The Everything Book of Writing By: Ayleth Benitez
-For Fish (my hamster/son)
Table of contents -About the Author ......... pg: 3 - Introduction ......... PG: 4 -Punctuation and Capitalization ........ PG: 5 -Parts of Speech ......... PG: 7 - Phrases and Clauses ........ PG: 18 - Sentences ....... PG: 20 -Paragraphs ....... PG: 25 -Essays ....... PG: 31
By: Ayleth Benitez
ABOUT THE AUTHOR The name is Ayleth Benitez. I am a simple person overall, I grew u with two siblings so new concepts and shenanigans were always occurring. For the longest, I watched my older siblings grow wiser and wiser. They are amazing role models and they inspire me and my younger siblings very much. I started writing because of my sister, the oldest she taught me how to imagine the craziest things. She really encouraged and boosted my creativeness. I've never been the biggest fan of other subjects or school in general but I have big hopes and dreams. In my free time, I love listening to music, painting, and taking naps. I'm not the biggest fan of sports since I'm not the athletic type, but they are fun to watch. I enjoy dancing, hanging out with my friends, and going on adventures with my favorite person. I have three older siblings and two younger, 2 females and 4 males in total, I also have a pet hamster along with two dogs so I have a pretty big family. My plans for the future are to attend Northridge and enroll in a dental school program. Once I'm done there, I'm working my way up to the house on the hill with the big backyard and pool away from everyone.
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I have been going to school for 11 years. Throughout my many years as a student, I never had a teacher who created assignments and projects that were both complex and Fun. My fourth-period teacher assigned us this project at the beginning of the semester. Our task was to fill out sections of grammar work that would eventually build a book of writing. A book with the purpose of informing readers and writers of the templates and formats for proper grammar. MINIMUM. I was initially supposed to write about women serial killers but I didn't find it as interesting and intriguing as I hoped. I ended up writing about the most random things ever, from little kids to rats and shows. I then started watching movies and reading random facts. After forgetting to write based on my serial killer theme, I decided that I would change my theme to the everything book of writing. I decided that I could write about just anything and research fun facts. I completed grammar work and research and have created the perfect layout and examples to follow when writing. I provided knowledge and examples while having fun and learning new facts.
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SECTION 1 PUNCTUATION and CAPITALIZATION Punctuation – Identify the functions of each mark and create one (1) example sentence of the usage for each mark. 1. . Period: Ends a sentence and abbreviates 2. , Comma: Separates two groups of words that can be switched 3. – Em dash: Draws emphasis on something 4. - En dash: Hyphenates words 5. : Colon: Connects a previous subject and what's next 6. ; Semicolon: connects independent clauses 7. ? Question: Ends interrogative statements 8. ! Exclamation: Ends emphasized statements 9. ‘ Apostrophe/Quote Mark: Shows possession/ contract a word 10. “ ” Quotation Marks: Indicates it came from a source 11. … Ellipses: Indicates something was left unsaid 12. [ ] Brackets: Used to insert something into 13. ( ) Parenthesis: Adding information that isn't mandatory 14. / Backslash: Indicates a choice 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. Please list the rules of capitalization here: 1. Capitalize the first word in a sentence Ex: He made his famous lasagna. 1. Capitalize names and proper pronouns Ex: Sally and Sammy walked down to the ice cream shop. 1. Capitalize days, months, and holidays but not seasons Ex: I love the month of October because of Halloween, I love the fall season in general. 1. Capitalize most Titles Ex: The Amazing World of Gumball is a show from a cartoon network.
