Blah, brrr, bingo, bravo, bam, bazinga, bleh, boo, boo-yah, bah hambug C – Cheers, congrats, catching, cripes, crud D – Damn, darn, darnit, dang, drat, duh, dear, E – Eureka, eek, eh, er, encore, eww F – Fie, fiddlesticks G – Gak, gee, gee whiz, geez, gadzooks, golly, good grief, goodness, goodness gracious, gosh, gesundheit H – Hey, hmm, hooray, huh, hello, ha, ha-ha, holy cow, hallelujah, holy smokes, humph, hurray, hot dog, huh? K – Ka-ching, O – oh, oh oh, oh dear, oh my, oh my God, oh well, ouch, ow, oww, oops, oy, ooh-la-la, P – Phooey, presto, please, pshaw, pow, phew, pooh 12

R – Rats, S – shoo, shh, shoop-shoop, T – Tut-tut, thanks, U – Uh-huh, uh-oh, ugh, um, umm V – Viva, voila W – Whammo, wham, whew, whoa, wow, whoops, Y – Yay, yeah, yikes, yippee, yes, yuck, yum, yo, yahoo, yummy Z – Zap

Transitions of Logic Chart

Addition

Comparison

Milder

Stronger

a further

further

and

furthermore

and then

moreover

then

in addition

also

additionally

too

besides

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

Contrast

but

however

yet

still

and yet

nevertheless

still

on the other hand

otherwise

on the contrary

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

then

meanwhile

now

at length

soon

presently

afterward

at last

later

finally

shortly

immediately

earlier

thereafter

recently

at that time

first, second, third

subsequently

eventually

Purpose

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

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

hence

and so

therefore

then

accordingly consequently thus thereupon as a result in consequence

Example

Summary and Emphasis

that is

for example

specifically

for instance

in particular

an instance of this

for one thing

this can be seen in

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 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 engineers scrambled to finish the project before testing day. Verb Phrase: A group of words consisting of verbs working together and function as a verb. The launch team knew they would be working countless hours prior to the day of the launch. 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 research team spend all of their time in the laboratory. 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. Elon Musk, a brilliant mind, spends many hours between SpaceX and Tesla each week. 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. Finishing the mechanical designs, the engineers finally saw a complete prototype.

•

Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The scientists safely exited the burning lab.

•

Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. The science students knew that it was about time to test the experiment.

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 â&#x20AC;&#x201C; CAN stand alone as a complete sentence, known as a simple sentence pattern. The field of STEM requires students to work hard and persevere.

DEPENDENT (SUBORDINATE) â&#x20AC;&#x201C; 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 scientists carefully checked what they had for samples.

Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: The space mission that all the astronauts wished to complete was nearly accomplished. Some adjective clauses begin with relative pronouns: This is the instrument that enables scientists to analyze sample data. Adverb Clause: Used to modify verbs, adjectives, and adverbs in an independent clause, introduced by a subordinating conjunction and used to indicate time, place, cause, purpose, result, condition, and/or concession. Modifying verbs: The scientists eagerly rushed to lunch because they were starving. Modifying adjectives: The engineers had to use twice as many resources used in their previous prototype. Modifying adverbs: The design team worked harder than the programmers did. Relative Clauses: Dependent clause that begins with a relative pronoun. The team who finishes first will have more time to analyze data. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. When designing a prototype, the design team carefully inspects the smallest details. Essential Clauses: Clauses necessary to the meaning of the sentence. The subject that most interests aspiring engineers is Applied Physics. 20

Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. The design project, which was very challenging, has finally been completed.

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 summer interns learned how to apply science in real life applications.

Predicate – what the subject does The summer interns learned how to apply science in real life applications.

Sentence Types

Declarative – a sentence that makes a statement (ends with a period mark) Exposing students to STEM fields at a young age can provide early interests in engineering.

Imperative – a sentence that makes a command (ends with a period mark) Learn multiple programming languages as soon as possible.

Interrogative – a sentence that asks a question (ends with a question mark) What engineer doesn’t follow the design process?

Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) That’s one small step for a man, one giant leap for mankind!

Sentence Patterns

Simple Sentence: A sentence that is just one independent clause. Many engineers design things that improve quality of life.

Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses connected by FANBOYS (coordinating conjunctions) or a semicolon (;). It has been years since the Mars mission began, but now the mission is nearly complete.

Complex Sentence: A sentence with one independent clause and at least one dependent clause. When you test a prototype, the outcome will bring out the pros and cons of your design.

Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Many factors must be considered when creating a mechanical design, most designs may look perfect on paper, but they can completely fail in an experiment,

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. Engineering has various fields for all students, whether your interests lie in mechanical engineering, software engineering, etc.