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Section 2 pARTS OF SPEECH NOUNS Types of nouns: · Common Nouns: name a class of people, places, things, or ideas. Pool, club, park, house, egg· Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). Los Angeles, Sally, Ross · Compound Nouns: consist of words used together to form a single noun. Sandwich, chopstick, highchair · Concrete Nouns: refer to material things, to people, or to places. Chair, couch, table · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. hunger, passion, athleticism Functions (How nouns are used): · Subject (comes before the verb) Bubba got her first set of puppy shots. · Direct Object (comes after the verb and answers what or whom) They took Brandy to Six Flags for the first time. · Indirect Object (answers to who or to whom) She took the young girl to the hospital. 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
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Possessive My, mine our, ours Your, yours your, yours His, her, hers, its, one’s their, theirs Relative: Nominative Objective Possessive who whom whose That that 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: She pushed herself to her limit and was sore for a week. to intensify a point: The principal herself told us the consequences of our actions. 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 -9-
Possessive My, mine our, ours Your, yours your, yours His, her, hers, its, one’s their, theirs Relative: Nominative Objective Possessive who whom whose That that 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: She pushed herself to her limit and was sore for a week. to intensify a point: The principal herself told us the consequences of our actions. 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-10perfect
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: Mandy received her package last night. Passive: The package was delivered to Mandy. Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · Ms.Dominguez hates grading. Participle: word ending in “ing” or “ed” used as an adjective · Her mom kept making the night thrilling. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · My hamster likes to eat carrots. ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: short, long, recent short, long, recent ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings terribly, afterwards, likewise · Conversions Traditional, Conditional, Nutritional · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – The hospital attended the critical patient quickly. Time – Mandy’s tournament started later at 6. Place – Gracie was willingly at the party despite her being cold. Degree – Penelope danced terribly at the school dance but everyone had fun anyway. Frequency – Rupert was constantly showing up to after school -11-
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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 though, 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.
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A Aah Ack Agreed Ahaha Ahem Alas all right Amen Argh as if Aw Ay aye B Bah Blast boo hoo Bother Boy Brr by gollybye C Cheerio Cheers chin up come on Crikey curses D dear me Doggone Drat duh E easy does it Eek Egads er exactly F fair enough fiddle-dee-dee Fiddlesticks Fie
hoo quite fooey R G rah g'day rats gadzooks ready gah right gangway right on gee roger gee whiz roger that geez rumble gesundheit S get lost say get outta here see ya go on shame good good shh golly shoo good job shuck gosh sigh gracious sleep tight great snap grr sorry gulp sssh H sup haha-haha T hallelujah tata harrumph tata-da haw take that hee tally ho herhey tch hmm thanks ho there there hum there hoo time out hooray toodles hot dog touche how tsk tsk-tsk huh tuttut-tut hum U humbug ugh hurray uh huzza uh-oh I um I say ur ick urgh is it V ixnay very nice J very well jeez voala just a sec vroom just kidding W just wondering wah K well kapish well done L well, well lala-di-dah what lo whatever long time whee look H4: Double click when to edit look here whew lordy whoa M whoo man whoopee meh whoops ptui whoopsy
why word wow wuzzup Y yayea yeah yech yikes yippee yo yoo-hoo you bet you don't say you know yow yum yummy Z zap zounds zowie zzz
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Translartations of Logic Chart Milder Stronger Addition a further and and then then also too next another other nor further furthermore moreover in addition additionally besides again equally important first, second finally, last Comparison just as ... so too a similar another... like similarly comparable in the same way likewise Contrast but yet and yet still otherwise or though but another rather however still nevertheless on the other hand on the contrary even so notwithstanding for all that in contrast
alternatively at the same time though this may be otherwise instead nonetheless conversely Time then now soon afterward later shortly earlier recently first, second, third next before after today tomorrow currently then now soon afterward later shortly earlier recently first, second, third next before after today tomorrow meanwhile at length presently at last finally immediately thereafter at that time subsequently eventually currently in the meantime in the past in the future to do this so that to this end with this object for this purpose for that reason because of this in order to