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 where your interests lie, engineering has various fields for all students.

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. Engineers tend to enjoy solving problems, to create innovative solutions, and to improve our modern society.

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. Chemical equations tend to go in as reactants and come out as products.

Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Scientists have brought the modern world to where 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. Engineers are often creative, innovative, cooperative, inventive.

Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Engineers are often creative and innovative and cooperative and, ultimately, inventive.

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 many STEM students, calculus is very practical, while calculus may be less practical for other students, but most STEM students would agree that calculus is important for their major.

Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Matthew spends most of his days programming, his nights programming, even his spare time programming, it almost seems like his world revolves around programs.

Sentence Errors

Run-On/Rambling/Fused Sentence â&#x20AC;&#x201C; a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. The team wanted to finish the hardware of the robot they needed to work on software they were losing time. [WRONG]

The team wanted to finish the hardware of the robot BECAUSE they needed to work on software AND they were losing time.[RIGHT]

Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas The team wanted to finish the hardware of the robot, they needed to work on software, they had no time. [WRONG] The team wanted to finish the hardware of the robot. They needed to work on software; they were losing time. [RIGHT]

Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because the team was losing time. [WRONG] Because the team was losing time, they had to stick to strict deadlines. [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 competition, the programmers accidentally downloaded a program into the robot that was corrupt. [WRONG] At the Competition, the programmers accidentally downloaded a program that was corrupted into the robot. [RIGHT]

Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force There wasn’t no power going into the circuit board. There wasn’t any power going into the circuit board.

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) Ex. Throughout time the brain has traveled through many different beliefs and it has gone from being deemed as a “useless” organ by egyptians in early history to the most complex and crucial organ in the human body. Mind blowingly the brain, despite its size, contains a network of hundreds of billions of neurons which is possibly proportionally equivalent to the vast universe. As technology continues to advance researchers are able to gradually gain more knowledge about the human brain and we have yet to scratch the surface of our brains’ potential. Although neurological technologies now allow scientists to study the brain's activity, there is still much to be explored about its capabilities and full potential. Query Based (Question that brings the reader to the topic) Ex. Will the advancement of technology unravel unknown knowledge about the brain and its future potentials?

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. The human brain contains highly complex neural networks which could potentially be utilized by future technology to tap into new capabilities.

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

Ex. The brain is crucial for a person to function.

Opinion (personal position on a topic)

Ex. Telekinesis and/or communication between two brains neurologically is impossible.

Belief (social, religious, or political in nature – an opinion held by many to be a fact, though it is not necessarily factual)

Ex. One’s soul and who they are is contained in the heart, not in the mind.

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. Everything in the brain consists of complex parts.

Document Based (cites a specific source and its position on a topic) Ex. In Cambridge Network, reporters introduce technologies of brain-computer interfacing which may present concepts of interactive technologies in relation to brain activity.

Theory (a statement that can be tested and potentially proven - often answers a research question) Ex. The brain will be able to download and quickly process memories in the coming future. 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. Dr. Kaku buttresses his claims by sharing insight gained from collaborations with prestigious university researchers on technological capabilities of the human mind which may be accessible now or in the very near future.

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) Ex. Furthermore, many research studies have shown the beneficence of technology in relation to the human brain.

Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences)

ORIGINAL QUOTE - “Computers are now powerful enough to record [signals]... from the brain and …[decode them]...This makes it possible for the brain to directly interface with computers”(Kaku 9)

Ex. Michio Kaku predicates, “Computers are now powerful enough to record [signals]... from the brain and …[decode them]...This makes it possible for the brain to directly interface with computers”(Kaku 9).

Ex. “Computers are now powerful enough to record [signals]... from the brain and …[decode them]...This makes it possible for the brain to directly interface with computers”(Kaku 9), according to Michio Kaku.

Ex. Fortunately for the future, “Computers are now powerful enough to record [signals]... from the brain and …[decode them]...This makes it possible for the brain to directly interface with computers”(Kaku 9).

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 - “Computers are now powerful enough to record [signals]... from the brain and …[decode them]...This makes it possible for the brain to directly interface with computers”(Kaku 9)

Ex. PARAPHRASE – Computers in today’s time are able to translate data from the brain, these abilities make it possible for the human brain to directly communicate with computers (Kaku 9)

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 - “Computers are now powerful enough to record [signals]... from the brain and …[decode them]...This makes it possible for the brain to directly interface with computers”(Kaku 9)

Ex. SUMMARY – Computers now can advance interactions between the brain and external technologies.

Abstract Examples (hypothetical, “what if” examples that do not refer to a source – AVOID USING THEM AS EVIDENCE – but useful for examining the quote) Ex. Controlling machines with one’s brain might be possible if technology continues to advance.

Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. An article by Cambridge Network shows that collaborative projects have initiated to develop microelectronics capable of interfacing with the human brain.

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. Ultimately, projects initiated globally to create technology that can interact with the human brain can potentially further expand the human mind’s capabilities.

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. Brain interfacing technology may possibly lead to a better understanding of the human conscience and the great complexity of the brain as a whole, this kind of understanding could help us understand how to treat mental illness more efficiently.

Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences)

Ex. Moreover, the use of interactive neural technologies may lead to more advance machines in the future, it may be possible that someday one can control a car with just a simple thought.

Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. Therefore, as technology advances researchers are able to gain more insight about our complex neural networks. With such information mental illnesses and others such as Alzheimer's, depression and Parkinson’s can be managed more effectively.

Final Sentence (connects to the hook and finishes the essay – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…) Ex. Provided with all of our technology now, why not try to develop more effective treatment for mental illnesses and possibly achieve immortality, possibly one day we may be able to implant our mind and consciousness into another humanoid body...

SECTION 6: 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) An essay is a piece of literature which discusses a chosen topic, often an essay explains the writer’s perspective and their claims supported by evidence while additionally providing a reason of relevance to the topic discussed.

Types – Explain each type of essay and state its purpose Persuasive (Argumentative) A persuasive essay is typically a piece of writing in which the writer presents an argument, the goal of doing so is to convince a target audience to either do or not do something. Expository (Informative) Definition or Description A relatively descriptive essay often provides simplified descriptions/definitions to help the audience understand a subject. Furthermore to figurative writing such as metaphors, similes, and personification can be utilized to explain concepts/ideas. Process (How-to) A Process essay is typically composed of smaller sections to make something more understandable. Process essays should be easy to follow as they are procedurally formatted to aid the audience in understanding the subject matter. Compare and Contrast An effective way to point out details and information in a piece of writing is to emphasize similarities and differences. Comparing and contrasting things in a subject will help the audience understand their individual traits/properties. Cause and Effect A cause and effect provides significance to the writing. Significance is crucial because it gives the reader a reason to pay attention to one’s writing. Discussing the impact that a subject has on a certain thing will provide relevance to one’s writing. Analytical/Critical Evaluative An evaluative essay analyzes a subject and provides critique towards a subject. Typically these essays will point out critical points in one’s topic which may be strong or need justification. 31

Interpretive An Interpretative essay provides multiple perspectives of a subject. No one perspective or stand point is always correct, it is important to have multiple interpretations of a specified subject. Narrative (Tells a story) Personal Statement/Anecdote A personal statement/anecdote typically tells a story of one’s life and their values as an individual. Many times these essays show an individual for who they are and how they behave on a normal basis. Research A research essay requires a writer to analyze a topic and provide factual evidence to support claims made throughout one’s writing. Often the writer may provide a personal perspective of what they learned from their own analysis. Timed Document Based Question (DBQ) A DBQ provides writers with certain documents which they must use in their writing in order to prove a certain point . Synthesis A synthesis essay provides different standpoints in order to make a judgement about a given subject.

Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts. Pre-writing/Prompt Analysis/Outlining When planning/organizing one’s writing they must start off by brainstorming ideas which comply with said prompt. After brainstorming different approaches to one’s writing they may choose one which they feel best justifies their interpretation of a prompt. Researching/Evaluating of Sources Any source may be used in one’s writing as long as it is credited, it is also important to note that sources should be reliable. Furthermore, it is crucial to acknowledge the certifications of a source when including it in one’s writing.

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 Modern Language Association (MLA) citation and format style, MLA formatting is typically used in citing sources of language arts, cultural studies, and other humanities disciplines. Writers use MLA formatting in order to express their credibility and accountability for using informational sources. Ex. Ackerman, Evan, et al. “Full Page Reload.” IEEE Spectrum: Technology, Engineering, and Science News, 11 Dec. 2020, spectrum.ieee.org/automaton/robotics/roboticshardware/video-friday-mit-mini-cheetah-robots-naver-labs.

APA Format American Psychological Association (APA) citation and format style, APA formatting is often used when citing sources in social science. It is crucial that an author(s) last name is included in the APA citation Ex. Ackerman, E., Guizzo, E., & Shi, F. (2020, December 11). Full Page Reload. IEEE Spectrum: Technology, Engineering, and Science News. https://spectrum.ieee.org/automaton/robotics/robotics-hardware/video-friday-mitmini-cheetah-robots-naver-labs.