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[YOUR] BOOK OF WRITING SECTION 3 TEMPLATE AND GUIDELINES PHRASES and CLAUSES Phrases – groups of words that function as a part of speech. Noun Phrase: A group of words consisting of nouns or pronouns and their modifiers that function as a noun. All the teachers wanted to take the students on a field trip to the Zoo. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. The competition judges assumed that they would be sitting the whole 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. Melody received a standing ovation exiting the stage. 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 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. The swim team spent their entire practice swimming laps back and forth. Participial Phrase word ending in -ing (present participle) or ed (past participle) that functions as an adjective. The astro camp counselors loved and boasted about the educating camp. Infinitive Phrase verbs preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. The contestants waited until the signal to start baking. 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. Layla was almost ready for the homecoming dance. DEPENDENT (SUBORDINATE) – CANNOT stand alone as a complete sentence and MUST begin with a SUBORDINATE CONJUNCTION. There are seven (7) kinds:
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Noun Clause: Used as the noun in a sentence and may function as a subject, a predicate noun, a direct object, an object of a preposition, an indirect object, or an appositive. Where she made her purchase determined whether they would accept a refund. Please take any messages from whoever might leave them. The mother was excited when everyone yelled Happy Birthday at her surprise party. The waiter looked over what he wrote down for the order. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: This is the mall where they fought. There was a dress here that I freaking loved. The cake that you wanted is right there. Some adjective clauses begin with relative pronouns: Layla is the one who got the most likes. There goes the girl who tripped and broke her leg. Her cousin said that she knew how to bake. Is that the color you want? That's the girl that wanted to fight. The casserole which she was going to submit was sadly burned in the oven. His mother is a woman who worked as a travel nurse. 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 street light was put up where nobody could see. When his alarm went off, the dog woke up. I went to the mall because I needed new socks. When I saw her walking down the aisle it was as if we had known each other in another life. Modifying adjectives: The school hours seem just as long as before. She is as mysteriously vague as she always was. Modifying adverbs: She worked harder than the other students.
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SECTION 4 TEMPLATE AND GUIDELINES SENTENCES Sentence – a set of words that contains a subject and a predicate and conveys a statement, command, question, or an exclamation. Sentence Parts Subject – what/who the sentence is about The black cat was walking through the neighborhood again. Predicate – what the subject does The black cat was walking through the neighborhood again. Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Developing a new skill in physics is going to benefit me in the future. Learning to write stronger sentences helps students communicate better. Imperative – a sentence that makes a command (ends with a period mark) Wash your hands. Interrogative – a sentence that asks a question (ends with a question mark) Where were you? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) Her pie was to die for.
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Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Most of my friends from middle school went ghost. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Many friends came over, but we were still missing a good amount of them. Complex Sentence: A sentence with one independent clause and at least one dependent clause. When she falls asleep, her television stays on the whole night. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Whether you plan ahead or not, most assignments for school get done, but they can take up a lot of time. Loose Sentence: A sentence that contains an independent clause plus a subordinate construction (either a clause or phrase) with your main point at the beginning. Christmas is coming soon, I can’t wait to exchange gifts. 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. I can’t wait to exchange gifts, Christmas is coming soon. 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. Bravo students tend to work hard, to stay awake at night, and to succeed where others fail. 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. Bravo teachers have lots of work to grade. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. The doctors are the hospital, the hospital would be nothing without it’s staff. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. The staff always -21seem down, lousy.
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Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Macy bought a pair of shoes, and a shirt, and a new sweater, also some new socks, and new earphones. 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. Many people enjoy pineapple on pizza, and others hate it, but people will agree that pizza is yummy regardless. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. She spent her break cooking, feeding all her children, and going to the grocery store. Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. Santa Claus and his little helpers love christmas they always deliver presents they like to make everyone’s day special. Santa Claus and his little helpers love christmas so they always deliver presents and they like to make everyone’s day special. Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas She went to the marathon, she went to her hometown, she got 2nd place. She went to her hometown. She went to the marathon; and she got 2nd place. Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause And she fell. She didn’t see the big crack and she fell. 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 fair, she gave her cousin a stuffed animal she won at a game. At the fair, she won a game and gave the stuffed animal to her cousin Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force She knew that it would be a bad idea to ruin the day. -23She knew that it wouldn’t be a good idea to ruin the day.
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[YOUR] 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 / Opening Statement) – can begin with the title Anecdotal (Brief story to set the mood and lead the reader into the topic) Ex. Often throughout the past 50 years when children have earned it, their parents treat them to McDonalds. Rewarding them with Happy Meals when they do well at school, for example, young people develop a strong and lifelong connection to fast food. The better they do at school, the more their smiles widen and, sadly, the more the nation’s waistlines and the health outcomes associated with them expand. As children, they may have no idea why, but the adults in their lives should. Query Based (Question that brings the reader to the topic avoid second person POV “you”) Ex. Does the consumption of fast food really have a negative impact on a person’s health? 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. Fast food provides very little nutritional content and should be avoided. Fact (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim) Ex. Fast food is comparatively inexpensive. Opinion (personal position on a topic) Ex. McDonald’s makes absolutely the best fast food. 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)
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Ex. Indulging in the temptation of fast food is sinfully wrong. 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 sold at fast food restaurants horribly harms a person’s health. Document Based (cites a specific source, author, and position on a topic) Ex. In Fast Food Nation, Eric Schlosser argues that the fast food industry has excruciatingly deep effects on people’s health outcomes by illustrating the unsanitary nature of many fast food preparation tactics. Theory (a statement that can be tested and potentially proven - often answers a research question) Ex. Fast food can systematically lead to health problems in young people. 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. Schlosser expands on his claim by examining the various elements, such as advertising and marketing schemes, that can hook people on fast food, particularly at an early age, along with reports about the negative health impacts of consuming processed foods. (preview of evidence) Ex. The author examines the often-disturbing state of meat production in order to discourage people from consuming so much fast food. (purpose of thesis) Ex. This information about the connection between fast food and potential health outcomes might lead to crucial reforms in the food industry. (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) Ex. Additionally, multiple sources indicate that the consumption of fast food has a dramatic impact on health. (Now every sentence in this paragraph must be related to the connection between fast food and health) Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) ORIGINAL QUOTE – “Fast food can have adverse effects on people’s health” (Schlosser 73). Ex. Several researchers agree, “Fast food can have adverse effects on people’s health” (Schlosser 73). Ex. “Fast food can have adverse effects on people’s health,” according to several researchers (Schlosser 73).
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Ex. Unfortunately for patrons, “Fast food can have adverse effects on people’s health,” according to several researchers (Schlosser 73). Ex. Unfortunately for patrons, “Fast food can have [horribly] adverse effects on people’s health” (Schlosser 73). Ex. Unfortunately for patrons, “Fast food … [a]ffects … people’s health” (Schlosser 73). 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 – “Fast food can have adverse effects on people’s health” (Schlosser 73). Ex. PARAPHRASE – People’s health may be negatively impacted by fast food (Schlosser 73). 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 – “Fast food can have adverse effects on people’s health” (Schlosser 73). Ex. SUMMARY – Fast food can be unhealthy. 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. People might lose weight if they stopped eating fast food. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. A study in the November 2011 New England Journal of Medicine shows that the average person stands to lose 12 pounds in any given year that they eliminate fast food from their regular diet. 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 fast food agree about its often startling and consistently negative health effects. 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 the mass consumption of fast food was truly safe for people’s health, there probably would not be such an abundance of obesity plaguing the nation. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. As such, the national epidemic of obesity seems closely connected with the abundance of fast food available to consumers in every corner of America. -29-
Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. Thus, as the prevalence of academic research indicates, fast food consumers carry out more than just the contents of a McDonalds’ paper bag – they carry out the potential for both illness and premature death. Final Sentence (closing statement that connects to the hook and finishes the essay (finish your argument) – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…) Ex. So given all the health problems associated with fast food, maybe the meals children receive as rewards are not so happy after all…
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[YOUR] BOOK OF WRITING SECTION 6 TEMPLATE AND GUIDELINES 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 Process (How-to) Compare and Contrast Cause and Effect Analytical/Critical Evaluative Interpretive Narrative (Tells a story) Personal Statement/Anecdote Research Timed Document Based Question (DBQ) Synthesis Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts. Pre-writing/Prompt Analysis/Outlining Researching/Evaluating of Sources 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 APA Format
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Thank you for your time and eyes.
By: Ayleth Benitez
